Study On The Status And Intervention Of Junior Middle School Students’ Learning Frustration Coping

Coping style is a series of reaction in cognitive tendency, emotional experience andbehavior pattern among a process of treating frustration events. This study makes athorough research on definition, theoretical dimension, influence factors, currentsituation and intervention for junior middle school students’ learning frustration copingstyle. First of all, the conclusion of this paper can enrich the research contents of copingstyle; second, can also understand the current junior middle school students’ learningfrustration coping style, and provide the reliable basis and reference for learningfrustration coping intervention.Based on literature analysis, questionnaire survey, and CBT group drawing therapyand so on, the study explored the learning frustration coping styles of junior middleschool students. Firstly, through the reviewing on existing literature and releasing of181copies of open-ended questionnaire, the study summarized the theoretical dimensionand worked out the preliminary questionnaire of frustration coping style questionnaireof junior middle school students. Secondly,204junior middle school students weretested, and the formal junior middle school students’ learning frustration copingquestionnaire was compiled, then we tested the reliability and validity of the formalquestionnaire. Thirdly, through the investigation of812middle school students, andprobed into the present situation and characteristics of frustration coping style oflearning of junior middle school students. Finally, there was a drawing groupintervention on learning frustration coping style of junior middle school students. Themain conclusions of this paper were:(1)The junior middle school students’ learning frustration coping style is amulti-dimensional and multi-level structure system. It mainly includes ownproblem-solving, talking to the peers, seeking support, talking to the elders, four majorfactors. Among them, the own problem-solving, and seeking support can be classified asthe point of problem coping; talking to the peers, and talking to the elders may beattributed to the point of emotional coping. (2)Edited questionnaire about the junior middle school students’ learningfrustration coping mode has good reliability and validity, and could be used in theanalysis and investigation of junior middle school students learning frustration copingstyles.(3)The junior high school students learning frustration coping style is in the middleand low level of the whole survey.(4) There are significant differences in gender，achievement, parenting style in theoverall level of coping style. There are no significant differences in grade andpersonality in the overall level of coping style.(5)The drawing group intervention methods of the junior middle school students’learning frustration coping style include3intervention subjects. According to the resultof the experiment, the designed scheme is feasible and effective.