A Study On The Current Situation Of College Students' Emotion And Its Intervention

On Status Quo and Intervention experiments of Empathy of College Students In this paper, firstly, based on previous studies made by relevant scholars, post-90s college students are taken as the research subject to make a survey on the status quo and characteristics of the empathy ability of post-90s college students. Secondly, a discussion is made about the effects of empathy training on the empathy of contemporary college students. Lastly, useful advices are provided based on an investigation and intervention of the mental health education of the contemporary college students.Research methods:In the research I, the Chinese version of the Interpersonal Reactivity Index (IRI-C) is handed out to383college students. Through this questionnaire survey, the status quo and characteristics of the empathy ability of post-90s college students are identified. Analyses and discussion are made of the survey results. In the research II, based on scores college students obtained in the survey based on the Chinese version of IRI-C,50students whose scores are less than2are sorted out and randomly divided into two groups. One is the experimental group while the other is the control group, with25students for each group. Intervention experiments are made on the empathy ability of25students in the experimental group so as to judge whether intervention experiments on the empathy ability can improve testee’s empathy ability in a short time.Conclusion:In conclusion, according to the research I, the overall level of the empathy ability of college students is quite good. College students show good performance in selection and adoption of ideas, imagination and empathic concern. In particular, they show a more positive attitude towards empathic concern. There exist significant differences between college students of different genders. The empathy ability of female college students is much better than that of male college students, especially in terms of empathic concern. There are also significant differences between the empathy ability of the only child and non-only child. The only child and non-only child greatly differ with other each in ideas selection and adoption, imagination and empathic concern. In addition, scores the non-only child obtains in testing the overall empathy ability and skills in four aspects are higher than that of only child. There is no significant difference between science students and arts students in their ideas selection and adaptation, imagination and empathic concern. When grades are taken as a factor, there exist significant differences between students in different grades in terms of their ideas selection and adaptation, imagination, empathic concern and individual sadness. The overall empathy ability, ideas selection and adoption, imagination, emphatic concern, individual sadness of freshmen greatly differ with that of sophomores, juniors and seniors. However, there is no significant difference between overall empathy ability, ideas selection and adoption, imagination, emphatic concern, individual sadness of sophomores and juniors and that between sophomores and seniors. Based on a descriptive statistical analysis, the average score of students obtained in testing their empathy ability tends to decline, along with the increase in grades of students. When the origin of students is taken as a factor, there is no significant difference between the overall empathy ability, ideas selection and adaptation, imagination and individual sadness of urban students, county students and rural students. Moreover, there is also no significant difference between the overall empathy ability, ideas selection and adaptation, imagination and individual sadness of students who differ with each other in the educational background of their parents. According to the research Ⅱ, college students’ empathy ability can be significantly improved through intervention experiments. Based on statistical analyses of the experimental group and the control group before and after the experiment, it can be concluded that there are significant difference between students receiving empathy training in the experimental group and students that do not receive any empathy training in the control group, which proves that the empathy training plays a great role in improving the empathy ability of college students.