General characteristics of the emotional development of secondary school students

There is no general, because everyone is different.

Middle school students are in adolescence and are prone to some rebellious mentality. This psychology is not only self-denial, but also negation of others. Regulating emotions requires the patient guidance of parents and teachers not to exacerbate their bad emotions.

(1) Emotions and emotions are rich and warm.

Energetic, vibrant, maturing and strong bodies allow secondary school students to experience their own strength, often inspired by the strength of their youth. At the same time, they are also full of beautiful visions and fantasies about the future. Therefore, being uplifting is the main theme of the emotional experience of middle school students.

They need to be expressive and cathartic, emotionally active, a little thing can arouse their enthusiasm, or they can be hit by a small setback. There is both passion and feats of dedication for justice and truth, and there are also foolish things due to fanatical impulses. Practical surveys have shown that they often express their strong emotions through singing, chanting, dancing, writing, etc.

2) Emotions and emotions are prone to ups and downs, and mood changes are obvious.

A distinctive feature of middle school students' emotions and emotions is that they fluctuate greatly, they will be ecstatic and excited because of the success of a thing, and they will also be frustrated and frustrated because of a little setback, and there are obvious ups and downs in emotions at both ends. Secondary school students often experience significant changes in their mood due to seemingly inexplicable mood swings.

3) Moodization and ornamentation of emotions and emotions.

On the one hand, the emotions and emotions of middle school students are changeable and unpredictable, and on the other hand, the psychology of middle school students is after all in the transition to adults, so there is also its relatively stable and relatively peaceful side, which is manifested in the moodiness and literary decoration of middle school students' emotions and emotions. The so-called moodization means that the emotional and emotional reactions are relatively long-lasting and stable, and the reaction time is significantly prolonged, but this prolongation is manifested in two aspects, that is, the continuation of the reaction and the prolongation of the reaction process, so that the mood of the emotional response appears. The phenomenon of emotional decoration is also a major feature of middle school students' emotions and emotions, which is manifested in the inconsistency of emotions.

The main reason for the emergence of this phenomenon is the awakening of social consciousness and the development of self-awareness in secondary school students, which makes them aware of the appropriateness of their emotions and emotions expressed in a particular social situation.

4) The profundity and stability of emotions and emotional experiences are constantly evolving.

In middle school, emotions and the sociality of emotional content are constantly deepened. With the continuous development of their intellectual and conscious abilities, many new concepts and new perspectives are gradually formed, which are linked to the needs of the growing advanced society, and many social emotions with a clear sense of morality have been formed, such as a sense of collective honor and social responsibility. The stable development of emotions means that although the emotions of middle school students are bipolar, impulsive and explosive, they gradually tend to be stable and mature.

In the lower grades of middle school, students still have relatively poor control and self-adjustment of their emotions, and the fluctuations are more obvious, while in the upper grades, this self-control ability has developed better and appears to be more stable. The way of emotional response is also more roundabout and obscure.

The characteristics of middle school students' emotions are: emotional autonomy, richness of emotional activities, ups and downs of emotional experience, polarity of emotional changes, and subtle concealment.

1. Emotional autonomy: The emotional autonomy of middle school students is manifested as stronger self-reliance, initiative, resistance to peer pressure, and a sense of responsibility for their own decisions and life.

2. The richness of emotional activities: in the learning activities of middle school students, with the continuous development of self-awareness, the sense of independence is increasing, and some new needs will continue to arise.

3. The ups and downs of emotional experience: the physiological upheaval during puberty will inevitably cause emotional turmoil among middle school students, who are easy to be emotional and irritated, and this turbulent emotion is sometimes revealed and sometimes implicit.

4. The polarity of emotional changes: The emotional fluctuations of middle school students are manifested as the ups and downs of emotions, often from one extreme to another. Secondary school students are very emotionally intense, and it is not uncommon for them to be overjoyed, ecstatic, or depressed over a trivial matter.

At the same time, their emotions also have a gentle and delicate side, and when communicating with close friends, they will also show a gentle and pleasant image, and even if something unpleasant happens, they will treat and deal with it calmly and rationally.

5.Subtle concealment: The emotional performance of middle school students is implicit in nature.

But after all, middle school students have shallow experience, not deeply involved in the world, there is a strong desire to be understood in the depths of their hearts, and they are still relatively open and straightforward, and when the will cannot fully control their emotions, they will also be sharp, and when they meet their confidants, they will also pour out their true feelings, so the concealment of emotions is relative.

1 Emotions are more emotional. With the expansion of the scope of learning and life and the awakening of self-awareness, middle school students have developed a variety of self-emotions (such as self-esteem, inferiority complex, etc.), and the emotions and social emotions of both sexes are also increasingly rich. For example, emotional experience of national construction and national future, emotional experience of the relationship between personal future and social change, emotional experience of interpersonal relationships, emotional experience of the importance of learning, emotional experience of higher education and employment, etc.

2 Affective tendencies tend to be stereotyped. The development of self-consciousness and the basic formation of world view play an important role in the stereotyping of middle school students' emotional tendencies. Affective tendencies refer to the nature of a person's emotions to occur.

For example, some students often have emotions about things that have social significance, while others have thoughts about trivial things in life. In secondary school, students' emotional tendencies become more fixed.

3 Intensity of emotions. The emotions of middle school students are strong. As a result, some have described this period as a "stormy" period, and their emotions are often irrepressible.

They are often ecstatic and dancing over a trivial matter, or they are depressed and listless, and sometimes they are angry and fist-fighting at each other just because they disagree with each other. Under the control of the correct world view and reason, they are able to make earth-shattering and brilliant achievements with strong emotions; But if they are taken advantage of, or caught up in blind fanaticism, their strong emotions will also bring great harm to society.

4 Emotional instability. Secondary school students' emotions are not only intense, but also unstable, and they tend to go from one extreme to another. When you are depressed, you are encouraged to be uplifted; When enthusiasm is strong, it is easy to be discouraged when frustrated.

Emotional instability is related to their physical and psychological characteristics during this period, as well as to certain factors in the family and society. Sexual maturity brings them some emotional disruption. Competitiveness and inexperience are often the causes of mood swings in secondary school students.

With the continuous expansion of life and learning scope, middle school students have developed a variety of self-emotions, such as self-esteem and inferiority; Emotions are stronger, impulsive and explosive, and middle school students are often ecstatic or sad because of a small thing;

Emotional instability and bipolarity, adolescent students are in a period of rapid development in all aspects of physical and mental development, psychological contradictions are complex, and the development of excitation and inhibition of neural processes is unbalanced, resulting in obvious emotional polarization.

Enhance emotional comprehension and learn to express rules with emotions; Able to adopt effective emotion regulation methods, although the mood swings of students during this period are very obvious, they also have effective means to control their emotions.