Regulatory Emotional Self-eiffcacy: Structure, Effect Mechanism And Influencing Factors

The idea of the Regulatory Emotional Self-efficacy (RESE) derivesfrom the self-efficacy of Bandura, essentially refers to the sense ofself-confident of an individual based on subjective evaluation to his/heremotion regulation abilities. Being a key variable impacting on results ofregulatory emotion, the RESE plays a vital role when individuals meetvarious emotional events and need to manage their emotions. Moreand more psychologists have paid attention to studying the RESE. Butresearches on the structure of the RESE were chiefly based on westerncultural background, lacking localization investigation; Although thepresent studies confirmed the function of the RESE, the mechanism didnot revealed deeply; There haven't been theoretical and empiricalresearches on the factors impacted on the RESE. Thereby, thesystematic researches on the RESE have important theoretical andpractical significance. They will provide important reference value onenriching the theory of the RESE and also put up good train of thoughtto the practice of emotional education.Based on theories and empirical researches on the self-efficacyand the RESE, the dissertation probed deeply into the structure, effectmechanism of the RESE, and the influential factors impacting on theRESE, taking into account of the characteristics of China. Theseresearches aimed to build the structure, reveal effect mechanism, andexplore the influencing factors in the Chinese cultural background. Thisdissertation undertook three parts empirical researches including sixconcrete studies.In the first part of empirical researches, we focused on the structureof the RESE and the state of undergraduates' RESE, taking account ofthe characteristics of China. Study1compiled the questionnaire of RESE based on Caprara's scaleï¼›Study2made an experimental researchabout the status of undergraduates' RESE, who were the participantsof our researches.In the second part of empirical research, we concentrated on theeffect mechanism of the RESE. Study3made a thorough inquiry intospecific mechanism by which the RESE influenced emotion based on arelational model of the RESE, emotion regulation strategies andemotions. Using the two-choice oddball task, Study4adopted one ERPexperiment to investigate the effect of the RESE on processing negativeemotional stimuli.The third part of empirical research paid close attention to theeffects of such efficacy information as enactive mastery experiencesand evaluation of other person on the RESE's change.From the above researches, this dissertation have got conclusionsas following:1. The questionnaire of RESE was composed of four dimensions:perceived self-efficacy in feeling positive affect (POS), perceivedself-efficacy in regulating positive affect (MPOS), perceivedself-efficacy in regulating despondency/distress (DES), perceivedself-efficacy in regulating anger/irritation(ANG). This questionnaire hasgood psychometric indices.2. The RESE level of undergraduates was above the average, but itshowed imbalance in its structure. Undergraduates' RESE presented thefollowing traits:(1) undergraduates' scores in POS and MPOS are higherthan in DES and ANG.(2)Female students' score in POS are significantlyhigher than male students', while females' score in DES and ANGsignificantly lower than male students'.(3) The score of studentsmajoring science in ANG is significantly higher than that of studentsmajoring liberal arts.(4) The scores of all dimensions of the questionnaireexisted no significant difference between three grades. 3. In addition to direct impacting on emotion, the RESE alsoinfluenced emotions by reappraisal strategy to some extent. Themediating effect of reappraisal strategy is significantly between theRESE and emotion.4. There existed distinct brain activation patterns betweenundergraduates with higher RESE and with lower RESE when processingnegative emotional stimuli. At early sensory processing stage (e.g. N1and N2), two groups both displayed strength brain potentials innegative stimuli compared with in neutral stimuli. At later consciousnessinvolving stage (e.g. P3), while the lower showed more strengthinhibition to negative stimuli, the higher had less inhibition to moderatelynegative stimuli.5. The scores in MPOS, DES and ANG and the total score in thequestionnaire significantly increased when undergraduates masteredknowledge and skill about emotion regulation.6. Evaluation of other person didn't significant effect onundergraduates' RESE.The main innovations of this dissertation are as following: it compiledthe questionnaire of RESE with good psychometric indices, making astructure breakthrough; establishing a relational model of the RESE,reappraisal strategy and emotions, this dissertation revealed that theRESE chiefly acted on reappraisal strategy, thereby affecting the stateof emotion; using one ERP experiment, this dissertation explored theeffect of the RESE on individuals' reaction to emotional stimuli; the twomain factors that may cause the change of the RESE were preliminarilytested. The conclusions of these studies not only enriched theoreticalsystem of the RESE, but also provided a guide to concrete practice ofpromoting undergraduates' the RESE and emotional education toundergraduates.