Aresearch On The Characteristics Of Cognitive Evaluation To The Middle School Students's Mental Coping Stress

In recent years, along with the accelerated pace of social development, people pay more attention to the problem of mental health. Not only adults, but also secondary school students who to be innocent and artless have to face with the tremendous pressure which from study, family and social. Secondary school students are in a critical period of physical and psychological development, we have to concern about their mental health.This study is based on the theory of "interaction of stress and cognition", discussing the following problem: middle school students'characteristics of cognitive appraisal and coping style to the stressor; the relationship between those characteristics of the two aspect and anxiety; and the influence factors of students'cognition and evaluation to the stressors. The research's testee is 577middle school students, adopting the method of questionnaire test, and educed the following conclusions:1.There is a significant gender and grade difference in the cognitive appraisal to the seven stressors, the most effect come from schoolmates, friends and teacher. The least effect come from parents'style of supervision, the study pressure has been accompanied by students in the learning life.2. There is a significant gender and grade difference in the cognitive appraisal dimension to the five stressors, generally speaking, the five dimensions'change trend to accord, all of them begin to decline from grade 1 to grade 2 in junior middle school, begin to rise from grade 2 in junior middle school to grade 1 in senior middle school, reach the highest point in grade 1 in senior middle school, and from then on, begin to decline. This indicate that grade 1 in junior middle school and grade 1 in senior middle school may be the serious period of psychological problem, and grade 2 and grade 3 in junior middle school may be the latent period of psychological problem.3. There is a significant gender and grade difference in the coping style, for different stressor, students could have different coping style based on the situation, while the differences of middle school students'coping style demonstrate that the development of coping style is an unification of phase and continuum.4. There is a significant gender and grade difference in the state of anxiety, 25.8 percent of the middle school students have different degrees of anxiety, inaccurate assessment to the stressor and increased use of negative coping style is a major cause of high anxiety.5. Middle school students use of negative coping styles to cope with the pressure on teachers and family; students'cognitive appraisal to the effect and quality of stressor decide the choosing and using to the positive coping style to a certain extent.6. Problem-solving and the use of positive and reasonable coping style could alleviate the anxiety, the use of negative coping style such as forbear, escape, vent emotions, fantasy, deny and so on could enhance the anxiety; students'cognitive appraisal and coping style to the stressors could predicate anxiety, coping style play the significant role of the mitigation between cognitive appraisal to the stressor and anxiety.When make the psychological consultation to the middle school students, we should guide them understand and evaluate setbacks correctly, take positive and effective coping styles, enhance the individuality exercises, training stable and optimistic emotion, this is the hope and recommendations of this thesis.