Study of the Difficulties in Emotion Regulation in Chinese Middle-school Students and the Education Approaches
|School||Northeast Normal University|
|Keywords||adolescents difficulties in Emotion Regulation reliability and validity case study mental health education|
The study on difficulties in Emotion Regulation makes us know more about the relationship between individual ER and mental health.For the purpose of present study,we adapted the Difficulties in Emotion Regulation Scale(DERS) into Chinese version and administered it in 940 middle school students.The authors explored the utility of DERS in assessing adolescents’emotion regulation,to prepare a useful tool for the following study.In the beginning of the current paper,we reviewed the definition of ER,especially the theory from Professor Gratz K L which is based on a conceptualization of ER as adaptive ways of responding to emotions.All the Subjects came from three schools in Changchun and Baishan.They also finished the SAS.We collected academic scores of the students to check its correlation with DER.After a month we retested 101 students with DERS.Results indicated that:(1)Results suggest that scores on the DERS show promising internal consistency and validity in Chinese sample of adolescents.The test-retest reliability coefficients and internal consistency reliability met the needs of psychometrimarily.(2)DERS had a high correlation with SAS,which meants it has very good criterion-related validity. Confirmatory factor analysis suggested a similar factor structure in the adolescent sample of the authors as demonstrated previously among adults.(3)Results indicated most adolescents in the sample scored lower than we imagined.No gender bias in ratings of DERS factors .Students of Grade 2,the junior middle school got the lowest score,which meas that they had less difficulties on ER.(4)The score on DERS or the subscales all had significantly negative correlation with academic achievement in school.(5)Results of the interview and the Participatory observation of five high-scored or low-scored students were quite consistent with DERS.