初中生情绪调节策略与问题行为的关系

Relationship Between the Emotional Regulation Strategy and Problem Behavior of Junior Middle School Students

目的:探讨初中生情绪调节策略特点及其与问题行为的关系。方法:采用"初中生问题行为量表"和"情绪调节量表"对两所学校256名初中生进行问卷调查。结果:在表达抑制策略上性别差异显著(P<0.05),男生得分(28.45±6.76)高于女生得分(25.76±7.36);在重新评价策略上年级差异显著(P<0.05),初三得分(35.29±5.66)高于初二(32.51±7.31);重新评价策略与问题行为存在显著负相关(P<0.01),表达抑制策略与大部分问题行为存在显著正相关(P<0.05);重新评价、表达抑制策略对问题行为均具有较强的预测力。结论:初中生情绪调节策略与其所表现的问题行为之间存在密切关系。

Objective： To examine the character of emotional regulation strategy of junior middle school students, and its relationship with problem behavior. Methods： ＂The Problem Behavior Scale for Junior Middle School Student＂ and ＂the Emotion Regulation Scale＂ were used in 256 junior middle school students in two schools. Results： There were significant differences between genders in expressing restraint strategy （P〈0.05）： male （28.45±6.76） got more scores than female（25.76±7.36）; there were significant differences among grades in re-appraisal strategy （P〈0.05）： the students of grade two （32.51±7.31 ） got fewer scores than grade three （35.29±5.66）. There was significant negative relationship between reappraisal and problem behavior（P〈0.01）, and significant positive relationship between expressing restraint and most of the problem behavior （P〈0.05）. Re-appraisal and expressing restraint strategy had stronger influence on students＇ problem behavior. Conclusion： There was very close relationship between emotional regulation strategy and problem behavior of junior middle school students.