The Relationship Between Psychological Resilience And Life Satisfaction Of High School Students: The Mediating Role Of Emotion Regulation Self-efficacy And Positive Coping Style

This study aims to explore the mechanism of psychological resilience on life satisfaction and the self-efficacy of emotion regulation by understanding the status of high school students’ psychological resilience,emotional adjustment self-efficacy,positive coping styles and life satisfaction,and the relationship between them.The role and influence order of the two intermediary variables in the sense and positive coping style.Improve the life satisfaction of high school students,improve mental health,and enhance emotional stability,thereby alleviating the life pressure of high school students,and more efficiently invest their energy in learning,life andgrowth.The study used the Psychological Resilience Scale(CD-RISC),Simple Coping Style Questionnaire,Emotion Regulation Self-Efficacy Scale,and Life Satisfaction Scale(SWLS),and selected 606 students from three high schools in Xiangyang,Hubei Province High school students are tested.The study first analyzed the status of high school students ’psychological resilience,emotional self-efficacy,positive coping styles and life satisfaction,and differences in demographic variables,and then established a structural equation model to examine high school students’ emotional self-efficacy and positive self-efficacy the mediating role of coping styles in the process of psychological resilience affecting life satisfaction.Research results: 1.Psychological resilience,emotional self-efficacy,positive coping styles,and life satisfaction are not significantly different in the source and whether they are the only child.2.Psychological resilience,its various dimensions,and negative emotion regulation self-efficacy have significant differences in gender.Specifically,boys scored significantly higher than girls,but girls scored significantly higher than boys in positive emotion regulation self-efficacy.3.There is no grade difference in mental resilience,but there are significant differences in the grade level of emotion regulation self-efficacy,positive coping style and life satisfaction.The specific performance is that the scores of high school students are higher than those of high school students and high school students.The score is higher than that of high school students.4.High school students’ mental resilience significantly predicts positive coping styles,and the positive coping styles significantly predict life satisfaction,and thepositive coping styles in psychological resilience It plays a part of mediating effect on life satisfaction.5.Psychological resilience of high school students significantly predicts emotion regulation self-efficacy,emotion regulation self-efficacy significantly predicts life satisfaction,and emotion regulation self-efficacy plays a partial mediating role in mental resilience and life satisfaction;Research conclusion: 1.Emotional regulation self-efficacy has a partial mediating effect on psychological resilience and life satisfaction.When high school students experience frustration and stressful situations,the higher the psychological resilience,the more positive emotions will be used to regulate self-efficacy,so that the greater the individual’s life satisfaction high;2.Positive coping styles play a part in mediating the impact of mental resilience on life satisfaction.The higher the mental resilience,the more high school students will adopt active coping styles when experiencing events in their lives,and the higher the individual’s life satisfaction.