A Study On The Relationship Among Personality Traits,Emotion Regulation Strategies And Interpersonal Distress Of High School Students And Educational Countermeasures

High school is the most beautiful and important life stage for everyone.High school students are confronted with the changes of learning environment while facing the physiological development.For example,they will learn more content,learn faster pace,interpersonal communication objects will also change,and they will meet different teachers and classmates.When encountering problems in study and life,students need to communicate with classmates,teachers and parents to find suitable learning methods and friends circle.According to Erikson’s identity theory,the development of individual self-identity needs to feel a sense of belonging and security in peer groups.Therefore,interpersonal communication has become an important part of high school students’ study and life.This means that high school students need to improve their interpersonal skills and cultivate positive interpersonal relationships in order to promote the all-round development of individuals.However,with the deepening of the degree of communication,there will often be a variety of troubles in the process of interpersonal communication,may also feel bad emotional experience.It is found that interpersonal disturbance is an important factor affecting the healthy development of the body and mind of high school students.Good interpersonal relationship can promote the harmonious development of the body and mind of individuals,and the quality of interpersonal relationship will change with the use of different emotional regulation strategies.At present,many literatures have shown that interpersonal distress of high school students is correlated with personality traits and emotion regulation strategies,but there is no direct exploration of the relationship between the three.In this study,594 ordinary high school students were surveyed by using the Questionnaire of Five Factors of Personality of Middle School students,the Questionnaire of Emotion Regulation and the Comprehensive Diagnosis of Interpersonal Relationship.To understand the status quo of high school students’ personality traits,emotion regulation strategies and interpersonal disturbance and their differences in demographic variables,to initially explore the partial mediating role of emotion regulation strategies between high school students’ personality traits and interpersonal disturbance,and to put forward the corresponding educational countermeasures with operability.To help high school students how to use scientific emotion regulation strategies to reduce individual interpersonal distress under the premise that personality traits cannot be changed.The conclusion is as follows:(1)Most of the personality traits of senior high school students are in positive states,emotional regulation strategies and interpersonal distress are at the medium level,and senior high school students have a certain degree of interpersonal distress.(2)There are significant differences in personality traits in gender,major type,grade,academic performance,family residence,family economic level,class cadre,stay-behind experience,and educational level of parents.(3)There are significant differences in emotion regulation strategies in gender,grade and educational level of parents.(4)There are significant differences in interpersonal distress in gender,major type,grade,family residence and educational level of parents.(5)Extraversion,agreeableness and other positive personality traits can negatively predict individual interpersonal distress,and emotionality can positively predict individual interpersonal distress;The cognitive reappraisal strategy of emotion regulation strategy was negatively correlated with interpersonal distress,while the expression inhibition strategy was positively correlated with interpersonal distress.(6)Emotion regulation strategy had partial mediating effect on the relationship between personality traits and interpersonal distress,and expression inhibition strategy had masking effect on the relationship between personality traits and interpersonal distress.According to the research results,the following educational countermeasures are proposed in order to reduce the interpersonal troubles of high school students:(1)Cultivate optimistic attitude and shape positive personality(2)Optimize emotion regulation strategies and improve emotion regulation ability(3)Learn interpersonal skills to reduce interpersonal troubles...