Junior High School Students Setbacks In Response To The Experimental Study Of Self-control Training

Frustration coping training is a important way to cultivate Frustration tolerance. Frustration coping is a kind of cognition and behavior, which appraises the meaning of source of frustration, controls or changes frustration environment, and alleviates emotional reactions caused by frustration. Frustration coping that builds on the two theories of stress and coping, is a realistic research field that concerns the concentrated phenomena of frustration of current middle school students, especially junior school students. Many of the current researches on frustration coping still remains on the layer of theory and the level of general cognition, however it is rare to find the experimental research on the level of student抯 metacognition. This research synthesizes the related theories and proposes that the self-monitoring of frustration coping is an important way to solve the question of frustration coping of junior school students, because it can make students prevent and cope frustration and thus promote their frustration tolerance and their adaptation and development. After the discussion of the changeability of frustration coping, and the necessity and the possibility of self-monitoring adopted in the course of frustration coping, Based on the researches from home and abroad, this study advances the theory of the self-monitoring of frustration coping. Its contents can be generalized into four respects: learning, personal relationship, life adaptation and character development; its mode can be divided into three stages: proactive coping (not designed to address any particular frustration), anticipatory coping (designed to address an upcoming frustration whose occurrence is likely or certain) and coping; its skills are summarized into four domains: attention-recognition, appraising, planing and checking-summarizing. This research advances a training framework that includes a general mode and a special mode on drilling junior school students the self-monitoring of frustration coping. The general mode may be generalized as: the whole training includes four fields (learning, personal relationship, life adaptation and character development); every field consists of three stages (knowledge learning, skill acquiring and strategy forming); each stage consists of three steps (judging-distinguishing, strategy training and introspecting-feeling); the whole training follows the five links by which mental quality forms (self-recognition, truth teaching, action leading, introspecting and character forming). The special mode is thinking aloud method. After the experiment, we found: (1) the self-monitoring of frustration coping can remarkably improve the situation of student抯 frustration coping; (2) the self-monitoring of frustration coping can help students change their frustration coping method from negative coping to positive coping; (3) it is feasible and effective for junior school students to improve theirs skills of the self-monitoring of frustration coping with this training framework.