A Study On The Characteristics Of Middle School Students' Interpersonal Stress And Their Interpersonal Stress Coping Strategies

Interpersonal Stress is one of the common factors that influences mental health of middle school students (MSS). At present, the study on interpersonal stress (IS) and its coping strategies is at the exploring research stage in other Countries. In our country, however, we are lack of researches, and we even have not special Interpersonal Stress Questionnaire and its Coping Strategies Questionnaire. Studying the MSS' interpersonal stress and their interpersonal stress coping strategies is not only the objective need of their psychological development, but also the practical demand of carrying out adolescent mental health education. At the same time, it is the urgent need of developing deeply research on stress and coping.The study procedures are as following: from literature analysis to instrument design, to measure implementation, then to analysis of characters and relationship. Based on the literature analysis and the inventory survey, we open MSS' Interpersonal Stress Questionnaire (MISQ) and MSS' Interpersonal Stress Coping Strategies Questionnaire (MISCSQ), then we survey the developmental characteristics of MSS' interpersonal stress and their interpersonal stress coping strategies, and review the relationship between MSS' interpersonal stress and their interpersonal stress coping strategies. The Followings are our main research conclusions:1. This study proved that the structure of interpersonal stress is comprised of 5 factors:interpersonal expectation stress, interpersonal conflict stress, interpersonal frustration stress, interpersonal restriction stress, and interpersonal situation stress. The empirical structure model can be conformed to the theoretical constructive model basically. The self-designed MISQ has been proven to be of fine validity and reliability through examination.2. This study proved that the structure of interpersonal stress coping strategies is of 2 basic dimensions and 8 factors. The positive dimension is comprised of seeking help, distracting actively, adjusting actively and communicating forwardly; the negative dimension consists of aggression/repugnance, oppression, illusion and denying .The empirical structure model can be conformed to the theoretical constructive model basically. The self-designed MISCSQ has been proven to be of fine validity and reliability through examination.3. On the whole, there are significant differences between different gender, between good middle schools and common middle schools, among those who are from different grades in MSS' interpersonal stress. There are no significant differences between towns and countries in MSS' interpersonal stress. The differences among those who are from different grades show the following developmental trend: junior2> juniorl >seniorl >senior2> junior3> senior3. junior2 is the critical grade in the process of MSS' interpersonal stress development.4. On the whole, there are significant differences between different gender, between good middle schools and common middle schools , among those who are from different grades in MSS' interpersonal stress coping strategies. There is no significant differences between towns and countries in MSS' interpersonal stress coping strategies. The differences among those who are from different grades show the following developmental trend: juniorl >senior3> senior 2> seniorl> junior3> junior2,and Junior2 is the critical grade.5. There are significant differences among students with various interpersonal stress level in MSS' interpersonal stress coping strategies, which show that students with middle interpersonal stress level use most positive and negative interpersonal stress coping strategies, students with high interpersonal stress level use least ,that is, middle IS levelgroup> low IS level group>high IS level group. There are no gender significant differences in the interpersonal stress coping strategies students with low interpersonal stress level use, The significant differences in the interpersonal stress coping strategies students with middle interpersona...