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[Between psychological well-being and negative academic emotions in left-behind middle school student in Anhui Province in 2016: the moderating role of cognitive reappraisal].

OBJECTIVE: To explore the role of cognitive reappraisal in the relationship between left-behind middle school student's negative academic emotions and psychological well-being.

METHODS: A questionnaire survey was conducted among 434 left-behind middle school student aged 11-18 years old from January to February in 2016. In thisstudy, psychological well-being questionnaire, negative academic emotion questionnaire, emotion regulation questionnaire and background information questionnaire were used in team test. The psychological well being, negative academic emotion, emotion regulation and background variables were analyzed and compared by t-test, correlation analysis and regression analysis.

RESULTS: The result of t-test showed, there was a significant difference that the psychological well-being of boys of the left-behind middle school student was lower than that of girls'( 111. 89 ± 24. 339 vs. 117. 97 ± 24. 292, P < 0. 05, d =-0. 251). The significant difference existed that both anxiety and depression of boys were higher than that of girls'( anxiety: 19. 66 ± 4. 958 vs. 17. 99 ± 5. 242, P < 0. 01, d =0. 327; depression: 13. 72 ± 3. 647 vs. 14. 96 ± 3. 736, P < 0. 01, d = 0. 270). The correlation analysis suggested that there was significant positive correlations between leftbehind middle school student' psychological well-being and cognitive reappraisal( r =0. 246, P < 0. 01), the notable negative correlation was found between psychological wellbeing and negative academic emotions( r =-0. 242, P < 0. 01). Cognitive reappraisal had a significant negative correlation with negative academic emotions, but the correlation coefficient was lower than 0. 20. Regression analysis showed that, after controlling for age and other background variables, there was significant negative correlation between negative academic emotion and psychological well-being( β =-0. 54, t =-3. 03, P = 0. 003), and cognitive reappraisal had a significant moderating effect on the relationship of negative academic emotions and psychological well-being( β = 0. 62, t = 2. 10, P < 0. 05). The simple slope test showed that there was a significant negative correlations between the negative academic emotions of low score group of cognitive reappraisal( mean standard deviation in-1 or less) and psychological well-being( simple slope =-0. 368, t =-5. 04, P < 0. 001), but there was no significant correlations between the negative academic emotions of high score group of cognitive reappraisal and psychological wellbeing( simple slope =-0. 149, t =-1. 71, P = 0. 089).

CONCLUSION: The improvement of cognitive reappraisal of left-behind middle school student can reduce the negative correlation between negative academic emotions and psychological well-being.

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