Objective: To explore the differences in emotional state characteristics and emotional regulation habits among college students with different psychological suzhi. Methods: Firstly, 1125 Chinese college students were tested by the Concise college student psychological suzhi scale (mental health version), and the top 5% and the last 5% of the subjects were selected out. They were divided into Strong psychological suzhi group and Weak psychological suzhi group. Complete emotion report form and emotional regulation habits questionnaire. Results: 1) The Strong psychological suzhi group showed more positive emotions, and the Weak psychological suzhi group showed more negative emotions. 2) On the whole, the group with Strong psychological suzhi is more inclined to adopt the emotion regulation habit of cognitive reappraisal, while the group with Weak psychological suzhi is more inclined to adopt the emotional regulation habit of cognitive attention. 3) In terms of negative emotion regulation, the group with Weak psychological suzhi tends to the emotional regulation habit of natural regulation (i.e., unregulated) and cognition attention; while the group with Strong psychological suzhi tends to adopt cognitive reappraisal. 4) In terms of positive emotion regulation, the score of natural regulation in the group with Strong psychological suzhi is significantly higher than that in the group with Weak psychological suzhi. Conclusion: There are significant differences in the emotional states of college students with strong and Weak psychological suzhi. The differences may be due to the differences in their emotional regulation habits. Cultivating the emotional regulation habits of people with Weak psychological suzhi is of great significance in maintaining emotional health.
Cite this paper
Ren, J. , Yu, Y. and Wang, X. (2020). Emotional State and Emotional Regulation Habits in Chinese University Students with Strong or Weak Psychological Suzhi. Open Access Library Journal, 7, e6362. doi: http://dx.doi.org/10.4236/oalib.1106362.
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