ABSTRACT
By adopting the method of random sampling, 1321 college students were selected for this research to do questionnaire survey; 1400 pieces of questionnaire were issued, and 1317 pieces of valid questionnaire were recovered; the valid recover rate is 94.36%. Among the research objects, there are 629 male students and 688 female students; 311 are only-child and 1006 are children with siblings; there are 256 freshmen, 654 sophomores,
1 INTRODUCTION
Emotion is subjective experience of human to objective things. As a complex psychological phenomenon, it has important impact on interpersonal communication, behavioral motive, physical and psychological health and other aspects; and emotion is a barometer to show one’s mental health condition. Therefore, emotion regulation has great significance as it is essential for the social competence and mental health (Dongling Tang et al. 2010). The contemporary college students, especially, will be faced with many challenges when encountering negative emotion incidents. People with low regulatory emotional self-efficacy are lack of confidence on self-emotion regulation competence; they merely take action to regulate negative emotion or just fall into despair whenthe first regulation becoming invalid. Among educational practice, knowledge and skills about emotion regulation shall be conveyed to college students to guide them taking the generation of emotion as an opportunity for enhancement of self-awareness and improvement while accepting the emotion, and to think about their cognition on the basis, gradually trying to use diversified attitudes to face emotion and gradually promote regulatory emotional self-efficacy. Regulatory emotional self-efficacy indicates the confidence
303 junior students and 104 senior students; 528 are majored in arts, 194 are majored in science, 417 are majored in engineering and 178 are majored in medicine.
