The Effect Of Emotion Types And Emotional Regulation Strategy On College Students' Delay Of Gratification Of Different Levels Of Social Development

This study will explore the non-cognitive factors such as emotional factors and the individual's social development situation that effect on the college students'delay of gratification. Emotional factors mainly include different types of emotion and emotion regulation strategy. Social development is for the level of college students'social development situation. In this study, the emotion is classified into two different states: positive emotions and negative emotions; Emotion regulation strategy is also classified into two different states:expression suppression strategy and cognitive reappraisal:Social development level is divided into two levels:social development delay and normal level of development. This research mainly by setting three experiments to study how these factors impact on the college students'ability of delayed gratification, and how the interaction between different factors, It has important practical significance in guiding the student's healthy growth in the future, and control themselves when face the temptation. Three experiments design details are as follows:Experiment one, we adopt single factor experiment design, The experiment discusses how different social development level influence delayed gratification ability of college students. The independent variable is level of social development, including two levels:social development delay and normal level of development. The dependent variable is the delay of gratification in task performance.Experiment two, we using 2 (emotion:positive emotion and negative emotion)* 2 (level of social development:social development delay and normal level of development) experimental design, investigation of emotions effect on students'delay of gratification in different level of social development. The independent variable is the different level of social development and the emotion types. Emotional types include positive emotion and negative emotion two levels; Different level of social development including social development delay and normal level of development. The dependent variable is the delay of gratification in task performance.Experiment three, we using 2(regulation strategies:cognitive reappraisal. suppression)*2 (emotion:positive emotion and negative emotion)*2 (level of social development:social development delay and normal level of development) multifactor experimental design, discussing different emotion regulation strategies effect on the delay of gratification of students in different level of social development. The different emotion regulation strategies can be divided into two levels:cognitive reappraisal strategy and expression inhibition, the other independent variables are same to the experiment one and experiment two. The dependent variable is delay of gratification in task performance.Through the above three experimental research design, conclusions drawn from the study are:(1) There is significant difference between different social development level of the college students'ability of delay of gratification, embodied in:normal level of development of college students'delay of gratification is significant higher than the social development delay of college students.(2) Interaction between emotion type and level of social development, embodied in: positive emotions, the development of normal group's delay of gratification ability is significantly higher than development of delay group:Negative emotions, the development of normal group and development delay group have no significant difference.(3) There is significant difference between emotion regulation strategies and emotion, embodied in:using cognitive reappraisal strategy, there is no significant difference between the delayed gratification scores under the positive emotional states and negative emotion state. Adopting the strategy of expression suppression, negative emotions group is significantly lower than positive emotions group.(4) There is no significant interaction between emotion regulation strategies and different social development level of the college students.