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The studies to junior high school students as the research object, using the Embedded Figures Test, attributional style questionnaire \committed to explore the relationship between them, and the effect of cognitive style and attribution of emotion regulation, in order to provide a theoretical basis for emotional health education for junior high school students. The study adopted questionnaire survey and measurement, Changsha, Xiangtan three ordinary junior high school and randomly selected from the class as the unit of random cluster sampling group tested 610 students of all questionnaires, 549 valid questionnaires, questionnaires efficient 90% , including 242 boys and 307 girls, including 160 of the 198 of the first day, the first two days of the 191 people, three days. Then, the in primaries subjects, randomly selected from a junior high school day, two days, three days each a class of 144 second test - Embedded Figures Test, the quiz score from low to high, score high on the top 27% of the 38 were identified as field independence, 27% of the low scores after 38 people were identified as field dependent type. SPSS11.5 system software data obtained related, t test, analysis of variance and multiple regression statistics, analysis of results showed that: (1) junior high school students use eight emotion regulation at: relax, emotional reveal cognitive coping, emotional help, depression, avoidance and cry. (2) emotional adjustment exist significant gender differences, significant grade main effect of evading the way, cry way interaction between gender and grade. Attributional style (3) junior high school students tend to internal attribution, internal locus of control, and junior high school students are more due to the success of events in their own ability and efforts factors, this is a positive attributions tend. The studies attributed in context luck exist significantly with the gender differences, interpersonal attribution efforts dimensions have significant gender differences; academic attribution and interpersonal attributed all the ability, situational and luck have a significant grade main effect, early with the first two days, the first two days and three days, there were significant differences between The ability to exist in situations in academic attribution and interpersonal attribution interaction of gender and grade (4) field independence cognitive style exist significant gender differences, boys girls tend to be more field independent cognitive style. The Field Dependence style were no significant differences in gender, grade, and interaction. (5) cognitive style associated with emotion regulation was not significant, with the the academic attribution efforts and luck have a significant correlation. (6) attributional style, academic attribution efforts and situational, interpersonal attribution efforts and ability of emotion regulation predict.
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