The Effect Of Emotional Intelligence On Psychological Adaptability Of Junior High School Students

Psychological adaptability refers to the state of individual psychological and behavioral response to external environment change and physical and psychological changes.It reflects the ability of individuals to adjust themselves and to maintain balance with the environment.Junior high school students are in a rapid period of physical and mental development,they need to constantly adjust themselves to adapt to the changing external environment.In real life,when maladjustment occurs in junior high school students,the first emotional changes are often irritability,anxiety and so on.Previous studies have shown that emotional intelligence is an important predictor of psychological adaptability for junior high school students,but little is known about the influencing mechanism under this relationship.Based on the framework of self-regulation theory,this study explored the influence of emotional intelligence on junior high school students’ psychological adaptability through cross-sectional and longitudinal studies,and examined whether interpersonal quality and adversity beliefs play a mediating role in it.In the first study,710 junior high school students in Guangzhou were selected as the research objects,and a questionnaire survey was conducted to explore the immediate predictive effect of emotional intelligence on junior high school students’ psychological adaptability and the mediating effect of interpersonal quality and adversity belief.The results show that:(1)The emotional intelligence level of female students is higher than that of male students,and the interpersonal quality level of urban junior high school students is higher than that of rural junior high school students;(2)Emotional intelligence can positively predict students’ psychological adaptability;(3)Interpersonal quality and adversity belief plays a parallel mediating role between emotional intelligence and psychological adaptability.In the second study,466 junior high school students were followed up through the same questionnaire used in study one for half a year to explore the long-term predictive role of emotional intelligence on psychological adaptability of students and the longitudinal mediating role of interpersonal quality and adversity belief.The causal relationship between variables was analyzed by a cross-lagged model at three time points.The results show that:(1)Emotional intelligence,interpersonal quality,adversity belief and psychological adaptability have good cross time stability at three time points;(2)Emotional intelligence can positively predict junior high school students’ psychological adaptability in the long term;(3)Interpersonal quality and adversity belief play a chain mediating role between emotional intelligence and students’ psychological adaptability;(4)In the aspect of causality,emotional intelligence and interpersonal quality are mutual causality;Interpersonal quality is the cause,adversity belief is the result;Adversity belief is the cause,psychological adaptability is the result.It can be seen from the results of the two studies that emotional intelligence has immediate and long-term predictive effect on students’ psychological adaptability.As for the mediating mechanism,under the cross-sectional condition,emotional intelligence affects students’ psychological adaptability through interpersonal quality and adversity belief;Under the longitudinal condition,emotional intelligence influences students’ psychological adaptability through interpersonal quality and adversity belief in turn.The results show that self-regulation theory has applicability in the field of individual adaptability,and junior high school students in the process of growth and development have the inherent potential to promote self adaptability and development.When faced with the events of adaptability such as environmental change,junior high school students can improve their emotional intelligence,interpersonal quality and adversity belief level through the adaptability goal oriented self-regulation system,so as to achieve the goal of good adaptability.Therefore,in the practical work of home school education and adaptability intervention,parents should not only provide timely help and protection to junior high school students when they encounter difficulties,but also play a leading role.That is to say,parents should cultivate students’ emotional intelligence,guide them to communicate with others actively in order to improve their interpersonal quality,encourage them to to be optimistic and brave when faced with the problem of adaptability in life,and form a positive adversity belief,and help them to construct more internal psychological resources,it has important theoretical and practical significance to promote the psychological adaptability of junior high school students.