The Influence And Intervention Of Emotion Regulation Self-efficacy On Interpersonal Adjustment Of High School Students

On December 7,2012,the Ministry of Education revised the "primary and secondary school mental health education guidelines" document,which clearly points out the psychological health education of six themes,the interpersonal communication is the period needs to be given high attention of education content.It can be seen that good interpersonal communication is an indispensable necessity for students and an important part of their mental health.The average age of high school students is about 16 to 18 years old,which is the peak of youth development and the period when personality gradually matures.And good for the development of high school students interpersonal adaptability,learning,and life is good,bad interpersonal adaptation will make their chance of dropping out of school,crime increase.Therefore,it is of practical significance to explore the relationship between emotion regulation self-efficacy and interpersonal adaptation level of high school students in the current stage of education and teaching work.In this study,731 students from a high school in Huaibei city were investigated by using the Emotion Regulation Self-efficacy Scale（Chinese revised Version）and adolescent Interpersonal Adaptation Scale as measuring tools.SPSS 26.0 software was used to process the data and explore the current situation and relationship between emotion regulation self-efficacy and interpersonal adaptation of high school students.On this basis,40 selected subjects were randomly divided into the control group（20 people）and the experimental group（20 people）,and the experimental group was carried out a group counseling course with emotion regulation self-efficacy as the theme.To evaluate the effectiveness of the group counseling course in promoting the interpersonal adaptation of senior high school students,the results of the control group and the experimental group were compared.The conclusions of this study are as follows:（1）The overall emotional regulation self-efficacy of senior high school students is good and above the average level.The emotional regulation self-efficacy of high school students showed significant differences in gender,grade,only child or not,and different places of origin.（2）The overall interpersonal adaptation of senior high school students is above the average level,among which the prosocial tendency is better,but there are also some problems of interpersonal alienation.There were significant differences in gender and origin,but no significant differences in grade and singleton.（3）There is a significant positive correlation between emotion regulation self-efficacy and the total score of interpersonal adjustment and each dimension;Regression analysis showed that emotion regulation self-efficacy could positively predict interpersonal adaptation.（4）Group counseling courses designed with emotion regulation self-efficacy as the theme can significantly improve the emotion regulation self-efficacy of high school students and promote their interpersonal adaptation.Based on the above research conclusions,the following educational suggestions are put forward:（1）Guide high school students to learn to regulate their emotions and pay attention to gender differences;（2）Pay attention to family education and create a good family atmosphere for children from an early age;（3）Add psychological activity courses related to interpersonal communication for senior high school students,and innovate the form of group guidance.