The Impact Of Cognitive Emotion Regulation On Academic Achievement Of Junior Middle School Students

The junior middle school period is an important stage of the individual's physical and mental growth,as well as a crucial stage of learning.Previous studies have explored the relationship between students' cognitive emotion regulation and their academic achievement,but little research has been done on psychological capital as an intermediary variable between cognitive emotion regulation and academic achievement.This study explored the relationship between cognitive emotion regulation and academic achievement,and examined the mediating effect of psychological capital between cognitive emotion regulation and academic achievement.In this study,1069 subjects were randomly selected from a school in Z city,Henan Province,and investigated by using the cognitive emotion regulation questionnaire and positive psychological capital questionnaire.At the same time,students' average scores of Chinese,mathematics and English are counted as their academic achievements.SPSS 25.0 is used to analyze the data.The results are as follows:(1)The general condition of cognitive emotion regulation of junior middle school students is in good condition.The scores of adaptive cognitive emotion regulation were above the median,and there were significant differences in grade,learning form,class cadre,parental education level and family income level(p<0.05);The scores of non-adaptive cognitive emotion regulation were below the median,and there were significant differences in grade,gender,household registration,only-child,class cadre,left-behind experience and family income(p<0.05).(2)The psychological capital of junior middle school students is in good condition,and the score is above the median.There were significant differences in grade,learning style,only-child,class cadre,left-behind experience,parental education level and family income level(p<0.05).(3)The academic performance of junior high school students is in good condition,and there are significant differences in gender,household registration,learning style,only child,class leader,parental education,and family income(p<0.01).(4)Cognitive and emotional regulation,psychological capital,and academicperformance of junior high school students were significantly correlated with each other(p<0.01).There is a significant positive correlation between academic performance and total psychological capital scores and dimensions(p<0.01);there was a significant positive correlation between academic achievement and adaptive cognitive emotion regulation(p<0.01);there was a significant negative correlation between academic achievement and non-adaptive cognitive emotion regulation(p<0.01);there was a significant positive correlation between adaptive cognitive emotion regulation and total psychological capital scores and each dimension(p<0.01);there was a significant negative correlation between non-adaptive cognitive emotion regulation and psychological capital and each dimension(p<0.01).(5)Psychological capital plays a mediating role between cognitive emotion regulation and academic achievement.Based on the above research results,the following conclusions can be drawn:adaptive cognitive emotion regulation has a positive effect on junior high school students' academic achievement,while non-adaptive cognitive emotion regulation has a negative effect on junior high school students' academic achievement;cognitive emotion regulation has a certain effect on academic achievement through psychological capital,which reminds educators to guide students to use adaptive cognitive emotion regulation strategy and pay attention to the accumulation of psychological capital to promote their academic intelligence.