[Characteristics of college students' cognitive emotion regulation strategies and its pedagogical implications]

Objective: To understand the cognitive emotion regulation strategies of college students after suffering from negative events in the life. Methods: The Cognitive Emotion Regulation Questionnaire was used for a survey in 472 college students born after 2000 and 343 college students born before 2000. Results: In the face of negative events, the college students born after 2000 usually adopted the strategies of positive appraisal, thinking differently, self-blame, rumination, catastrophizing, complaining others, the difference was significant (P<0.05). There was a gender specific difference in the use of the cognitive emotion regulation strategies, boys were more likely to choose complaining others and catastrophizing than girls, girls were more likely to have positive appraisal than boys, the difference was significant (P<0.05). Conclusion: In the use of the cognitive emotion regulationstrategies, there are obvious differences between college students born after 2000 and college students born before 2000. Age characteristics of the college students must be taken into account in the development of education programs.