Research On The Effect Of Academia Stress Situation And Self-effeciency On Middle School Students' Coping Strategies

Academia stress is middle school student's main stressor, and is one of the main causes of affecting middle school student's psychological healthy. Before studying on stress and coping focused on everyday events and common strategies, now, it begins to attach importance to studying stress and coping under concrete field and it is becoming the future research a tendency, which requests to study academic stress under the concrete situation of the middle school students. Stress and coping are both influenced by individual factors and situational factors, coping strategies not only vary with natures and styles of the situations, but also vary in the different stage of the same situation, and will be affected by cognition factors and personality factor, such as self-efficacy, more strongly. Before researches on stress focused on the influence of negative stress on coping strategies, however few researches studies effect of positive stress on coping strategies. The study explores similarities and differences in coping strategies under positive stress and negative stress, which not only helps to understand middle school student's stress and coping strategies, but also provides reference for student's psychological health job. At the same time, it will helps to develop stress coping theory, and improves the study on stress and coping theory.Through the usage of comprehensive research orentation, connecting situation variations with individual variations, connecting common academic stresses with concrete stressful situation, connecting academic stress situation style with its nature, it discusses the difference in coping strategies under concrete stressful situation. With the questionnaire survey, interview method, exploring and testifying factor analysis method, multiple factors analysis of variance and technology structural equation etc, this study discusses the relation among middle school students' academic stress situation, self-efficacy and coping strategies systematically. This research has 5 parts, including: exploring and testifying factor analysis of middle school students' perceived academic self-efficiency; developmental characteristics of self-efficacy; the effects of academic stressful situation styles and academic self-efficacy to coping strategies; the effects of academic stressful situation's natures and academic self-efficacy to coping strategies, mediating effect of the perceived academic self-efficacy. Based on comprehensive analysis of these results, this research gets the following conclusions:1. Perceived academic self-efficacy consists of 3 factors. They are perceived self-efficacy of capability, perceived control to behaviors and perceived self-efficacy of adaptation. The self-edited middle school students' academic self-efficacy questionnaire's psychological measure targets is acceptable.2. On the whole, to the middle school students' academic self-efficacy there are significant differences among the students in different grades and of different genders, but there aren't significant differences among the students whose school styles are different and who have different family origins.3. The target requirement stress, competition stress, expectation stress and the self-development stress have positive effects through self-efficacy of capability and perceived control to behaviors to active coping strategies and maintaining coping strategies; and produce positive effects through self-efficacy of adaptability to active coping, but produce negative effects through self-efficacy of adaptability to passive coping strategies. Frustration stress produces positive effects by self-efficacy of adaptability to active coping strategies, but produces negative effects to passive coping strategies, and produces positive effects by perceived control to behaviors to active coping strategies and maintaining coping strategies.4. The middle-school students face the positive stresses more frequently than the negative stresses.5 Under the positive stresses, the middle school students tend to use active coping strategies and maintaining coping strategies, but under the negative stresses, they tend to use passive coping strategies.6. Under the general stress situation, the students who have different perceived academic self-efficacy and demography variations use different coping strategies.7. Under both the positive and negative stress situations, the students who have different perceived academic self-efficacy and demography variations use different coping strategies.