Negative Emotion Regulation Research Articles

공감활동이 유아 정서조절능력과 배려행동에 미치는 영향에 대한 연구

The purpose of this study is to determine the effect of sympathetic activity using picture books on children's emotional regulation ability and considerate behavior. The experiment was conducted by placing 17 people each in an experimental group and a control group. The experiment was conducted 14 times over 7 weeks, and it was verified by conducting pre- and post-tests on whether the use of picture books had an effect on infant emotional regulation and considerate behavior.
 As a result of the study, first, the effect of sympathetic activity using picture books to improve overall emotion regulation ability could be verified, but the effects of adaptive emotion regulation and negative emotion regulation, which are sub-factors, could not be verified statistically.
 Second, the effect of using the picture books on improving not only the overall considerate behavior but also the sub-factors of the considerate behaviors were statistically verified. Through this, it was verified that children's sympathetic activities using picture books have a positive effect on children's behaviors to recognize the thoughts and emotions of the other person, adjust and maintain them appropriately, and be considerate of the other person. In future research, measurement tools that can connect and measure the sub-factors of emotional regulation ability and considerate behavior more specifically are developed and need to be utilized in research.

대학생의 부정적 핵심자기평가가 학업지연에 미치는 영향

In this study, the relationship between negative core self-evaluation, emotional regulation, and academic procrastination in college students was investigated, and whether emotional regulation behavior had a moderating effect in the relationship between negative core self-evaluation and academic procrastination behavior. A questionnaire survey was conducted among college students using the negative core self-evaluation scale, the emotional regulation scale, and the academic procrastination scale, and the data collected from 225 students were analyzed. Using SPSS 24.0, descriptive statistics and correlation analysis of major variables were performed, and hierarchical regression analysis was performed to confirm whether emotional regulation behavior had a moderating effect in the relationship between negative core self-evaluation and academic procrastination. In addition, the interaction effect was verified using the SPSS PROCESS Macro. The analysis results are summarized as follows. First, as a result of correlation analysis of major variables, there was a positive correlation between negative core self-evaluation and academic procrastination, and negative correlation with emotional regulation. Second, in the relationship between negative core self-evaluation and academic procrastination, emotional regulation behavior was found to have a moderating effect. Third, in the relationship between negative core self-evaluation and academic procrastination, the moderating effects of self-emotional regulation behavior and others’ emotional regulation behavior, which are sub-factors of emotional regulation behavior, were statistically significant. Finally, in order to improve academic procrastination behavior in counseling for college students with high negative core self-evaluation tendencies, educational intervention methods using emotional regulation behaviors, limitations of the study, and suggestions for follow-up studies were discussed.

Effectiveness of Acceptance and Commitment Therapy on the Positive and Negative Symptoms and Emotion Regulation of Patients with Schizophrenia Spectrum Disorders: A Single-case Clinical Trial Study

Background: The literature suggests the increasing application of acceptance and commitment therapy (ACT) for people with schizophrenia spectrum disorders (SSD). Objectives: This study aimed to determine the effectiveness of ACT on the positive and negative symptoms and emotion regulation of patients with SSD. Methods: The experimental design of the current study was an AB (baseline and intervention phases) along with the follow-up phase, in addition to Treatment-As-Usual (TAU), ACT sessions were held for the participants. Among the 20 participants who had inclusion criteria to the study, five participant (three men and two women in the age range of 32 - 43 years) were randomly allocated to participate in the intervention through drawing and evaluated using the Positive and Negative Syndrome Scale (PANSS) and Difficulties in Emotion Regulation Scale (DERS) in three phases of baseline, intervention, and follow-up. For data analysis, non-overlapping indices and Cohen's d effect size were measured, and visual diagrams were plotted for interpretation. Results: The present results showed that the effect sizes of psychotic symptoms in the first to fifth participants were 1.7, 1.9, 0.6, 4, and 1.4, respectively in the intervention phase relative to the baseline; the effect size was only large for the fourth participant. Also, the effect sizes of emotion regulation in the first to fifth participants were 0.8, 1.6, 1.5, 1.2, and 2.7, respectively; the effect size was only large for the fifth participant. Conclusions: The results of data analysis showed that ACT is effective in reducing psychotic symptoms and improving emotion regulation. The effect size of ACT was the largest for the fourth participant; medium for the first, second, and fifth participants; and small for the third participant.

The Development and Validation of the Difficulties in Emotion Regulation Scale-8: Providing Respondents with a Uniform Context That Elicits Thinking About Situations Requiring Emotion Regulation

Emotion regulation difficulties are associated with a range of psychological disorders. A widely used measure of emotion regulation is the Difficulties in Emotion Regulation Scale (DERS-36). There are also three shortened DERS versions. Consistent with current efforts to build very brief versions of measures, the aim of this research is to develop a briefer DERS and evaluate its construct validity. Study 1 uses IRT methods coupled with content considerations to develop a briefer unidimensional DERS. Previous attempts to shorten the DERS have not considered how frame of reference may influence responses to items. The new DERS-8 includes only items prefaced with the phrase “When I’m upset,” to provide respondents with a uniform context that elicits thinking about situations requiring regulation of negative emotion; answers to items are more likely to represent affect, thought, and actions in response to such situations. Study 2 showed that the DERS-8 performed well in an IRT analysis among adolescents with psychiatric disorders and showed similar group differences, sensitivity to change, and correlations with other variables compared to existing DERS versions, in both healthy adult and clinical adolescent samples. The DERS-8 offers a very brief unidimensional measure of difficulties in emotion regulation for adolescents and adults.

The effect of cognitive reappraisal and expression suppression on sadness and the recognition of sad scenes: An event-related potential study.

Previous studies have found differences in the cognitive and neural mechanisms between cognitive reappraisal and expression suppression in the regulation of various negative emotions and the recognition of regulated stimuli. However, whether these differences are valid for sadness remains unclear. As such, we investigated the effect of cognitive reappraisal and expression suppression on sadness regulation and the recognition of sad scenes adopting event-related potentials (ERPs). Twenty-eight healthy undergraduate and graduate students took part in this study. In the regulation phase, the participants were asked to down-regulation, expressive suppression, or maintain their sad emotion evoked by the sad images, and then to perform an immediately unexpected recognition task involving the regulated images. The behavioral results show that down-regulation reappraisal significantly diminished subjective feelings of sadness, but expressive suppression did not; both strategies impaired the participants’ recognition of sad images, and expressive suppression had a greater damaging effect on the recognition of sad images than down-regulation reappraisal. The ERP results indicate that reappraisal (from 300 ms to 1,500 ms after image onset) and expressive suppression (during 300–600 ms) significantly reduced the late positive potential (LPP) induced by sadness. These findings suggest that down-regulation reappraisal and expression suppression can effectively decrease sadness, and that down-regulation reappraisal (relative to expression suppression) is a more effective regulation strategy for sadness. Both strategies impair the recognition of sad scenes, and expression suppression (compared to down-regulation reappraisal) leads to relatively greater impairment in the recognition of sad scenes.

Maladaptive Cognitive Schemas as Predictors of Disordered Eating: Examining the Indirect Pathway through Emotion Regulation Difficulties.

A scarcity of research has looked into the association of maladaptive core beliefs with dysfunctional eating patterns. Moreover, no prior study has considered the potential role of difficulties in negative emotion regulation when disentangling the complex correlations between early maladaptive schemas and disturbed eating habits. Our study aimed at exploring the distinct relationships between early maladaptive schemas and disordered eating, while investigating the indirect role of emotion regulation difficulties within these associations. We collected data from 982 Lebanese young adults (18–30 years old), distributed across the five Lebanese governorates, who completed the Eating Attitudes Test (EAT-26), the Young Schema Questionnaire—Short Form 3 (YSQ-SF3), and the Difficulties in Emotion Regulation Scale—16 Item Version (DERS-16). The results showed that the disconnection and rejection schema domain, under which the early maladaptive schema of mistrust was the most predictive of disordered/inappropriate eating attitudes. All the remaining maladaptive schema domains (i.e., the impaired autonomy/performance, impaired limits, other-directedness, and overvigilance/inhibition schema domains) exerted significant indirect effects on disordered eating attitudes through difficulties in emotion regulation. Our findings gave prominence to a potential intrinsic mechanism through which maladaptive cognitive schemas are linked to disordered eating behaviors, emphasizing the role of emotion dysregulation as a cardinal actor within this model. They sustain the surmise that cognitively and emotionally vulnerable individuals exhibit stronger propensities for inappropriate dietary patterns, as a means to offset their inner weakness. This study broadens the medical community’s insights into the underpinning processes behind eating disorder psychopathology and could therefore make a step towards the adoption of innovative therapeutic approaches that promote emotion regulation skills in the context of schema therapy.

Why people choose deliberate ignorance in times of societal transformation

The opening of East Germany's Stasi archives in 1991 has often been lauded as a model of transparency in a transformative period. Yet many citizens have rejected the opportunity to read their files. To examine the reasons people invoke for this deliberate ignorance, we combined survey methods from psychology with historiographical methodologies. Our findings reveal a diverse range of reasons for deliberate ignorance, including regulation of negative emotions, avoidance of personal conflict, scepticism about the information compiled, and rejection of the victorious political system's authority over the files. Participants thus appear to prioritise cooperation and harmony over justice concerns—in stark contrast to the institutional norm of transparency and justice. Shining a light on the role of deliberate ignorance at the individual level—and specifically the convergence or divergence of individual and collective memory culture—may help explain the pace of societal change.

Self-Management About Adjuvant Therapy in Breast Cancer Survivors: A Qualitative Study.

ObjectiveThis study aims to describe the experience and connotations of self-management about adjuvant therapy (AT) in Chinese breast cancer survivors (BCS) and explore possible factors that affect their self-management level.MethodsSemi-structured interviews were conducted in postoperative BCS undergoing AT using a qualitative description method. The conceptual structure and connotations were extracted after researchers collected and coded interview transcripts.ResultsAfter interviewing 29 patients, the conceptual framework of self-management in BCS during AT was optimized with three major themes: medical-related, emotion, and role management. Medical-related management includes AT-related adverse reactions; medical cooperation and knowledge acquisition; recovery and protection of affected limb; medical compliance; body image; sexual function and fertility; healthy lifestyle; catheter daily protection; and AT-related financial burdens. Emotion management includes recognition, prevention, and regulation of negative emotions. Role management consists of three aspects: family role, social role, and work role.ConclusionThe conceptual structure and connotations formed in this study can help researchers to evaluate and intervene in the self-management ability of BCS during AT, so as to formulate the best model of care to improve their quality of life and clinical outcomes.

A machine learning investigation into the temporal dynamics of physical activity-mediated emotional regulation in adolescents with anorexia nervosa and healthy controls.

Anorexia nervosa (AN) is commonly experienced alongside difficulties of emotion regulation (ER). Previous works identified physical activity (PA) as a mechanism for AN sufferers to achieve desired affective states, with evidence towards mitigation of negative affect. However, temporal associations of PA with specific emotional state outcomes are unknown. Using lag-ensemble machine learning and feature importance analyses, 888 affect-based ecological momentary assessments across N = 75 adolescents with AN (N = 44) and healthy controls (N = 31) were analysed to explore significance of past PA, measured through passively collected wrist-worn actigraphy, with subsequent self-report momentary affect change across 9 affect constructs. Among AN adolescents, later lags (≥2.5h) were important in predicting change across negative emotions (hostility, sadness, fear, guilt). AN-specific model performance on held-out test data revealed the holistic "negative affect" construct as significantly predictable. Only joviality and self-assurance, both positively-valenced constructs, were significantly predictable among healthy-control-specific models. Results recapitulated previous findings regarding the importance of PA in negative ER for AN individuals. Moreover, PA was found to play a uniquely prominent role in predicting negative affect 4.5-6h later among AN adolescents. Future research into the PA-ER dynamic will benefit from targeting specific negative emotions across greater temporal scales.

Beneficial effects of sleep extension on daily emotion in short-sleeping young adults: An experience sampling study

ObjectivesShort sleep duration has been linked to disrupted emotional experiences and poor emotion regulation. Extending sleep opportunity might therefore offer a means to improve emotion functioning. This study used experience sampling to examine the effect of sleep extension on daily emotion experiences and emotion regulation. ParticipantsParticipants were young adults (n = 72), aged 18-24 years who reported consistently sleeping less than 7 hours in a 24-hour period in the past 2 weeks. Design and settingFor 14 consecutive days, participants completed experience sampling questions related to sleep, emotion, and emotion regulation via a smartphone application. Procedures were identical for all participants for the first 7 days (“baseline” assessments). InterventionFrom days 8-14, participants were randomly assigned to either a “sleep extension” condition, in which they were instructed to increase their sleep opportunity by 90 minutes or a “sleep as usual” condition. MeasurementsDuration and quality of the previous night's sleep were reported each morning and daytime experiences of positive and negative emotion and emotion regulation were measured at pseudorandom timepoints 6 times a day. ResultsMultilevel modeling demonstrated that participants in the sleep extension condition reported significantly longer sleep times and improved sleep quality, as well as higher positive and lower negative daily emotion, compared to those in the sleep as usual condition. ConclusionA brief experimental paradigm to extend sleep length has the potential to improve sleep quality and to a minor extent mood, among young adults with short sleep.

Caregivers' Responses to Children's Negative Emotions: Associations with Preschoolers' Executive Functioning.

There is a lack of knowledge regarding the connection between parental emotional responsiveness and children’s executive functioning (EF). This study aimed to explore the relations between caregivers’ reactions to their children’s distress and children’s EF. Mothers of 136 preschoolers reported their reactions to their children’s negative emotions using the Coping with Children’s Negative Emotions Scale. Children’s EF was assessed through the mothers and teachers’ reports using the Behavioral Inventory of Executive Functioning for Preschool Children. Results showed that the mothers’ perceived use of negative emotional regulation responses (i.e., punitive and minimizing reactions) was associated with lower levels of EF in children, as reported by both mothers and teachers. The association between the mothers’ use of positive emotional regulation responses (i.e., problem-focused, emotion-focused, and expressive encouragement reactions) and children’s EF was not significant. Multiple regression analyses revealed that the mothers’ use of negative emotional regulation responses accounted for significant proportions of variance in EF indexes. These findings suggest that parental socialization of emotion could be important for children’s EF. Specifically, caregivers’ negative emotional regulation responses to children’s distress may serve as a risk factor for poorer EF in children. Efforts to improve children’s EF may be more effective when parental emotional responsiveness to their distress is considered.

Perceived teacher empathy and teenagers’ positive academic emotions: The mediating effect of interpersonal emotion regulation

Although teacher empathy has an important influence on adolescents’ positive academic emotions, the mediating mechanism between these two factors remains unclear. This study examines whether interpersonal emotion regulation plays a mediating role in the relationship between perceived teacher empathy and teenagers’ positive academic emotions. A total of 755 teenagers completed the Interpersonal Reactivity Index, the Adolescents’ Academic Emotions Questionnaire, and the Interpersonal Regulation Questionnaire. The results revealed significant correlations between two subscales of the Interpersonal Reactivity Index, perspective-taking and empathic concern; two dimensions of the Adolescents’ Academic Emotions Questionnaire, high and low positive arousal; and two dimensions of the Interpersonal Regulation Questionnaire, positive and negative emotion interpersonal emotion regulation. Perceived teacher empathy positively predicted teenagers’ positive academic emotions, and interpersonal emotion regulation played a mediating role.

LAND CIRCULATION, FARMERS' WAGE LEVEL, LABOR FORCE CHARACTERISTICS AND THE BENEFITS OF AGRICULTURAL LAND SCALE MANAGEMENT: A STUDY ON THE CHANGES OF EMOTIONAL BEHAVIOR BASED ON THE SURVEY DATA OF JIANGXI PROVINCE

LAND CIRCULATION, FARMERS' WAGE LEVEL, LABOR FORCE CHARACTERISTICS AND THE BENEFITS OF AGRICULTURAL LAND SCALE MANAGEMENT: A STUDY ON THE CHANGES OF EMOTIONAL BEHAVIOR BASED ON THE SURVEY DATA OF JIANGXI PROVINCE

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

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.

MENTAL HEALTH STATUS AND EMOTIONAL BEHAVIOR REGULATIONOF SCI-TECH JOURNAL EDITORS AND ITS IMPACT ON JOURNAL QUALITY

BackgroundPsychological fatigue is a common psychological phenomenon among college journal editors. Emotion regulation is a process in which individuals use various factors and means to regulate and control their own emotions. Emotion regulation is an activity that serves personal purposes and is conducive to their own survival and development. Emotion regulation is the strategy and means that individuals use to regulate emotions when facing positive and negative emotions. It includes conscious strategies and unconscious emotion regulation mechanisms commonly used by individuals. Emotion regulation plays an important role in mental health. By studying the current situation and causes of psychological fatigue of college journal editors, we can formulate corresponding management countermeasures. This paper analyzes the various psychological pressures existing in the editors of scientific and technological journals, and discusses how to adjust their own psychology. This can reduce the editor's mental illness, promote mental health, and invest in the editor's work with a better mood and abundant energy. Emotion regulation can prevent and eliminate the adverse factors causing psychological fatigue, so as to improve the enthusiasm and creativity of editors and improve the quality of university journals.Subjects and methodsOn the basis of consulting a large number of relevant literature, this study compiled a questionnaire of emotion regulation style of scientific and technological editors with certain reliability and validity by using open-ended questionnaire. The emotion regulation mode of editors was measured by questionnaire, and the emotion regulation mode of sci-tech journal editors was understood. On this basis, this paper studies the relationship between emotion regulation and the editing quality of scientific and technological journals. 85 editors of sci-tech journals were tested with the symptom Checklist-90 and compared with the Chinese youth norm. After the intervention of emotion regulation, 37 people were randomly selected from the above 85 people, and the editors of scientific and technological journals were investigated by 90 symptom checklist and Eysenck Personality Questionnaire.ResultsThe incidence of psychological problems of sci-tech journal editors was 15.79%. The incidence of psychological problems of responsible editors was significantly higher than that of General Editors (P <0.05). The five factor scores of somatization, compulsion, interpersonal relationship, depression and anxiety of sci-tech journal editors were significantly higher than the National Youth norm (P < 0.01). The editors of sci-tech periodicals have certain psychological problems, especially the psychological problems of responsible editors, which should be paid attention to by relevant departments and leaders. After the intervention of emotion regulation, the results show that the editor's mental health is good, and the stability of emotion is an important factor affecting his mental health. Therefore, editors of sci-tech journals should be good at controlling their emotions and maintaining their psychological integrity when facing various pressures. In the face of positive emotions, the emotional regulation methods used by journal editors from more to less are: emotional sharing, emotional disclosure, emotional maintenance, motivation, restraint and sublimation. The frequency of emotion used by editors is shifted from less emotional experience and less emotional stress to more emotional stress. Journal Editors mainly regulate positive emotions by means of emotional sharing and emotional disclosure, and regulate negative emotions by means of cognitive reappraisal and venting. There are professional, work intensity and gender differences in the emotional regulation of journal editors. There is a positive correlation between emotional sharing, motivation, restraint, emotional maintenance, emotional disclosure, distraction and cognitive reappraisal in positive emotion regulation and life satisfaction. However, there is a negative correlation between the ways of regulating the sublimation of positive emotions, the venting of negative emotions, depression, experiencing pain and relaxation and life satisfaction. Among the twelve emotion regulation factors that predict life satisfaction, the factors of positive emotion regulation and negative emotion regulation, such as venting, depression and experiencing pain, have significant predictive power on life satisfaction.ConclusionThe psychological health and emotional stability of sci-tech journal editors are related to the quality of journal editors. Correct emotion regulation and guidance can dispel the editor's psychological fatigue and promote his emotional stability. The emotional stability of sci-tech periodical editors can improve the editing quality of sci-tech periodicals. Therefore, the competent department of sci-tech periodicals should pay attention to the mental health status of periodical editors, eliminate psychological fatigue and stabilize their emotions through psychological intervention.

ANALYSIS ON THE CAUSES OF ANXIETY SENSITIVITY OF POST MILLENNIUM COLLEGE STUDENTS' AGGRESSIVE BEHAVIOR IN THE CONTEXT OF INTEGRATED MEDIA

BackgroundThe “post millennials” in the millennium have gradually become the leaders and protagonists of university campuses. They have distinct personalities and are deeply influenced by the development of network and information technology. Therefore, their aggressive behavior is more likely to be infinitely magnified by the magnifying glass, which has become a hot and focus issue of general concern in the society. Research shows that college students' aggressive behavior is affected by many psychological factors. Therefore, this study analyzes the psychological factors affecting the aggressive behavior of post-90s college students, combined with the research results and the group characteristics of post-90s college students. At the same time, this paper also focuses on the anxiety sensitivity behind college students' aggressive behavior, so as to provide educational enlightenment for College Ideological and Political Education under the background of media integration.Subjects and MethodsThis study used a questionnaire composed of cognitive emotion regulation scale, Chinese version of interpersonal response index scale, active response aggression scale, WSAP hostility scale and Chinese version of adolescent apathy and ruthlessness quality scale. The research subjects include 1698 college students from three universities in Guangxi, two higher vocational colleges and one university in Tianjin. Mplus 8.0 was used for deviation analysis of common methods, and spss24 was used. 0 software was used for descriptive statistics, independent sample t-test and multiple regression analysis to investigate the current situation and psychological influencing factors of college students after 00. Combined with the Interaction Anxiety Scale (IAS) compiled by Leary, there are 15 questions in total, with a single dimension and a 5-level score. From 1 to 5, it means “very inconsistent” to “very consistent”. The higher the score, the greater the degree of social anxiety. 1.2.2 the emotion regulation self-efficacy scale adopts the emotion regulation self-efficacy scale (RES) revised by Caprara, with 12 questions, which is divided into three dimensions: expressing positive emotions, managing depression / pain emotions and managing anger / anger emotions, with 4 questions in each dimension. A 5-level score is adopted, from 1 to 5, which means “very inconsistent” to “very consistent”. The higher the score, the higher the degree of self-confidence in regulating their emotions. In this study, Cronbach's α The coefficient is 0.80.Research Results(1) Most college students show a certain degree of aggressive behavior, but some college students have higher aggressive behavior; (2) There are significant differences in gender, educational background and grade. There is a significant difference between the total score of aggressive behavior and the total score of active aggressive behavior. There were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior, while there were significant differences in the total scores of aggressive behavior, active aggressive behavior and reactive aggressive behavior in grades; (3) Coldness, emotion regulation and empathy can significantly predict aggressive behavior. Specifically, ruthlessness, emotion regulation and empathy can significantly predict the total score of aggressive behavior. Cold trait, positive emotion regulation and negative emotion regulation in emotion regulation can significantly predict active aggressive behavior, while cold trait, emotion regulation and empathy can significantly predict reactive aggressive behavior. (4) Social anxiety was significantly negatively correlated with emotional regulation self-efficacy, social anxiety was significantly positively correlated with aggression and depression, emotional regulation self-efficacy was significantly negatively correlated with aggression and depression, and aggression was significantly positively correlated with depressionResearch ConclusionMost college students show aggressive behavior, but the degree is not serious. Ruthlessness, emotion regulation and empathy all play an important role in the process of aggressive behavior. However, there are still some deficiencies in this study, such as the lack of longitudinal research data and physiological data. However, this study deeply analyzes the current situation and influencing factors of College Students' aggressive behavior after the millennium, as well as the opportunities and challenges brought to college ideological and political education, so as to further explore the effective strategies to prevent and reduce college students' aggressive behavior. The relevant research can also help to analyze the three special factors of social attention, cognitive attention and physical attention.AcknowledgementsThis paper is the special subject of 2020 student funding research in the 13th five year plan of Guangxi Education Science, “Research on the effectiveness of precise funding needs of poor college students in ethnic minority areas under the background of big data” (2020ZJY121); 2022 Nanning Normal University Student Work Project: Research on Labor Education for “Post-00” College Students in the New Era (2022XG01).

STUDY ON THE INFLUENCE OF INTELLIGENT TEACHING MODE BASED ON EMOTION REGULATION ON THE TEACHING QUALITY OF AGRICULTURAL METEOROLOGY

BackgroundThe traditional teaching mode ignores the dominant position of students' learning and damages students' learning initiative. In addition, students have rich knowledge acquisition channels, the traditional way of knowledge transfer can not meet the needs of students, and the traditional teaching effect is not obvious. Therefore, a new teaching mode is urgently needed to improve this situation. The emergence of intelligent teaching mode improves the disadvantages of traditional teaching mode to a certain extent, effectively realizes the flipped classroom, and better reflects the status of students as learning subjects. At the same time, teaching must help students adjust their emotions.Research Objects and MethodsInvestigate the impact of intelligent teaching mode on the teaching quality of agrometeorology, and analyze the achievements in forestry, ecology, soil and water conservation and desertification control. This paper analyzes the plant protection under the traditional classroom teaching mode and the plant protection under the intelligent teaching mode. In terms of scientific teaching methods, intelligent teaching tools are combined with rainy day classroom and pad classroom (demonstration, assimilation and discussion). Then investigate students' cognition of intelligent teaching mode. In order to verify that teaching can only affect students' emotional aher behavior, this paper will also use and evaluation methods to evaluate the Cognitive Emotion Regulation Questionnaire. The questionnaire revised by Dong guangheng and others is adopted, with a total of 36 items. The five-level scoring method is adopted, and 1-5 points are given successively from “completely inconsistent” to “fully consistent”. It includes 9 subscales (4 items each), which are divided into adaptive cognitive emotion regulation strategies (acceptance, active Refocus, refocus planning, positive reappraisal and rational analysis) and non adaptive cognitive emotion regulation strategies (self blame, meditation, disaster and blame others), The higher the score of each subscale, the more individuals tend to use this cognitive emotion regulation in the face of negative events.ResultsThe intelligent teaching mode is helpful to improve the teaching quality of agricultural meteorology and effectively make up for the shortcomings of the traditional classroom teaching mode. The final paper score, experimental score and final total score are higher than those in traditional classroom; 83.04% of the students affirmed the application of intelligent teaching mode in agrometeorology teaching. The post hoc comparison of negative emotion regulation strategies found that for cognitive reappraisal, the high group was significantly higher than the subthreshold (P <. 05) and (P <. 001), but there was no significant difference between the subthreshold low group and the high group (P >. 05); For cognitive immersion, the high group was significantly lower than the subthreshold low group (P < (P <. 001), and the subthreshold was also significantly lower than that of depressed adolescents (P <. 05).ConclusionThe intelligent teaching mode constructs an interdisciplinary teaching platform for interactive teaching, maximizes students' learning time, enables students to make full use of their spare time to find academic literature and deepen their understanding of the classroom. Students listen and interact in a prepared, purposeful and confident way, which has greatly mobilized students' enthusiasm and initiative in learning and greatly improved classroom efficiency. Intelligent teaching mode can improve students' innovative ability, fully stimulate students' divergent thinking, improve students' awareness of autonomous learning, and promote mutual learning and friendship among students. It provides a platform for learning style ideas. It is a teaching mode that makes students have a real sense of acquisition and is actively recognized by students. Intelligent teaching mode realizes the information transmission and curriculum resource sharing among students, and changes the current situation of low utilization efficiency of information resources in traditional teaching. Strengthen the communication between students, enhance the sense of teamwork, and promote their cooperation and common learning. Intelligent teaching mode not only improves the teaching quality, but also enriches the teaching content, increases the amount of learning knowledge, improves students' learning initiative, meets students' thirst for knowledge, and can better transport learning talents for the society. Promote students' anxiety regulation in life events and cultivate students' all-round development.AcknowledgementThis research has been financed by Fujian Agriculture and Forestry University undergraduate education reform key project in 2020 “Reconstruction of teaching organization and reform of talent training mode of agriculture specialty under the background of new agriculture construction” (111420001) and Fujian provincial education reform project in 2021“Evaluation reformation of faculty teaching quality based on ‘PACD’ closing loop” (FBJG20200250).

Sociocultural Adjustment and Well-being Among Third Culture Kids and Their Families: Protocol for a Longitudinal Study.

BackgroundIncreasing globalization has led to more families with children being relocated each year, highlighting the importance of issues, such as adjustment and psychological well-being, in this population. These children, commonly known as third culture kids, often spend a significant part of their developmental years in countries and cultures foreign to them.ObjectiveOur longitudinal study aims to examine the roles of cognitive, psychological, sociocultural, and family factors in the longitudinal trajectories of the well-being and sociocultural adjustment of third culture kids and their families over time.MethodsThis study adopts both quantitative and qualitative procedures. Data from both procedures will be collected at baseline and at a 1-year follow-up. We aim to recruit 150 to 200 participants between 7 and 17 years old and one of their primary caregivers. After providing informed consent, participants will complete an online survey. Outcome measures include validated questionnaires on well-being and sociocultural adjustment. Predictor measures include validated questionnaires on negative self-thoughts, emotion regulation, resilience, psychological attributes, self-esteem, stress, acculturative stress, cultural intelligence, couple satisfaction, and family functioning. A multiple regression model will be used to analyze quantitative data. In addition, 15 to 20 families who participate in the online survey will be randomly selected to take part in a family interview focusing on questions related to well-being, relocation experiences, cultural issues, and challenges. A concurrent triangulation mixed methods design will be used to analyze and interpret data from both quantitative and qualitative methods.ResultsAs of March 15, 2022, a total of 138 children and 126 parents have completed the baseline online survey. In addition, 44 children and 48 parents have completed the 1-year follow-up online survey. A total of 8 families have completed the baseline family interview, while 4 families have completed the 1-year follow-up interview. Data analyses, transcription of the interview, and preparation for publication are on-going.ConclusionsFindings from this study would enable us to understand the adjustment processes, and risk and protective factors associated with the well-being and sociocultural adjustment of third culture kids and their families in Switzerland, which could have implications on the development of intervention programs for individuals and families to address acculturation and adjustment issues.International Registered Report Identifier (IRRID)RR1-10.2196/30088

The Association of Daily Stressors and Daily Emotions to Daily Optimism

Abstract. Daily life events often trigger and co-occur with various emotional reactions, which activate self-regulatory processes. One possible outcome of self-regulatory processes is optimism. Limited research has examined optimism in daily life and potential daily predictors, including stressors, negative emotions, and positive emotions. Emotion differentiation – the ability to identify and label discrete emotional states – has the potential to change the association between daily predictors and optimism. The current study contextualized optimism in the emotion-laden daily life and examined the association of daily stressors and daily negative and positive emotional states to daily optimism and the role of negative and positive emotion regulation on these relationships. The current study adopted a daily diary design and collected self-reported daily responses from a sample of 248 college students over a 7-day study period. The results included concurrent and lagged effects and showed that daily negative affect and positive affect predicted both concurrent daily optimism and the next day’s optimism. Greater negative emotion differentiation predicted higher daily optimism. A better ability to differentiate positive emotions predicted a stronger relation between positive affect and daily optimism. The findings underscored the importance of daily affect and emotion differentiation being important markers for optimism interventions and daily practices.

Kontribusi Dukungan Sosial Teman Sebaya terhadap Regulasi Emosi Pada Mahasiswa yang Sedang Menyusun Skripsi

Thesis is a determining factor in completing university education. When working on theses, many students experience stress and find it difficult to control their emotions which causes negative emotional regulation. The thing that drives students to complete theses is the need for social support that also helps relieve negative emotions that arise, The hypotheses in this study are (Ha) There is a contribution of peer social support to emotional regulation in students who are writing a thesis at the Faculty of Ushuluddin and Humanities UIN Antasari Banjarmasin, and (Ho) There is no contribution of peer social support to emotional regulation in students who are currently studying. writing a thesis at the Faculty of Ushuluddin and Humanities UIN Antasari Banjarmasin.&#x0D; This research is a field research with quantitative method. The sample in this study were 213 students of the Ushuludin and Humanities Faculties of UIN Antasari Banjarmasin. This study used the social support scale and the emotion regulation scale as data collection tools.&#x0D; The results obtained are that social support has a significant effect on emotional regulation of students of the Faculty of Ushuluddin and Humanities UIN Antasari Banjarmasin (p = 0.000 meaning p &lt;0.05) so that Ha is accepted, while the amount of social support for emotional regulation of students of the Faculty of Ushuluddin and humanities UIN Antasari Banjarmasin is by 7.3%.