Study On The Latent Class Of Regulatory Emotional Self-efficacy In Junior High School Students And Its Intervention

Junior high school students are at a special stage of individual psychological development,and also a period of high incidence of psychological conflicts and abnormal emotional behaviors.Currently,the greater academic competition leads to an increase in their psychological stress,which is manifested by the increasing negative emotions of individuals,and junior high school students in a long-term negative emotional state may develop a series of undesirable or even extreme behaviors.Regulatory emotional self-efficacy,as a positive individual resource,helps individuals to maintain a high level of psychological health by believing that they can successfully regulate their emotions in the face of difficulties and failures,which helps them to adapt to their environment faster.Therefore,it is important to study regulatory emotional self-efficacy for the psychological health development of junior high school students.Previous similar studies suffer from insufficient understanding of the heterogeneity of regulatory emotional self-efficacy in groups of junior high school students.In summary,this study intends to explore the latent classes of regulatory emotional self-efficacy and the influencing factors of junior high school students through latent profile analysis,and provide targeted group counseling programs according to the characteristics of different groups in order to effectively improve the effectiveness of the intervention.In this study,914 junior high school students in a middle school in Zunyi,Guizhou Province were included in a convenience sampling method,and the Regulatory Emotional Self-efficacy Scale,Self-Esteem Scale,and Friendship Quality Scale were used for group administration.From an individual-centered research perspective,the data were processed using Mplus latent profile analysis and polynomial logistic regression analysis,and the results of the study were as follows:(1)Junior high school students’ regulatory emotional self-efficacy was divided into three categories: "low regulatory emotional efficacy," "high expressive positive-low negative management emotional efficacy," and "high regulatory emotional efficacy ".Among them,"low regulatory emotional efficacy" accounted for 22.0% of the total number;"high expressive positive-low negative management emotional efficacy" accounted for 48.1% of the total number;the proportion of "high regulatory emotional efficacy" was29.9% of the total number.(2)The five demographic variables of gender,age,grade level,whether or not to live in school,and residence status did not affect the distribution of regulatory emotional self-efficacy classes of junior high school students;self-esteem and friendship quality had significant predictive effects on the latent classes of regulatory emotional self-efficacy of junior high school students;the lower the friendship quality of junior high school students,the more likely they are to enter the "low regulatory emotional efficacy".Based on the above findings,this study designed a friendship quality group counseling program for junior high school students with "low regulatory emotional efficacy",and implemented an 8-week intervention for the experimental group.The results showed that:(3)Before the group counseling intervention,there was no significant difference between the experimental group and the control group on friendship quality and regulatory emotional self-efficacy;after the group counseling intervention,the experimental subjects scored significantly higher than the control group on friendship quality and regulatory emotional self-efficacy;the post-test scores of the experimental group were significantly higher than the pre-test scores,while there was no significant difference between the pre-test and post-test scores of the control group.The post-test scores of the experimental group were significantly higher than the pre-test scores,while the pre-test and post-test scores of the control group did not differ significantly.The group counseling program was effective in improving the friendship quality and regulatory emotional self-efficacy of junior high school students with "low regulatory emotional efficacy".In conclusion,this study suggests the following educational recommendations: first,the intervention for junior high school students’ regulatory emotional self-efficacy should first identify their different classes;second,by improving the friendship quality of junior high school students,the level of their regulatory emotional self-efficacy can be effectively improved.