The Influence Of Attribution Style On Coping Style Of Rural Left - Behind Junior Middle School Students And Its Intervention

In recent years, mental health problems of left-behind children are focused by allsectors of society. One’s attributional style would impact his/her coping. People withdifferent coping style would have different attributional style.In this study, Children’sAttributional Style Questionnaire was revised into Chinese version and was tested itsreliability and validity. The Chinese version of Children’s Attributional StyleQuestionnaire and Coping Style Scale for Middle School Students were used toexplore the conditions and relationships of attributional style and coping style ofleft-behind children in junior middle school in rural area. The differences of copingstyle and attributional style between left-behind children and normal children werecompared. Some left-behind children subjects with negative coping style wereselected and they were divided into experimental group and control group. Attributionretraining was used to intervene the experimental left-behind children in juniormiddle school in rural area. The influences on coping style by intervention werediscussed. This study provided theoretical basis and practical guidance for thepsychological intervention studies among left-behind children in junior middle schoolin rural area in the future. The results show that:1. The reliability and validity of Chinese version of CASQ are not ideal; it needs tobe further revised.2. Problem-focused coping styles were adopted more than emotion-focusd copingstyles by left-behind children in junior middle school in rural area.3. The attributional styles of left-behind children in junior middle school in ruralarea are pessimistic to no matter good events or bad events.4. The attributional styles had certain predictive effect on the coping styles ofleft-behind children in junior middle school in rural area.5. Attribution retraining partly improved the attributional styles to the results ofgood events and bad events among left-behind children in junior middle school inrural area. 6. Attribution retraining partly improved problem-focused coping styles ofleft-behind children in junior middle school in rural area, and also reducedemotion-focused coping styles of the subjects, but the effects were not verysignificant.