Relationship between emotional management ability and interpersonal attribution tendency of junior middle school students in northern Anhui

ObjectiveTo know the emotional management ability and interpersonal attribution tendency of junior middle school students, and explore their relationship.

MethodsA total of 926 junior school students in northern Anhui were investigated using the method of stratified cluster random sampling.

ResultsThe scores of the emotion management of junior school students with ordinary and good economic condition family were higher than that of students with poor economic condition family(P < 0.01 and P < 0.05).The score of emotion management in students with usually chatting with guardians was higher than that in student with never and occasional chatting with guardians(P < 0.01).The score of emotion management in students with parents satisfying with their study and life was higher than that in student with parents not satisfying with their study and life(P < 0.01), and the score of emotion management in students with good relationship with teacher and classmate was higher than that in student with poor and ordinary relationship with teacher and classmate(P < 0.01).The ability score of the interpersonal attribution tendency in male junior middle school students was higher than that in female students(P < 0.05).The ability scores of grade 8 and grade 9 students were higher than that of grade 7 students(P < 0.05), and the scores of the effort and situation in grade 9 students were higher than those in grade 7 and grade 8 students(P < 0.05 and P < 0.01).The situational and luck scores of only child were higher than those of non-only children(P < 0.05).The lower the father's educational background was, the higher the luck score of the controlling factor was(P < 0.05).The scores of ability and effort, and luck in students with poor family economic condition and good luck were higher than those in students with ordinary family economic condition, and ordinary and good luck, respectively(P < 0.01 and P < 0.05).The score of luck in students with never and occasional chatting with guardians was higher than that in student with usually chatting with guardians(P < 0.01).The score of emotional management ability was positively correlated with the effort of internal controlling factor(P < 0.01), and negatively correlated with the situation of external controlling factor (P < 0.01).

ConclusionsWhen the family conditions, parents' educational background and other factors cannot be changed, the parents should choose the right parenting style, strengthen communication with children, and improve the children's attribution to improve their emotional management ability.