The Relationship between Emotional Adjustment and Mental Health of College Students

Objective: To explore the relationship between emotional regulation and mental health of college students. Methods: 398 college students were investigated by general health questionnaire and emotion regulation questionnaire. Results: The difference test showed that there were significant gender differences in emotion regulation strategies, and boys were more inclined to use expression inhibition strategies (t = t=3. 135, P< < 0.01). There is no significant gender difference in cognitive reappraisal strategies (t= 1.259, P & gt0.05). Correlation analysis shows that the higher the level of cognitive reappraisal strategy, the stronger the self-affirmation, the less negative emotions (depression and anxiety) and the higher the level of mental health. Conclusion: The cognitive reappraisal strategy in emotional regulation is closely related to the mental health level of college students.

Mental health; Emotional regulation; General health questionnaire; college student

Emotional regulation is an old and young topic. However, as a relatively independent research field of psychology, emotional regulation has been further analyzed since 1980s. It is found that the research on emotional regulation is mainly theoretical research, and there is little empirical research (mainly represented by the research of Huang Miner [4], Li Mei [5] and Deng [6]), especially the relationship between emotional regulation and mental health is only a theoretical review [7] without empirical research. The purpose of this study is to understand the characteristics of college students' emotional regulation in China and its influence on mental health, and to provide scientific basis for college workers to carry out mental health education and emotional education.

1 objects and methods

1. 1 Full-time undergraduates of Northeast Normal University were taken as samples. A total of 450 questionnaires were distributed and 398 valid questionnaires were recovered. The valid sample consists of: boys 128, girls 270; Liberal arts students 26 1, science students137; 228 urban students, rural students 170; The number of juniors is 23 1 (freshman 128, sophomore 103), and the number of seniors is 167 (junior 94, senior 73).

1.2 method

1.2. 1 general health questionnaire GHQ-20, compiled by Goldberg and revised by Lee Hung of Tsinghua University Institute of Education [8]. There are 20 items in this questionnaire, including 3 dimensions, namely depression, anxiety and self-affirmation. It has high reliability and validity. The 20 items of GHQ-20 are scored with "Yes" and "No", with "Yes" being 1 and "No" being 0. The higher the score, the more typical the symptoms of this dimension. The score of self-affirmation scale is converted reversely and merged with depression and anxiety scale to form the total score of psychological problems. The higher the total score, the lower the level of mental health. In this study, Kronbach's scale? Coefficient of 0.76, split-half reliability 0.67, Kronbach? The coefficients are all above 0.6 1.

1.2.2 Emotional Regulation Questionnaire This questionnaire was revised from the emotional regulation questionnaire compiled by Gross [9]. There are 10 items in this questionnaire, including two dimensions: cognitive reappraisal strategy and expression inhibition strategy. Using the five-scale evaluation method, the subjects are required to answer each statement to the degree of their own approval, from 1 ~ 5, indicating that they disagree very much to agree very much. The higher the score, the more inclined they are to use this emotion regulation strategy. In this measurement, the questionnaire Cronbach? The coefficient is 0.68, and the two dimensions of the questionnaire are Kronbach? The coefficients are 0.70 and 0.60 respectively.

The data of 1.3 were analyzed by SPSS/PC( 1 1.5) software.

Bear fruit

2. 1 college students' emotional adjustment

The average score of college students in cognitive reappraisal and expression inhibition of emotional regulation is 3.84? 0.64 and 3.23? 0.79, because this study adopts five grades, with a median of 3, so college students use these two emotional adjustment strategies more, and relatively speaking, they prefer to use cognitive reappraisal strategy to adjust their emotions. T test the scores of different groups of college students' emotional regulation questionnaire.

The results show that there is no significant difference between urban and rural areas (whether the family is located in the town or the countryside) and grade differences in college students' scores in emotional regulation. There is no significant gender difference in cognitive reappraisal scores; There are significant differences in the scores of expression inhibition, and the scores of boys are significantly higher than those of girls, indicating that boys are more inclined to use expression inhibition strategies.

2.2 Mental health status of college students

The average score of college students in self-affirmation, depression and anxiety is 5.78? 2. 14、0.86? 1.02 and 1. 12? 1.36, divide the overall average of these three dimensions by the number of questions in each dimension, and get the average score of each dimension, which is 0.64? 0.24、0. 146? 0. 17 and 0.22? 0.27。 Because the score range of the scale is 0 to 1 and the median is 0.5, college students have a high degree of self-affirmation and a low degree of depression and anxiety. T test the mental health scores of different groups of college students.

The results show that the GHQ score and anxiety level of male college students are significantly higher than that of female college students. There are significant differences in anxiety factors between urban students and rural students, and the anxiety level of rural students is significantly higher than that of urban students. The psychological problems and depression of junior college students are significantly higher than those of senior college students, and the self-affirmation of senior college students is significantly higher than that of junior college students.

2.3 the relationship between college students' emotional adjustment and mental health

The average score of cognitive reappraisal (3.84? 0.64), college students are divided into high cognitive reappraisal group and low cognitive reappraisal group; The average score of expression inhibition (3.84? 0.64 and 3.23? 0.79), college students were divided into high expression inhibition group and low expression inhibition group. T test the scores of college students in high and low cognitive reappraisal groups and high and low expression inhibition groups in mental health. The results show that apart from depression, there are significant differences in psychological problems, self-affirmation and anxiety among college students with different cognitive reappraisal scores. College students with high scores in cognitive reappraisal have a higher degree of self-affirmation than those with low scores in cognitive reappraisal, and their psychological problems and anxiety are significantly lower than those with low scores in cognitive reappraisal. There is no significant difference in psychological problems and scores of various factors among college students with different expression inhibition scores.

Correlation analysis shows that college students' cognitive reappraisal strategies are negatively correlated with psychological problems, anxiety and depression, and positively correlated with self-affirmation factors. There is no significant correlation between college students' expression inhibition strategies and mental health problems and various factors.

3 discussion

Compared with female college students, male college students are more inclined to use expression inhibition strategies to adjust their emotions. The results of this study are similar to those of Gross's research on 1483 college students. There is no significant difference in cognitive reappraisal between boys and girls, but there is a significant difference in expression inhibition, and the score of boys is significantly higher than that of girls [3]. This gender difference may be due to the difference between men and women in gender role socialization. According to the research on social expectations of gender roles [10], most people think that personality traits suitable for men are mostly related to achievements and careers, while personality traits suitable for women are mostly related to emotions and interpersonal relationships. Men who express their feelings are often considered weak and lack masculinity. Compared with girls, parents educate boys to learn to control their emotions, and society expects boys to suppress their emotions. The research on infant's early emotional behavior [1 1] shows that there is no obvious difference in individual's early emotional behavior, but with the growth of age and the expansion of communication, social and cultural factors have a greater impact on individuals, and men are more powerful and restrained, more stable and more implicit, which leads men to use inhibition strategies to adjust their emotions, and women are more delicate and sensitive, and are better at expressing their emotions than men.

This study tested and analyzed the mental health level of college students according to gender, urban and rural areas and grades. The results show that the psychological problems and anxiety of male college students are significantly higher than those of female college students, which may be related to the traditional social roles of men and women and the characteristics of students in normal universities. Male college students may have higher pursuit of achievement and career than female college students. At the same time, there are more girls in normal universities, and girls are better than boys in language expression, interpersonal communication, study and activities, which makes boys in normal universities have more pressure than girls, brings more anxiety to boys and their mental health level is obviously lower than girls. The anxiety level of rural students is significantly higher than that of urban students, which may be related to the fact that rural students are worse than urban students in economic conditions, living conditions and learning conditions, and feel more social competition and employment pressure than urban students. The psychological problems and depression of senior college students are significantly lower than those of junior college students, and their self-affirmation is significantly higher than that of junior college students. In other words, the mental health level of senior college students is obviously better than that of junior college students. This may be related to the rich practical experience and life experience of senior three students with their age.

From the results of correlation analysis, we can see that college students' cognitive reappraisal strategies are negatively correlated with psychological problems, anxiety and depression, and positively correlated with self-affirmation factors. The results of the difference test also show that there are significant differences in psychological problems, self-affirmation and anxiety among college students with different cognitive reappraisal scores except depression. It can be seen that cognitive reappraisal strategy is closely related to the mental health level of college students. The higher the level of cognitive reappraisal strategy, the stronger the self-affirmation, the less negative emotions (depression and anxiety) and the higher the level of mental health. Too many negative emotions in daily life can easily develop into emotional disorders, which have a negative impact on mental health. Therefore, psychological workers in colleges and universities should pay close attention to students' emotional problems, and guide students to actively adjust their emotional responses from the perspective of development, that is, learn to use emotional adjustment strategies that pay attention first, such as choosing favorable situations, mending situations, shifting attention and cognitive reappraisal strategies. In order to cultivate students' positive emotions, optimize the good psychological quality related to emotions, and thus promote students' mental health.

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