Emotional Regulation: Report on the Study on Social and Emotional Skills of Chinese Adolescence (II)

doi:10.16382/j.cnki.1000-5560.2021.09.003

Abstract

Abstract:

Emotional regulation is an important part of social and emotional skills. Under the research framework of OECD, it includes three skills: stress resistance, optimism and emotional control. Based on the data of 10-year-old and 15-year-old students’ participation in OECD Social and Emotional Skills Study in Suzhou, this paper presents the emotional regulation performance of Suzhou students by using descriptive statistics, difference test and regression analysis. The study finds that stress resistance, optimism and emotional control are significantly related to other skills, and there are significant differences in age and gender, urban and rural areas. There is no significant difference between general high schools and vocational high schools. Emotional regulation is significantly affected by the relevant factors of background, students, teachers, school and family. It has a significant impact on life outcome variables such as health, well-being, satisfaction, test anxiety, closeness to family and closeness to others. Therefore, the relevant subjects should pay full attention to the cultivation of students’ emotional regulation, clarify their own roles, and choose the right path and strategy to promote the improvement of students’ emotional regulation.

Key words: emotional regulation, stress resistance, optimism, emotional control, study on social and emotional skills

Zhi Liu, Ruirui Zhu, Haili Cui, Zhongjing Huang. Emotional Regulation: Report on the Study on Social and Emotional Skills of Chinese Adolescence (II)[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(9): 47-61.

Figures/Tables 21

References 0

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子能力	10岁组			15岁组
子能力	学生自评	家长评定	教师评定	学生自评	家长评定	教师评定
抗压力	524.41±112.56	551.01±99.32	2.25±0.69	465.19±88.37	555.14±93.91	2.1±0.68
乐观	624.67±113.55	596.18±82.89	2.76±0.67	558.94±84.48	588.2±80.45	2.66±0.57
情绪控制	595.48±124.4	543.03±93.3	2.69±0.75	536.4±82.77	562.25±93.81	2.61±0.65

		10岁组			15岁组
		抗压力	乐观	情绪控制	抗压力	乐观	情绪控制
情绪调节	抗压力	1	0.57	0.56	1	0.60	0.57
	乐观	0.57	1	0.60	0.60	1	0.62
	情绪控制	0.56	0.60	1	0.57	0.62	1
任务能力	自控力	0.40	0.47	0.58	0.24	0.33	0.51
	责任感	0.45	0.52	0.55	0.32	0.46	0.47
	毅力	0.50	0.56	0.59	0.43	0.51	0.55
协作能力	共情	0.44	0.60	0.59	0.34	0.51	0.48
	信任	0.34	0.54	0.42	0.42	0.59	0.47
	合作	0.50	0.62	0.61	0.37	0.58	0.52
开放能力	包容度	0.39	0.52	0.46	0.25	0.43	0.34
	好奇心	0.45	0.57	0.56	0.37	0.54	0.48
	创造性	0.49	0.58	0.54	0.39	0.47	0.41
交往能力	乐群	0.43	0.60	0.46	0.41	0.58	0.41
	果敢	0.30	0.34	0.28	0.25	0.26	0.17
	活力	0.55	0.63	0.52	0.56	0.65	0.48

年龄组	子能力	均数差（R–C）	Cohen’s d	P值
10岁组	抗压力	?20.24	?0.18	<0.01
	乐观	?24.38	?0.22	<0.01
	情绪控制	?27.49	?0.22	<0.01
15岁组	抗压力	?4.59	?0.05	0.32
	乐观	?9.33	?0.11	0.04
	情绪控制	?4.19	?0.05	0.33

性别	子能力	均数差（H – V）	Cohen’s d	P值
男	抗压力	?3.80	?0.04	0.42
	乐观	2.48	0.03	0.59
	情绪控制	5.07	0.06	0.27
女	抗压力	?4.68	?0.05	0.27
	乐观	4.28	0.05	0.33
	情绪控制	5.87	0.08	0.38

背景变量	抗压力			乐观			情绪控制
背景变量	系数	t	p	系数	t	p	系数	t	p
女生	?0.05	?15.06	<0.01	0.00	1.11	0.27	?0.03	?9.94	<0.01
年龄（月）	?0.02	?6.60	<0.01	?0.01	?2.90	<0.01	?0.02	?6.17	<0.01
父母最高学历	0.00	0.15	0.88	0.01	2.34	0.02	?0.01	?3.32	<0.01
家庭拥有物	0.24	68.50	<0.01	0.24	70.12	<0.01	0.23	66.69	<0.01
家庭设备	?0.04	?11.51	<0.01	?0.01	?2.73	0.01	?0.02	?4.49	<0.01
家庭藏书量	0.09	24.44	<0.01	0.09	26.96	<0.01	0.07	18.66	<0.01