本文選題：初中生 + 情緒調(diào)節(jié)自我效能感　； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：情緒調(diào)節(jié)自我效能感,包括調(diào)解積極情緒自我信心感和把控消極情緒的自我信心感。作為情緒領(lǐng)域的研究主題,中外學(xué)者紛紛展開了研究,并取得累累碩果。目前,研究的內(nèi)容主要是在個(gè)人情思、行為、活動(dòng)中,情緒調(diào)節(jié)自我效能感的影響功能。但以影響情緒調(diào)節(jié)自我效能感的因素作為研究對(duì)象進(jìn)行研究的不多,一般以高中生、大學(xué)生、成年男性、女性為研究對(duì)象,以剛進(jìn)入青春期情緒不穩(wěn)定的中學(xué)生為對(duì)象展開的研究還比較少。在這個(gè)研究中的對(duì)象是中學(xué)生,進(jìn)入青春期的初中生體驗(yàn)到的消極情緒多。影響這時(shí)期的初中生調(diào)節(jié)消極情緒的基點(diǎn)在于家庭,家庭的情緒氛圍、父母的教養(yǎng)方式、親子之間的溝通、沖突的處理等都對(duì)初中生的情緒調(diào)節(jié)能力有重要的影響。我選擇了家庭中父母的撫養(yǎng)教育方法著手進(jìn)行研究,通過研究分析文獻(xiàn),選用家庭教養(yǎng)方式調(diào)查問卷和情緒調(diào)節(jié)自我效能感為研調(diào)查問卷為究工具,使用spss分析探討初中生情緒調(diào)節(jié)自我效能感的總體狀況,在性別、年級(jí)、是否獨(dú)生、來源、城鄉(xiāng)方面的差異;以及初中生家庭教養(yǎng)方式在性別、年級(jí)、城鄉(xiāng)方面的差異。把初中生情緒調(diào)節(jié)自我效能感各維度與家庭教養(yǎng)方式各因子通過運(yùn)用spss相關(guān)分析進(jìn)行分析,得出的結(jié)論如下:(1)初中生表達(dá)積極情緒效能感的均分比較高,顯示出初中階段學(xué)生的情緒調(diào)節(jié)自我效能感的情況總體上比較好。分別來自農(nóng)村和城市的初中生,情緒調(diào)節(jié)效能感有差別。(2)初中階段女同學(xué)和男同學(xué)兩大群體的情緒調(diào)節(jié)效能感有差別,并受學(xué)生所在七年級(jí)、八年級(jí)、九年級(jí)的影響。在理解感受積極情緒上,中學(xué)生情緒調(diào)節(jié)自我效能感跟著年級(jí)升高而升高,在調(diào)控負(fù)向情緒效能感上,七年級(jí)得分最低,八年級(jí)情緒調(diào)節(jié)自我效能感均分最高。(3)家庭教養(yǎng)方式受初中生所在年級(jí)影響,父母對(duì)初中生的肯定、理解、包容隨著年級(jí)的升高而增多,父母對(duì)初中生的否定、責(zé)罰、苛嚴(yán)、干預(yù)過度隨著年級(jí)的升高而減少。家庭教養(yǎng)方式在初中生男同學(xué)、女同學(xué)兩大群體間有差別,父母對(duì)女同學(xué)的肯定、理解、關(guān)愛高于男同學(xué),對(duì)男同學(xué)的責(zé)罰、苛嚴(yán)、否定、干預(yù)過分高于女同學(xué)。家庭教養(yǎng)方式在鄉(xiāng)村、城鎮(zhèn)的差別不大。(4)家庭教養(yǎng)方式中,母親的養(yǎng)育方式對(duì)初中階段學(xué)生情緒調(diào)節(jié)效能感的積極維度的感受力、理解力,消極維度的把控力影響大。(5)初中生情緒調(diào)節(jié)隨父母溫暖與理解關(guān)心因子得分升高而提高;初中生情緒調(diào)節(jié)自我效能感隨父母拒絕否認(rèn)、懲罰嚴(yán)厲因子得分升高而降低。(6)母親的養(yǎng)育方式對(duì)初中生的情緒調(diào)節(jié)自我效能感的影響大于父親的教養(yǎng)方式對(duì)初中生情緒調(diào)節(jié)自我效能感的影響。
[Abstract]:Emotion regulates self-efficacy, including self-confidence that mediates positive emotions and controls negative emotions. As the subject of emotional research, Chinese and foreign scholars have carried out research, and have made a lot of achievements. At present, the main content of this study is the influence function of emotion regulating self-efficacy in personal thoughts, behaviors and activities. However, the factors that affect emotional self-efficacy are not much studied, generally taking high school students, college students, adult men and women as the research objects. The research on middle school students who have just entered puberty emotional instability is less. The subjects of this study are middle school students, middle school students who enter puberty experience a lot of negative emotions. The influence of the junior high school students in this period on the adjustment of negative emotions is based on the family, the emotional atmosphere of the family, the parenting style of parents, the communication between parents and children, and the handling of conflicts, all of which have an important impact on the ability of emotional regulation of junior high school students. I chose the parenting education method of the parents in the family to carry on the research, through the research and analysis literature, selected the family upbringing style questionnaire and the emotion adjustment self-efficacy as the research questionnaire as the research tool. Spss analysis was used to explore the overall situation of emotional regulation self-efficacy of junior high school students, the differences in gender, grade, sole child, source, urban and rural areas, and the differences in gender, grade, urban and rural aspects of junior high school students' family rearing style. By analyzing the dimensions of emotional regulation self-efficacy and the factors of family upbringing style in junior high school students by using spss correlation analysis, the conclusion is as follows: 1) the average score of expressing positive emotional efficacy of junior high school students is higher than that of junior high school students. It shows that the students' emotional regulation and self-efficacy in junior middle school are better on the whole. There were differences in emotion regulation efficacy between female and male students in junior middle school, which were influenced by the students in grade seven, grade eight and grade nine. In terms of understanding and feeling positive emotion, middle school students' emotional regulation self-efficacy increased with the increase of grade, and the seventh grade had the lowest score in regulating negative emotional efficacy. The average score of emotional regulation self-efficacy of grade eight is highest. 3) the family rearing style is influenced by the grade of junior high school students. The parents' affirmation, understanding and tolerance increase with the increase of grade, and the parents' negation, punishment, and rigor of junior high school students. Excessive intervention decreases as grades rise. There are differences between the two groups of junior high school students, male students and female students. Parents' affirmation, understanding and love are higher than that of male students, and the punishment of male students is harsh, negative, and the interference is too much than that of female students. The difference of family rearing style in rural and urban areas is not significant.) in the family rearing style, the mother's rearing style is sensitive and understanding to the positive dimension of emotional adjustment efficacy of junior middle school students. The negative dimension has a great influence on emotional control. 5) the emotional regulation of junior high school students increases with the increase of parental warmth and understanding care factor, while the emotional regulation self-efficacy of junior high school students is denied by their parents. The influence of mother's rearing style on emotional regulation self-efficacy of junior high school students was higher than that of father's. (2) the influence of parenting style on emotional regulation self-efficacy of junior high school students was higher than that of father's.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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