Research On The Relationship Of Psychological Stress, Attributional Style And Subjective Well-being Of Female College Students

Happiness, a well-known word for everyone, is always an eternal and fresh topic in philosophy. We allstrive hard to pursue it as our aim in life. With the development of society and the improved level of ourmaterial life, people have paid more and more attention to the pursuit of happiness."How to increasepersonal subjective well-being" has gradually become a hot issue and has paid more attention by manypeople. Female college students in China are mostly among18-24years old, which is regarded as animportant stage for their psychological development moving towards maturity. As to psychologicaldevelopment and growth, it is not only the most intense period, but also the most confused. This studyexplores the relationship among psychological stress, attribution style and subjective well-being of femalecollege students in order to correctly guide the female college students to reasonable attribution andrational cognition of their psychological stress, and improve their subjective well-being level.This study employs "College Students' psychological stress scale","Multiple dimension-multiplecausal attributions scale" and "General Well-Being Schedule" to examine546female college students; andthen it carries out "t" test on all data, analysis of variance, correlation analysis factors, gradually farregression analysis, intermediary effect inspection and processing by means of SPSS15.0.The major findings are as follows:(1) There are significant differences in female college students' psychological stress, mainlypresented in the aspects of origins, class cadres, the only child, grades and subjects. The psychologicalstress of students from rural areas is significantly larger than those from urban areas; ordinary students'larger than the class cadres students; non-only child students' larger than the only child students'; freshmen's larger than sophomores'; the psychological stress of those from the Schools of liberal arts,science, and engineering is larger than the art and medical students'.(2) There are also significant differences in female college students' attribution, presented in theaspects of class cadres, grades and subjects. Comparing with the ordinary students, those who serves asclass leaders are more likely to be ability attribution; juniors are more inclined to be effort attribution andsituational attribution than sophomores; juniors are more inclined to be luck attribution than freshmen.Comparing with the students majoring in science, engineering or arts, medical students are more inclinedto be ability attribution. Medical students are more inclined to be effort attribution than arts students.(3) There are significant differences in female college students' SWB, consisting in the aspects oforigins, class cadres, the only child, grades and subjects. Subjective well-being of students from urbanareas is significantly higher than those from the rural areas, so as class cadre students to the ordinarystudents, the only child students to the non-only child students, sophomores and juniors to seniors;Different disciplines of female college students' subjective well-being levels in decreasing order as:Medicine-Arts-Liberal Arts-Science-Engineering.(4) There is a certain correlation among female college students' psychological stress, attributionstyle and subjective well-being. The former two apsects both influence the students' subjective well-being.(5) Based on the mediating effect test of attribution style between psychological stress andsubjective well-being, we can draw the conclusion that attribution style was mediator betweenpsychological stress and subjective well-being, psychological stress can indirectly influence subjectivewell-being via attribution style.