中学生日常烦恼与应对方式的初步研究  

An initial research on daily hassles and coping styles of middle school students

作　　者：张智[1] 李文芳[1] 梁庆[1] 董瑶洁[1] 周波[1] 廖峻[1] 胡发稳[1] 

机构地区：[1]云南师范大学教育科学与管理学院,昆明650092

出　　处：《中国行为医学科学》2006年第7期641-643,共3页Chinese Journal of Behavioral Medical Science

基　　金：云南省教育厅科学研究基金项目(042731G)

摘　　要：目的探讨中学生日常烦恼因子与应对方式特点及其内在联系。方法采用中学生应对方式问卷与中学生烦恼问卷对657名中学生进行测查。结果在校园、学业、教师、家庭和自尊5个烦恼因子上，年级差异有显著性（F=2．295—2．944，均P〈0．05），对初三年级的困扰高于其他年级。重点中学学生比普通中学学生更多采用问题解决应对[（2．49±0．88）分，（2．39±0．82）分]；女生比男生更多使用求助和发泄应对[（2．00±0．91）分，（1．82±0．85）分；（2．18±0．92）分，（1．87±1．00）分]。问题解决应对与学业、家庭呈显著负相关（r分别为-0．117、-0．149，P分别〈0．05及〈0．01）。发泄、幻想应对与学业、教师、家庭、异性和自尊因子呈显著正相关（r=0．125—0．250，P〈0．01），忍耐与学业和教师因子呈显著正相关（r分别为0．105、0．136，P分别〈0．05及〈0．01）、幻想与校园因子呈显著正相关（r=0．133，P〈0．01）。结论日常烦恼与应对方式相关。应从学生、教师、学校、家庭等多层面入手对消极的应对方式进行干预。Objective To explore main daily hassles of middle school students, and their corresponding characteristics of coping styles and internal relationship. Methods 657 middle school students were surveyed using CSSMSS and DHSMSS. Results （ 1 ） The significant grade differences were found in daily hassles factors, such as school life, academic performance, teacher, family and self-esteem （ F = 2.295 ～ 2.944, all P 〈 0.05 ）, and the frustrations of the third-grade students in junior middle school caused by above five factors were more serious than those of other grades. （2） The students of key schools were reported significantly higher scores on problem solving than those of ordinary schools（2.49±0.88, 2.39 ±0.82）. （3） Females were reported significantly higher scores on help-seeking and abreaction than males （2.00±0.91, 1.82±0.85; 2. 18±0.92, 1.87±1.00）. （4） The average score of problem solving were negatively correlated with those of academic performance and family（ r = -0.117, P 〈 0.05 ; r = -0. 149, P 〈 0.01, respectively） ; the average scores of abreaction and fantasy were positively correlated with those of academic performance, teacher, family, heterosexual relation and self-esteem （ r = 0. 125 ～ 0.250, P 〈 0.01 ）. The average score of tolerance was positively correlated with those of academic performance and teacher （ r=0.105, P〈0.05; r=0. 136, P〈0.01 ,respectively）, and the average score of fantasy was positively correlated with that of school life（ r = 0. 133, P 〈 0.01 ）. Conclusion Daily hassles correlate with coping styles of students, the intervention should be done from multiple levels of students, teachers, school and families.

关 键 词：中学生 日常烦恼 应对方式 心理健康 

分 类 号：B844.2[哲学宗教—发展与教育心理学]