STUDY ON THE RELATIONSHIP BETWEEN REARING STYLE, INTERPERSONAL COMMUNICATION ABILITY AND EMOTION REGULATION OF JUNIOR MIDDLE SCHOOL STUDENTS WITH HEARING IMPAIRMENT
Authors: Chang Wen-Lung , Wang Erdong , Chen Yi-Mei , Ma Xiaolan , Chang Tzu-Yuan , Li Xiaochan , Zhu Linli , Shao Leyi , Tang Jianrong , Huang Zhonghe , Feng Guifeng , Kues Shelley 
Published: July 2022

Abstract

Background
In recent years, china has paid more and more attention to the status and role of parenting style in the whole education system, and clearly proposed to “Give full play to the important role of family education in the growth of teenagers” In the national long-term education reform and development plan (2010-2020). The junior middle school stage is more important in the whole development process of middle school students, and junior middle school students are in puberty. At this stage, their rapid physical development and intense emotional fluctuations are the “Storm” of emotional development. After all, the education of emotional regulation ability infiltrated by school education and teaching in students' mental health education is limited, there is also a lack of corresponding guidance on whether students can master effective methods of emotional regulation, or some schools have not attracted attention. As the first caregiver of children, the influence of parents on students directly determines their relationship with others and their own management. In this special stage of junior middle school, students want to try their best to get rid of the control of their parents and let their parents treat themselves as “Adults”. Parents still treat them as “Children” As always. This huge contradiction determines that the parenting methods and methods of parents in their children's study and life will also have an impact on their children, thus affecting their emotional regulation. Because of these, this study aims to explore the relationship between parenting style, interpersonal skills and emotional regulation of junior middle school students with hearing impairment in southern minority areas.

Subjects and Methods
123valid questionnaires were collected from several representative special schools. Taking the hearing impaired junior middle school students in special education schools in southern minority areas such as nanning, guilin, liuzhou and qinzhou as the main research object, the investigation was conducted through online electronic questionnaire. This study draws on the research results of scholars at home and abroad, and based on the existing relevant theories. The chinese version of the emotional regulation scale (revised by ji junmei (2009) and the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the chinese version of the emotional regulation scale (pbi) (revised by ji junmei (2010) and yang jiamei) 0 for descriptive analysis, analysis of variance and linear regression analysis.

Results
The rearing style of hearing-impaired junior middle school students tended to be negative. There were significant differences between men and women in father overprotection. The father overprotection of boys was significantly higher than that of girls; there are significant gender differences in interpersonal communication ability in conflict resolution ability, and boys are significantly better than girls in conflict resolution ability; there are significant differences in self disclosure ability in grades, showing an upward phenomenon in grades; the non only child is significantly better than the only child in moderate rejection ability. The emotional support ability of junior middle school students with hearing impairment in interpersonal communication is significantly stronger than that of single parent families.

Conclusion
There is a significant positive correlation between the rearing style and interpersonal communication ability of hearing impaired students in junior middle school, in which the emotional warmth of the mother is positively correlated with the ability of interpersonal relationship establishment and conflict resolution, and the refusal and overprotection of the mother are positively correlated with the ability of self disclosure. In terms of emotional ability, there is no difference between men and women, but there is a grade difference, and the third grade is significantly higher than the second grade; there is a significant negative correlation between the emotion regulation ability of junior middle school students and parental care. The more parents care for their children, the less their children's bad emotions will be; there is a significant positive correlation between junior middle school students' bad emotions and parental control. The more parents control their children, the higher the children's bad emotions will be. Parental care, parental encouragement and parental control can significantly predict children's emotional regulation ability; parental care and encouraging autonomy were significantly positive predictors, and parental control had a negative predictive effect on emotional regulation.

Acknowledgements
The authors acknowledge the project of Guangxi department of education: Research on the construction of early intervention support system for special children aged 3-6 in Guangxi (No.: 2020KY09008); study on the construction of psychological support system for sibling relationship of special children (No.: 2019KY0420) and general research project of humanities and social sciences of the ministry of education in 2021: Research on the strategy of improving the professional quality of county special education teachers in the western region in the new development stage(No.: 21YJA880046); the project of Guangxi department of education in 2022: Research and practice on the “compound” excellent special education teachers training based on the OBE concept.