Electronic Theses and Dissertations

Identifier

6369

Hui Zhang

Date

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Yeh Hsueh

Committee Member

Robet Cohen

Committee Member

Leigh Harrell-Williams

Committee Member

Christian Mueller

Abstract

The overall goal of this dissertation was to examine the adaptivenss of eight emotion regulation strategies for Chinese middle and high school students. The adaptiveness was evaluated by using an intrapersonal approach that focused on individual students in Study 1 and by using an interpersonal approach that focused on same-sex best friend dyads in Study 2. By using an intrapersonal approach, Study 1 found that students chose to use developing competencies, redirecting attention, expressive suppression, and seeking social support more often than the other four strategies. Among the eight emotion regulation strategies, developing competencies was the most adaptive and venting was the most maladaptive for the Chinese middle and high school students. Importantly, the adaptiveness of other strategies depended on the school level (middle school versus high school). Specifically, for high school students, redirecting attention was adaptive, whereas expressive suppression was maladaptive. For middle school students, cognitive reappraisal and breathing for relaxation were adaptive. However, student sex did not influence the adaptiveness of these strategies. By adopting an interpersonal approach, Study 2 found that best friends were similar in their usage of four emotion regulation strategies, including developing competencies, breathing for relaxation, venting, and seeking social support. Regarding the adaptiveness of three strategies, Study 2 found that the sex of the friend dyads played an important role. Girls’ usage of developing competencies was adaptive as it decreased their own negative emotions and decreased their best friends’ negative emotions. Boys’ usage of breathing for relaxation was adaptive as it increased their own positive emotions and increased their best friends’ positive emotions. And yet, boys’ usage of redirecting attention was maladaptive as it decreased their own positive emotions and decreased their best friends’ positive emotions. However, school level did not influence the adaptiveness of these strategies. This dissertation contributes to the understanding of the adaptiveness of emotion regulation strategies for Chinese middle and high school students and their best friends. In the final general discussion, the findings were interpreted through a series of analysis: from individuals to friendships, from friendships to classrooms and schools, and from classrooms and schools to Chinese culture.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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