College Students’ Negative Learning Emotion And Academic Adaptation Ability: The Role Of Emotional Regulation Strategies (ERS)

Since the late20th, emotional regulation strategies have stretched intopsychological and educational fields with its study objects expanded.The emotional adjustment strategy is a main index in measuring a person’smental health. It exerts important influence on students’ learning as well as their dailylives. The researches before have rarely focused on the relationship among the three(ERS, learning emotion, academic adjustment ability) and the ERS’s function inlearning emotion and academic adjustment ability. This paper has a deep discussion ofcontemporary characteristic of students’ learning emotion and academic adaptation bymeans of investigational analysis. Meanwhile, it focused on how the livingenvironment differences, sex differences and school style differences influencestudents’ ERS. By all researches, the author found the relationship among negativelearning emotion, academic adaptation and ERS. This study aims to provide atheoretical basis of ERS’ importance for college school teachers and tell teachers howto use the ERS to improve students’ learning efficiency, learning as well as acceleratetheir socialization process.The objects of the study are800students from3schools. The study has aprofound discussion of the relationship among ERS, learning emotion, and academicadjustment ability using College Students’ General Mood Questionnaire, CCSAS andCollege Students’ Negative Emotion Regulation Strategy Questionnaire. The studyalso analyses the data by means of the correlation analysis, multivariate analysis ofvariance and SPSS11.5software. The main conclusions drawn from the study are:(1) There are significant difference in the relationship of sex difference, schoolstyle difference and ERS. In the ERS, sex difference is significantly different from seeking support and emotional expression. The school style is significantly differentfrom cognitive adjustment, depression, miss and emotional expression. Sex differenceis significantly different from learning adaptation. Different school style issignificantly different from negative learning emotion. There aren’t significantdifferences among growing environment, learning adaptation and ERS.(2) In the dimensions of emotional regulation of strategy adjustment, seekingsupport, transfer have a significant interaction between type of school and sex, themain effect of type of school was significantly on dimensions of repression andcompensation. In the vent dimensions, the main effect of school was significant, andthe main effect of sex was significant, and their interaction effects are significant.There is a significant main effect of type of school in negative emotions of study. Inschool adaptation, the main effect of gender is significant, the type of school issignificant and gender interaction is significant, too.(3) Pair wise correlation exists between the three. Negative emotion and learningadjustment ability are negative related. When students have higher negative emotion,they have lower learning adaptation ability. Negative learning emotion is negativelycorrelated with ERS. When students use effective ERS, there will be a decline instudents’ negative emotion. Learning strategy is positively related with ERS whenstudents use ERS, they’ll improve their learning adaptation ability.(4) ERS plays an intermediary effect on the negative learning emotion andlearning strategies. Seeking for support, cognitive adjustment, depression, transitionand emotion expression index also play intermediary effect in learning adaptation.