"after 90" The Values Of College Students, The Relationship Between Social Support And Frustration Tolerance Research

To be able to against setbacks and maintain normal mental activity are the signsof good social adaptation ability, mental healthy and the key to success for the collegestudents. Following the "90college students" entering colleges, the number of themnot only increase year by year, but its proportion is also increased greatly. On the onehand, comparing with the previous college students, what they got are richer materials,cultural life and better education. On the other hand, the special family careobjectively reduced the chance of their facing and tolerating frustrations; such thingswill not only affect their socialization process, but also negatively affect theirphysical and mental development.Under the influence of “dramatic social transformation” period,“90collegestudents” characteristics and values orientation have changed obviously. In additionto separation from parents, lack of social support and relationships adaption and so onoften bring them psychological stress and impact, so as to a little setbacks may causetheir psychological imbalance or disorders, which often cause abnormal groupsvalues attitude and behavior disorders, so their frustration tolerance are worrying us.Currently, relevant research involving “90college students” values, socialsupport and frustration tolerance is rare, and the school management and mentalhealth education model remain the previous one when "90college students" enteringcolleges, so corresponding education and management strategies are lack. Therefore,investigating the conditons and the inner link of students values，social support andfrustration tolerance have the theoretical and practical significance.In present study, we adopt questionnaire survey way, using College StudentsFrustration Tolerance Scale, Schwartz Values Scale and Social Support Rate Scale asour test tools, and further exploring whether the College Students FrustrationTolerance Scale and Schwartz Values Scale are suitable for these students and findingwhat kind relationship exist among the values, social support and frustration tolerance.We believe that which will provide a new theory and practice ideas for the cultivationof90college students’ frustration tolerance, self-growth and education management. Our researches obtain some conclusions are as follows:(1) The results of reliability and validity analyses of revised Schwartz ValuesScale and College Students Frustration Tolerance Scale show that both of them havegood homogeneity reliability, content validity and construct validity, reaching thepsychometric requirements.(2) The levels of values, social support of90college students are at the middleones, but their frustration tolerance is below the middle one.(3) Significant major difference, school difference and grade difference exist invalues, social support and frustration tolerance testing.(4) No significant gender difference exists in values, social support andfrustration tolerance testing.(5) To self-improvement dimension, there is no significant difference ofinstitutions, but there exist significant major, school and grade differences of otherdimensions of values.(6)90college stuents frustration tolerance negatively correlates with values, butpositively correlates social support; values positively correlates with social support.(7) Social support is a meditative factor between values and frustration tolerance.