The Corelative Study Into The Coping Style Of Higher Vocational College Students Connected With The Social Support And Family Rendering Styles

Objective The paper investigates the link between the variety of coping styles of higher vocational college students under the circumstances of social support and family background to soas to provide a theoretical ground for the educators to pinpoint their work of health education..Methods The cluster sampling and stratified sampling method were used to select college students in vocational colleges in Tongling City in March2012. According to the purpose of our research, the self-prepared questionnaire was designed by ourselves. The questionnaire contained four parts:general information, family education experience questionnaire, the Trait Coping Style Questionnaire (TCSQ) and the Social Support Rating Scale. SPSS10.0software was used for statistical analysis. Data was compared using proportion and Chi Square test; Multivariate logistic regression model was applied to evaluate the effect of the social support, family education and experience factors on coping style, P<0.05was considered to be statistically significant.Results A total of2400questionnaires were distributed in this survey,2157valid questionnaires were completed, and the effective response rate was89.9%. The coping style of vocational college students concerning different gender, grade, only child or not, family residence, educational level of parents and other demographic characteristics was highlighted, and the findings was:The difference between males and females students in actively respond was statistically significant (P<0.01), female vocational college students reported to using significantly more solving problem style and more seeking help coping styles than male students. The difference of active respond between only child and non-only child students was statistically significant (P=0.050), Non-only child students were more likely to take positive measures to solve problems, such as taking the initiative and seeking for help. The difference of negatively respond among vocational college students in different grades was statistically significant (P<0.01), graduates were more likely to deal with problems in negative way. The difference of active response between urban and rural areas of students was statistically significant (P<0.05), Urban students were more likely to take positive measures to solve problems; The mothers with lower educational level were more likely to take the greater risk to have a negative response. Compared to the mothers with a educational level of high school or above, there was a positive correlation between mothers with a educational level of "illiteracy","primary" and "junior" and a negative response. The value of OR was1.52(95%CI:1.01～2.28),1.54(95%CI:0.99～2.39) and1.47(95%CI:0.98～2.22), respectively. Dimension of family upbringing factors, with her mother the good or bad of relationship and family upbringing type and coping with grade distribution were significantly related to, the difference was statistically significant (P<0.01, P<0.05). Generally speaking, social support and utilization degree of social support among vocational college students were low, low social support and lower the utilization of support were negatively correlated to positive coping style such as taking initiative to solve the problems and seeking for help (social support:OR=0.82,95%CI:0.63～1.07; the utilization degree of support:OR=0.27,95%CI:0.20～0.36); While they were significantly positive correlated to negative coping style such as self-blame, retreat and so on.(OR=1.61,95%CI:1.25～2.08; the utilization of support:OR=2.22,95%CI:170～2.89).Conclusion Overall, the vocational college students are more likely to use negative coping styles than active coping styles. Coping styles are different among different genders, grades, only child or not and the students in different residences in higher vocational colleges. Higher social support and utilization degree of social support can promote active response. Parents’ cientific rearing styles can induce students to take an active coping style in face of pressure and setbacks and thereby to reduce adoption of negative coping.