The Mediating Effect Of Social Support Between Self-taught Examinees' Stressor And Coping Styles

The studies of the self-taught examinees are becoming more and more concerning by the social.The self-taught examinees would face to more pressure because of their special.When they face to the pressure, different coping styles cause different results. Social support, as a social connecting between somebody and others or other organizations, can afford the material and spirit assistance, would also influence the self-taught examinees'coping styles when they deal with the stressor. Social support is one of the meditor effect between social stress and psychological problem.Source of pressure through the evaluation questionnaire directed self-taught examinees, combined with assessment of coping styles and social support questionnaire explored social support in self-taught examinees of stress and coping intermediary role, and according to the intermediary role of social support and relevant empirical data, designed and conducted interference from the self-taught examinees source of stress experiments on the following conclusions:(1) The sex difference in social support from the self-taught examinees and the various dimensions of the above, there is no significant difference; different sex from the self-taught examinees in the pressure source, only relationships significant dimension of difference (t = 3.479 , p <.01), other dimensions are not significantly different; coping styles, different sex from the self-taught examinees in two dimensions on the help and imagination, there were significant differences (p <.01), Total and other dimension does not exist significant differences in gender.(2) Social support, in different disciplines from the self-taught examinees in the social support and subjective social support were significant differences on the pressure source(p <.01), the dimension in interpersonal relationships, living in different disciplines,the self-taught examinees significant differences in several other dimensions were not significantly different; coping styles, different subjects from the self-taught examinees in the self-blame dimensions were significantly different (t = 3.095, p <.01), the dimensions of help, was significant difference (t =- 2.522, p <.05), other dimensions and total score were not significantly different.(3) Social support assessment, the total score and the objective to support the grade, there was significant difference; from the self-taught examinees source of stress, the two dimensions of interpersonal and personal factors both in grade, there were significant differences; in coping style, the in problem-solving, self-blame, seeking help and retreat four dimensions were significantly different.(4) Social support and coping style, different source of students in the total score and all dimensions are not significantly different. In Zikao life and life stressors, the urban and rural areas in the total score, interpersonal relationships, daily economic factors and future found that there were significant differences.(5) From the self-taught examinees in the only child in the community to support the objective to support the existence of significant (t=4.010, p<.01); in the daily stressors of economic factors, the independent health and non-significant difference in child (t =-3.073, p<.01); in coping score and the other dimensions are not significantly different.(6) Social support, different family income in the social support, objective support for the use over and there was significant difference in degree; to pressure from the self-taught examinees'source, different sources of family income in the stress score, interpersonal between economic factors and future of the daily factors are significant differences. Also affect the educational level of parents from the self-taught examinees's social support, stressors and coping style.(7) From the self-taught examinees of social support, stressors and coping style was significantly related to each dimension.(8) Social support from the self-taught examinees'stressors and coping styles significantly between the mediating effect. Social support from the candidates in a positive pressure source and intermediary between the effects of coping styles were significantly; social support in self-examination and negative stressors mediating effect between coping style is also significant.Subjective support and utilization of support the two dimensions, since the self-taught examinees in active coping stressors and mediating effect between the significant support from the self-taught examinees objective source of stress and negative coping style intermediate between the negative effects.(9) Increasing the self-taught examinees'social support and positive coping styles can reduce the psychological pressure from the self-taught examinees.