The Relationship Between Altruistic Behavior And Cognitive Emotion Regulation Strategies,Parental Authoritative Cognition And Intervention In Middle School Students

The middle school stage is a period of rapid physical and mental development for individuals,which is accompanied by many problems.Middle school students at this stage are prone to emotional polarization,instability,and other characteristics,so they are also prone to various psychological and behavioral problems.Parental authority cognition,altruistic behavior,and cognitive emotion regulation strategies have important effects on the psychology and behavior of middle school students.The purpose of this study is to explore the correlation between the three variables of middle school students’ parental authority cognition,altruistic behavior,and cognitive emotion regulation strategies,as well as the impact of middle school students’ cognitive emotion regulation strategies on parental authority cognition and altruistic behavior under intervention experiments,in order to provide new educational implications for the improvement of cognitive emotion regulation strategies for middle school students.Cognitive emotion regulation strategies refer to individuals’ planned and intentional efforts and practices to achieve the purpose of emotion regulation.Previous research on the relationship between parental authority cognition,altruistic behavior,and cognitive emotion regulation strategies has not been much.This article explores the impact of parental authority cognition on altruistic behavior,using cognitive emotion regulation strategies as mediating variables.This study adopts the form of a questionnaire survey,using the "Parent Authority Cognitive Questionnaire","Cognitive Emotional Regulation Strategy Scale",and "Altruistic Behavior Scale" to investigate 400 middle school students in Chengdu.Through descriptive statistical analysis,correlation analysis,intermediary analysis,and intervention experiments,the relationship between the three is explored.The research conclusions are as follows:(1)Middle school students have the highest level of reciprocal altruistic behavior,while their level of pure altruistic behavior is relatively low.The use of adaptive adjustment strategies is higher than that of non adaptive dimensions.Middle school students’ parents have higher cognitive rationality and compliance with authority,while their personal authority cognition is relatively low.There are significant gender differences in pure altruistic behavior among middle school students,with girls exhibiting more pure altruistic behavior.There are significant differences in the use of adaptive adjustment strategies in registered residence variables.When middle school students face negative events,urban registered residence students are more likely to adopt adaptive adjustment strategies to manage individual emotions.With the increase of grade,middle school students’ perceptions of parental authority rationality and parental authority compliance significantly decreased.In the dimension of personal authority cognition,students with higher grades have significantly higher personal authority cognition.In the dimension of non adaptive adjustment strategies,the higher the grade,the more frequent the use of non adaptive adjustment strategies.(2)There is a significant positive correlation between adaptive cognitive emotion regulation strategies and kinship altruistic behavior,reciprocal altruistic behavior,and pure altruistic behavior in middle school students.There is a significant negative correlation between non adaptive regulation strategies and parental authority compliance cognition,and a significant negative correlation between adaptive regulation strategies and adaptive regulation strategies.In terms of parental authority cognition,there is a significant positive correlation between parental rationality cognition and compliance cognition in middle school students,while there is a significant negative correlation between parental authority rationality cognition and compliance cognition in middle school students.There is also a significant positive correlation between the three altruistic behaviors.(3)Adaptive emotional regulation does not play a mediating role in the influence of parental authority rationality cognition on kinship altruistic behavior.(4)Through emotional adjustment group counseling,middle school students’ scores on reciprocal altruistic behavior,kinship altruistic behavior,and adaptive adjustment strategies have significantly improved,while their scores on non adaptive adjustment strategies have significantly decreased.Group counseling intervention based on emotional adjustment can effectively improve the altruistic behavior of high school students,and the intervention effect is good.