2. Stability and fluctuation coexist: stability stems from the disappearance of college students' emotions due to stimulation, and the emotional response caused by it will remain for some time.
3. Intense and delicate coexist: intense, such as college students' love impulse. With the growth of age, the stability, selectivity and affinity of college students' minds are also increasing, and their emotional experience presents a more delicate and rational side, especially when interacting with respected teachers, even if they have unpleasant emotions, they will treat them calmly.
4. Externally dominant and internally recessive coexist.
5. Imagination, low dimension of emotional feeling and high dimension of rationality.
Extended data:
There are gender and subject differences in college students' emotional regulation strategies. Boys use restraint strategies more, while girls use emotion sharing, self-motivation, disclosure and sublimation strategies more. Science and engineering students are better at restraining their emotions, while liberal arts students use emotional sharing and venting more. The results of gender differences and subject differences are the same, because the gender ratio of students in different subjects is very different, most of them are girls in liberal arts and boys in science and engineering.
When feeling positive emotions, girls are more emotional sharing, self-motivation, revealing and sublimation, while boys are more depressed, which may be caused by the expectation of gender roles. It is generally believed that boys should be strong, independent and calm, while girls are weak and emotional, so boys generally don't express their emotions easily, and girls are better at expressing and revealing their emotions than boys.
Baidu Encyclopedia-Study on Academic Emotion of College Students