A QUESTIONNAIRE SURVEY ON THE RELATIONSHIP BETWEEN EARLY ART EDUCATION AND EMOTION REGULATION OF CHINESE COLLEGE STUDENTS

Abstract

BackgroundChinese groups are prone to stress when facing life problems such as learning tasks, employment and marriage, resulting in more and more groups suffering from anxiety, insomnia, emotional disorders and other problems. There are also some students who are under great pressure in an increasingly competitive environment, suffering from depression and suicidal tendencies. Relevant research shows that art education is conducive to alleviate the anxiety and anxiety of groups and promote the development of physical and mental health of groups. Theme and methods: through the questionnaire survey on the relationship between group early art education and mental health, this paper discusses the relationship between group art learning years and mental health.Participants and MethodsThe adolescent daily Emotion Regulation Questionnaire (aderq) was used to measure the frequency of adolescents' use of cognitive reappraisal, cognitive immersion, expression inhibition and expression catharsis in their daily life. Among them, cognitive reappraisal refers to the individual giving emotional stimulation a different meaning from the past; Cognitive immersion refers to individuals repeatedly thinking about the emotion itself and the causes and possible consequences of emotion; Expression inhibition refers to an individual hiding his internal emotional experience in his external behavior; Expression and catharsis refers to an individual's internal emotional experience in external behavior. There are 35 items in the questionnaire. Likert's 5-point score is adopted, ranging from 1 (completely unqualified) to 5 (fully qualified). All items are scored positively. The questionnaire is divided into two sub questionnaires: positive emotion regulation and negative emotion regulation, and includes four dimensions: cognitive reappraisal, cognitive immersion, expression inhibition and expression catharsis. The scores of the questionnaire and each dimension are the average of the corresponding items. The larger the score, the more individuals use the strategy. In this study, Cronbach's α Is. 80, Cronbach's of each dimension α Between. 70 and. 85.ResultsThe study found that the mental health status of students who received early art education was significantly better than that of students who did not receive art education in childhood. The longer the art learning time, the better the students' life meaning experience and the higher their life satisfaction. The longer you study art, the higher your love for art and the higher the meaning of life. In short, the years of art learning can directly or indirectly affect life satisfaction and life meaning experience.ConclusionThe years of art study are positively correlated with the level of group mental health. The limitation of this study is that the number of years of art study has no direct impact on the group's positive and negative emotions, but it has an intermediary effect on the group's mental health. This study adopts the method of empirical research to explore the relationship between early art education and group mental health, which has certain significance and value for a more comprehensive grasp of group mental health. In short, we should fully consider the important impact of art learning on students' emotions, actively pay attention to the changes of students' psychological emotions and behaviors and their impact on active behavior, actively and flexibly organize rich activities according to students' psychological characteristics, strive to create a relaxed and harmonious teaching atmosphere, create a friendly and mutual assistance relationship, encourage and guide students to adjust their psychology to the best state, Promote their good cognition and healthy development of life.