A Study On The Relationship Among Middle School Students’ Emotion Regulation Strategies,Psychological Capital,and Subjective Well-Being

Middle school is a key growth period in life.Teenagers at this stage are in the rapid development of adolescence,which is prone to unstable emotions and emotions,resulting in a series of psychological problems.The emotion regulation strategy is mainly through the control and regulation of emotions,and take reasonable coping strategies and strategies for excessive passion or negative emotions.Combined with positive psychological capital,it can effectively help adolescent students better deal with a large number of negative emotions and pressures and ensure their healthy and happy growth.As a new research field,positive psychological capital has attracted the attention of many scholars.Therefore,through the analysis of the relationship between emotion regulation strategies,psychological capital and subjective well-being,it can not only promote the mental health development of middle school students,but also effectively improve the relevant theories of middle school students’ mental health education,and provide some theoretical guidance and foundation for middle school students’ mental health education.In order to explore the actual situation of middle school students’ current emotion regulation strategies,this paper takes 860 students from three middle schools in Hanzhong as the research object,uses the emotion regulation strategy scale,positive psychological capital scale and happiness index scale to carry out questionnaire investigation and analysis,and deeply understands the relationship between middle school students’ emotion regulation strategies,psychological capital and subjective well-being,It also analyzes the influence mechanism of psychological capital on subjective well-being and emotion regulation strategies.At the same time,according to the analysis conclusions,this paper puts forward reasonable educational suggestions from the aspects of improving middle school students’ emotional regulation ability,improving middle school students’ psychological capital level,and improving education or guidance for different middle school students’ subjective well-being.The conclusions of this paper are as follows:（1）Middle school students as a whole have a medium level of emotion regulation strategies.There are no significant differences in gender and academic performance,but there are significant differences in family economic status and grade.And middle school students’ emotion regulation strategies,psychological capital and subjective well-being have a significant positive correlation,and middle school students’ subjective well-being and psychological capital have a significant positive correlation.（2）Middle school students have a good level of psychological capital as a whole,with significant differences in gender and academic performance,but no significant differences in family economic status and grade.Middle school students’ psychological capital will also affect subjective well-being to a certain extent,and these two effects are very significant.（3）Middle school students have a good level of subjective well-being as a whole.There are significant differences in grade and gender,but there are no significant differences in academic performance and family economic status.There is a positive influence on the subjective well-being of middle school students.（4）Psychological capital plays a partial mediating role in middle school students’ emotion regulation strategies and subjective well-being.In addition,through the research,it is found that middle school students’ emotion regulation strategies have an impact on their subjective well-being,which will be realized by psychological capital.In order to further enhance the subjective well-being of middle school students,it is necessary to reasonably guide the emotion regulation strategies of middle school students and vigorously develop the positive psychological capital,so as to greatly improve the psychological problems of middle school students.Finally,according to the survey results and analysis conclusions of this paper,educational suggestions are put forward from three aspects: emotional regulation strategies,psychological capital and subjective well-being,mainly including improving middle school students’ attention transfer ability,improving middle school students’ cognitive ability,expanding middle school students’ ways to seek help,enhancing middle school students’ sense of hope,developing middle school students’ sense of self-efficacy,improving middle school students’ resilience,teaching students in accordance with their aptitude and establishing a good family environment,In order to provide some reference for middle school students’ psychological education.