The Effect Of Emotional Regulation Strategies On Life Satisfaction Of Rural Pupils

In recent years,with the younger age of mental health problems,the mental health of students in compulsory education has attracted much attention,and life satisfaction is one of the most important measurement criteria of psychology.At present,there are many researches on the antecedents of life satisfaction,but few scholars discuss the impact of emotion regulation strategies on life satisfaction,and the specific impact mechanism is also possible to explore more.Based on the theory of positive emotions,this study aims to explore the relationship between emotion regulation strategies and life satisfaction of senior rural primary school students,and explore the mediating role of self-esteem and perceived stress.In this study,900 students of grade 4-6 from four rural primary schools in Yongji,Shanxi Province were selected by cluster sampling method,and were measured with the Youth Student Life Satisfaction Questionnaire,Emotional Regulation Scale,Rosenberg Self Esteem Scale,and Chinese Perceived Stress Scale.After data collection,spss26.0,Amos,PROCESS and other software were used for data analysis.The results showed that:There were significant correlations among cognitive reappraisal,expression inhibition,self-esteem,perceived stress and life satisfaction;Cognitive reappraisal has a significant direct effect on life satisfaction,Self-esteem and perceived stress have significant mediating and chain mediating effects between cognitive reappraisal and life satisfaction;The direct effect of expression inhibition on life satisfaction is not significant,while self-esteem and perceived stress have significant mediating and chain mediating effects between expression inhibition and life satisfaction.The second half of the indirect path that cognitive reappraisal affects life satisfaction through perceived stress is regulated by self-esteem;The second half of the indirect path that expression inhibition affects life satisfaction through perceived stress is regulated by self-esteem.The first half of the indirect path of cognitive reappraisal affecting life satisfaction through perceived stress was regulated by parental conflict.Based on the above results,the following suggestions are proposed for improving life satisfaction: improve students’ emotion regulation skills and develop the habit of cognitive reappraisal of emotion regulation;Strengthen the cultivation of students’ self-esteem and other positive qualities;Change students’ irrational cognition of stress;Reduce parental conflict in students’ family environment.