STUDY ON THE INFLUENCE OF INTRODUCTION COURSE ON FRESHMEN'S COLLEGE LIFE ADAPTATION AND EMOTIONAL REGULATION

BACKGROUND: Freshman adaptation has always been one of the important topics in academic research. The purpose of this study is to explore the impact of introductory courses on Freshmen's college adaptation and the related aspects of emotion regulation. SUBJECTS AND METHODS: 404 freshmen in a university in Zhejiang Province were investigated by using the psychological survey based on Student Adaptability Scale (sacq) and the survey method of introduction course quality. The anxiety scale designed by Kim was used as the measurement scale, and the scale was evaluated by Likert scoring method. Pearson correlation, standard deviation and statistical significance are combined to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. 397 copies have been returned, of which 384 are valid. SPSS 22.0 and Amos 21.0 were used for statistical analysis. In addition, according to the statistical value of anxiety, Adelmann (1989) regarded the emotional function as a whole according to Hochschild's definition of emotional function, and compiled a one-dimensional emotional labor scale composed of five items, with low internal consistency coefficient. The scale compiled by brotheridge and Lee (1998) is divided into two dimensions: surface play and deep play, which is composed of six items. Surface acting projects, in your daily work, you inhibit the frequency of expressing real emotions every day. Deep acting projects, how often you try to experience the emotions you have to express. The emotional labor scale compiled by brotheridge (2002) consists of 40 items. Through confirmatory factor analysis, the items with low factor load were deleted, and the scale used in the formal test was composed of 15 items. The scale includes six dimensions; The frequency, intensity, diversity, continuity of communication, surface play and deep play of emotional performance. RESULTS: “The quality of introduction course” and “research and academic atmosphere” jointly explained the difference of “overall university adaptation” of 61% of freshmen, among which the quality of introduction course had the greatest impact. The most powerful predictor of Freshmen's academic adaptation is the quality of introductory courses (β =0.48). Academic research atmosphere has the greatest impact on interpersonal adaptation (β =0.36). The biggest impact on psychological adjustment is the teaching quality of introductory courses (β =0.26), followed by academic research atmosphere (β =0.19). Academic research atmosphere has the greatest impact on life adaptation (β =0.21). (β =0.19). The most influential factor on life adaptation is the academic research atmosphere (β=0.21). Generally speaking, freshmen have a higher degree of adaptation to interpersonal relationships and campus life, a lower degree of adaptation to psychological adjustment, and the lowest degree of adaptation to university learning. In addition, the study also found that the adaptation problems of college students are mainly anxiety, and anxiety is negatively correlated with achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of personality characteristics plays a great role in the generation of anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement. CONCLUSION: The following conclusions are drawn: (1) universities should pay attention to improving the quality of introduction course and creating a good academic research environment, because it directly affects the freshmen's University adaptability. Freshmen's college adaptation is not just the responsibility of counselors and logistics personnel. Although these tasks are also important, their impact on Freshmen's university adaptation is far less than that of direct academic services. (2) In order to better adapt to university study and adjust their mentality, universities should pay attention to improving the quality of introductory courses. At the same time, in order to promote freshmen to better adapt to interpersonal relationships and life, universities should pay attention to creating a good academic research atmosphere. (3) We should pay attention to the college adaptation and psychological adaptation of freshmen, the learning adaptation of Engineering Freshmen, and the interpersonal adaptation of Engineering Freshmen and boys. In short, we should give full play to the important influence of Discipline Distribution on students' adaptability, actively pay attention to the changes of their psychology, emotion and behavior, and their impact on positive and active behavior, and strive to become the builder, manager, coordinator and collaborator of the environment. According to the psychological characteristics of this part of the group, flexibly organize rich activities, strive to build a relaxed and harmonious living atmosphere, create a friendly and mutual aid relationship, encourage and guide this part of the group, adjust their psychology to the best state, and promote their good cognition and healthy development of life.