On Relationships Between Negation Life Events, Cognitive Emotion Regulation And Anxiety Of High School Students

Cognitive emotion regulation is the most important one in emotion regulationstrategies and also is the cognitive effort that individual to adapt to the requirements ofthe internal and external environment and related to emotional distress[2,3]. Senior highschool students now at an important transition period from juvenile to the youth, theyhave to endure the press from learning, their parents’ expectation and the badrelationship with their parents and their teachers. Additionally, they can not properlydeal with the troubles by making use of the cognitive emotion regulation strategy. Thus,many psychological and behavioral problems are appearing. As has been stated, it isimportant for the health of students’ physical and mental that paying attention to thestudent’s emotional state, attaching importance to the improvement of negativepsychological state and correctly guiding students to express their grievances. Thispaper is the analysis of internal mechanism of cognitive emotion regulation to lifeevents and anxiety by determining the relationship of life events, cognitive emotionregulation strategies and anxiety event, and thus to alleviate the anxiety due to thecognitive changes. This paper uses questionnaire to the907students of two senior highschools in Qiqihar City by using ASLEC, CERQ and SAS. The results show that:1. The factors senior high school students experiencing negative things from high tolow based on frequency respectively are interpersonal, learning burden, lost, punished,healthy and others, mainly from interpersonal and learning burden. Students withdifferent genders have significant differences on interpersonal, punished, healthy, othersubscales and ASLEC and boys have higher score than girls. Senior high schoolstudents of different grades are different on punished, lost and subscale. Senior highschool students with different academics are difference on study burden and other twosubscales.2. The frequency of cognitive emotion regulation used by senior high schoolstudents. The frequency of active cognitive emotion regulation is higher than that ofnegative cognitive emotion regulation. Specifically, renewed focus plan, activelyre-evaluation and the acceptance of three positive cognitive emotion regulation are more used by senior high school students. They seldom use the negative emotion regulation,such as blaming others and catastrophizing. What’s more, the frequency of boys usingnegative cognitive emotion regulation is higher than that of girls.3. In accordance with grading requirement of Mental Health Assessment ScaleManual, senior high school students with anxiety symptoms make up33.6%(T>50score)of total. In which, the percentage of students with slight anxiety is23.9%(50＜T≤59), the percentage of students with moderate anxiety is7.9%(59＜T≤69)and thepercentage of students with severe anxiety is1.8%(T＞69). Compared the result withChina common investigation, the anxiety level of senior high students (37.90±7.41)issignificantly higher than normal Chinese (29.78±10.07；t=2.10,p<0.05).4. Cognitive emotion regulation has a significant relation with anxiety. In which,positive cognitive emotion regulation and anxiety was extremely significant negativecorrelation; negative cognitive emotion regulation and anxiety was extremelysignificant positive correlation.5. Negative things and anxiety was extremely significant positive correlation, i.e. thedeeper of the degree and the higher of the frequency on the negative things for seniorhigh school students, more serious anxiety experienced by them.6. Negative things and factor-related of cognitive emotion regulation havesignificant relation, i.e. the more negative things experienced by senior high schoolstudents, the more frequent of cognitive emotion regulation used.7. The cognitive emotion regulation of senior high school students plays the role ofregulatory and some intermediary.