The Research About The Relationship Between Middle School Students' Cognitive Style Associated With Depression And Academic Performance

Since Allport putting forward cognitive style in 1937, scientists have carried out a large study for it and gained richful experiences. The researches not only opens up a new field for psychological exploration, provides a new perspective for analyzing psychological process and personal characteristics, but also improves the quality of people's life and learning about the application of cognitive style in education psychology. Domestic scholars have done comprehensive and in-depth researches on all sorts of cognitive style, except for the cognitive style associated with depression. There is no perfect tool for the research of cognitive style associated with depression. This study makes a new revision of cognitive Questionnaire applied to middle school students. This tool can help us to learn the situation of students'cognitive style associated with depression and provide a new tool for researches.583 middle and high school students participate in this survey. Data is analyzed in descriptive statistics, t test, Friedman inspection, correlation and multiple regression, by using spssl9.0 statistical software. The results are as follows:(1) All of the students have a lower score on cognitive style associated with depression, and the general situation is well. The scores of dimensions are different.(2) There is significant difference in gender on the middle and high school students'cognitive style associated with depression, the boys have a higher score than girls.(3) Students' cognitive styles associated with depression have a remarkable difference in grades. High school students score higher than junior high school students. The depressional tendency of cognitive style is more significant in elder students.(4) High school students' cognitive style associated with depression also has differences in area. Students in Lai wu have a higher score than students in wei fang.(5) Total score and each dimension score of cognitive style associated with depression have significantly negative correlation with academic performance.(6) Regression analyze shows that, causal attribution, mood influence and universality across different situation can significant influence and predict the academic achievement.According to those above conclusions, this study analyzes the reason for the difference between the different groups and put forward seven intervention strategies, including building comfortable atmosphere to strengthen the social support, constructing information learning environment, stimulating the students'interest, guiding the learning method and cultivating the meta-cognitive ability to increase individual's successful experience and establish self-confidence, setting examples to increase alternative experience, having attributional training to make students can attribute correctly, in order to providing the basis for preventing and correcting middle school students'improper cognitive style associated with depression.