Study On The Effect Of Cognitive Style On College Students’ Lovelorn Attribution And Lovelorn Coping Style

There did be differences between Western and Eastern peoples’ attitude on love andmarriage because of their level of economic development, political system, cultureand traditional customs, and this lead to their different way of life and ideology. Thisresearch embarks from the psychology angle, have college students as the researchobject, to explore whether different cognitive styles college students have differencein the attribution of the lovelorn events and the coping style of it to fill the gap field ofpsychology research in our research on marriage and romantic love. Meanwhile, toprovide some reference for related problems of college mental health staff treatmentand the College Students’ psychological health education.There are two parts in Study One: the formation of Lovelorn AttributionQuestionnaire and the retest of Lovelorn Coping Style Questionnaire. Based on openquestionnaire, the Lovelorn Attribution Questionnaire was finished after seriouslysurvey, collection, refining of the important information of lovelorn attributioninformation to test students’ understanding and emphasis on the lovelorn. The secondpart based on research of Grade2006in Southwestern University master XiaoYouqin’s study. Her "lovelorn undergraduates’ Coping Style Questionnaire" wereretested after inspection, validity verification again, and can be used as the testquestionnaire of this study.In Study Two, the subjects’ score in the unit of dimension in the "students’ lovelornattribution questionnaire”,“lovelorn Coping Style Questionnaire", and "embeddedfigure test" questionnaire were analysis to get the figure of the various dimensions ofcorrelation, then to construct a cognitive style, lovelorn attribution and lovelorncoping style architecture model.In the third study, Subjects who attributes the lovelorn to objective uncontrollable andinexplicable reasons meanwhile who have typical cognitive style attack, escape andindulge in reaction mode were selected out to join the group of cognitive interventioncounseling courses. When it’s over, they were tested again to find out whether thereare significant differences contrast to pretest-scores. Research shows that, groupcognitive intervention on the field independence and field dependence, participantshave the effect, but the field dependence intervention subjects behaves better.