The Status Quo And Relationship Of Emotional Intelligence And Psychological Resilience Of Junior High School Students

Positive psychology pays attention to the individual's intrinsic superiority.It emphasizes people's potential stimulation and self-surpassing in the face of stress and frustration.Resilience is defined as the ability of individuals to rebound from adversity and successfully adapt.Based on the Kumpfer resilience framework,emotional intelligence is one of the internal factors that affect resilience,the development of resilience also depends on social,family,school and other external protection factors.Therefore,this study was to comb emotional intelligence and resilience,use a cross-hysteresis design,to further verify the mutual predictive relationship between emotional intelligence and resilience,and incorporate the environmental factors into the Kumpfer resilience framework,build a model between the protective environment factors,the risk environmental factors,emotional intelligence and resilience,to enrich research on resilienceA total of 539 students from four elementary junior high schools in Shanghai were selected for eight-month tracking survey in October 2016 and June 2017.The WL Emotional Intelligence Scale,Resilience Scale,and junior high school students who include family support,friends support,school overall satisfaction,parental quarrel severity and frequency,teacher humiliation,classmate bullying and other environmental factors were used to examine the changes in emotional intelligence and resilience,to analyze the mutual predictive relationship between variables and the interaction mechanism between environmental factors,emotional intelligence and resilience.The results are as follows:1.In the aspect of emotional intelligence,junior high school students' emotional intelligence is at a relatively high level.The emotional perception dimension of others found significant gender differences in both surveys.The score of emotional perception of male students was significantly lower than that of female students.There were no significant differences between grades and only child.2.In terms of resilience,the resilience of junior high school students is generally at a moderately high level,and there are significant differences among the students,among them,the strength dimension has significant differences in different places of origin.The scores of junior high school students in the field were significantly lowerthan those of local junior high school students;there was no significant difference in gender,grade and only child.3.The results showed that emotional intelligence can significantly predict resilience after eight months,and resilience can also significantly predict emotional intelligence eight months later.In the three sub-dimensions of resilience,emotional intelligence can significantly predict the optimism,strength and tenacity dimensions of resilience after eight months,the strength dimension can also significantly predict emotional intelligence after eight months.4.The structural equation model shows that protective environmental factors have a positive relationship with emotional intelligence,while the risk environmental factors have a direct negative relationship with junior high school students' emotional intelligence,and thus emotional intelligence influences the development of resilience.Parental care,teacher's active attention and peer support,these protective factors can promote the development of the emotional intelligence of junior high school students and enhance their resilience.On the contrary,the risk factors are not conducive to enhancing the relationship of emotional intelligence,it will hinder the development of resilience..