| Till now,there have been a lot of studies about adolescent's psychological stress and coping .However,almost all the studies focus on the law of the whole process and neglect the process's developmental changes.Certainly ,these studies are necessary.Meanwhile,in my opinion,adolescence is a special period.in which the change is quick and enormous.Studying this period's developmental characteristics will benefit us to know the adolescent more precisely ,moreover,the outcome will offer more powerful evidence for our educational regulation and decision.The theoretic premise of this paper is that:1. The major stressful life events which influence middle school students are similar, but the degree that different events influence middle school students is different with grade.2.With the increase of grade, the middle school students' coping strategies tend to independence and maturity .The methods of this paper adopts include the following three parts:1. This research is conducted in a certain local middle school. A total of 621 middle school students from junior middle school to high middle school including 6 grades were investigated, every grade contains two classes.2.Instruments: Adolescent Self-Rating Life Events Check List(ASLEC) and Coping Style Questionnaires.3.Processes:the above two instruments are combined into one volume and distributed to the students and tested with a class as a unit.The questionnaires were taken back on the spot.The main research results are as follows: the major stressful life events which influence middle school students are similar,which are exam failure,leaming burden, conflict with schoolmates,pressure from entering a higher school,being misunderstood, a loss of face, affection obsession, losing prospective honor, being criticized, being stolen, leaving families for a long time, dislike of school, enduring discrimination.The degree that different events influence middle school students is different with grade. Learning burden factor, interpersonal relationship factor, enduring punishment factor, being tired of study factor and affection factor show obvious differences in different grades.The coping strategies that the middle school students adopt are solving problem, seeking help, wishful thinking, rationalization, avoidance,self-blame in turn. On the whole,the coping style of the middle school students is health and positive.Junior high school students and Senior high school students show obvious differences in solving problem, seeking help, wishful thinking, rationalization, avoidance. Junior high school students tend to adopt seeking help, wishful thinking, rationalization, avoidance.Six coping strategies show no obvious differences within three grades of junior high school and senior high school individually.Girls have a stronger tendency to adopt seeking help than boys.In solving problem factor, junior high school students have higher score thansenior high school students ,which is in contradiction with facts and other factors. This shows that the solving problem subscale can't discriminate junior high school students from senior high school students objectively, the self-consciousness and self-evaluation ability of junior high school students and senior high school students has great differences, which is in accordance with the past research results. As a result, in order to explore the developmental characteristics of middle school students' coping style further, creating valid coping measures which is able to reflect the middle school students' developmental characteristics is necessary. The main conclusions of this paper are:1. The major stressful life events which influence middle school students are similar,but the degree that different events influence middle school students is different with grade.2. With the increase of grade, the middle school students' coping strategies tend to independence and maturity , the development of coping ability shows continuous and phasic.3. Girls tend to adopt seeking help more frequently than b... |
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