The Influence Of Unconscious Emotion Regulation And Attribution Of Responsibility On Helping Behavior Of Junior Grade One Student Under The Situation Of Setback

Frustration is ubiquitous,often full of our daily life,to a certain degree of individual emotion,behavior.For grade one students,they are not mature physically and mentally,and tend to have negative emotions because of some frustrating things in life,so they may do some anti-social behaviors,which may affect the class atmosphere and the harmony of the school.For busy in school students,if you focus on setback after the emotion regulation is very cost will energy and cognitive resources,and unconscious emotion regulation process does not require the participation of subjective consciousness,and less consumption of cognitive resources,and is considered to be a kind of simple implementation,effect sustainable new method,more suitable for the student group.Helping behavior has been deeply concerned by the society,but there are always many factors in real life that make us hesitate to help or not,among which the attribution of responsibility plays a certain role in helping decision.Therefore,based on previous research results and relevant literature,this study adopts the form of experimental method to explore the influence of unconscious emotional regulation and attribution of responsibility on the helping behavior of junior high school students in the context of frustration.Two experiments are designed with junior high school students as research objects.In experiment 1,the influence of frustration situation on helping behavior was explored.The single-factor experiment design was adopted.The research object was 60 grade one students in a middle school,and the independent variable was frustration situation and the dependent variable was helping behavior.The subjects were divided into two groups: a setback group and a no-setback group.Using the frustration situation that the subjects could not complete the task in the given time no matter how hard they tried,money and time were used as the measure of helping level.The results showed that the level of helping behavior in the frustration group was significantly lower than that in the no frustration group.The results showed that when a student was in a frustrating situation,he had significantly negative emotions and showed less helpful behaviors.In experiment 2,based on Experiment 1,we explored the influence of unconscious emotion regulation goal priming on helping behavior after frustration situation,and the influence of different levels of attribution of responsibility on individual helping behavior.Objective priming（goal priming,neutral priming）× 3 attribution of responsibility（fuzzy attribution,controllable self,uncontrollable situation）.The independent variable was the type of unconscious emotion regulation priming and the attribution of responsibility,and the dependent variable was the level of helping behavior.In order to create a frustration situation,the participants could not complete the task in the given time no matter how hard they tried.Unconscious goal priming was carried out through sentence arrangement task,and the helpfulness level under different attribution stories was measured.The results showed that,after the unconscious goal priming,the helping level of the participants in the frustration situation increased.On the money task,the donation intention and amount of the participants in the uncontrollable situational attribution group were higher than those in the fuzzy attribution group,and the level of the fuzzy attribution group was higher than that in the controllable self-attribution group.However,the time task was different from the former.The willingness and duration of borrowing notes in the uncontrollable situational attribution group were higher than those in the controllable self-attribution group,and the level of borrowing notes in the controllable self-attribution group was higher than that in the fuzzy attribution group.Under the three conditions of attribution of responsibility,the level of helping in unconscious priming was higher than that in neutral priming.Based on the above experimental results,the following conclusions are drawn in this study:（1）Frustration situation reduced the level of helping behavior of grade one students;（2）After the activation of unconscious emotion regulation goal,it can promote the helping behavior of grade one students;（3）Different responsibility attribution conditions had different effects on first-year students’ helping behaviors,with higher levels of helping in both the uncontrollable contextual attribution condition than in the controllable self-attribution and ambiguous attribution groups,and higher levels of helping in all groups after unconscious goal initiation than in the neutral initiation group,with unconscious goal initiation and uncontrollable contextual attribution enabling students to show more helping behaviors.