College Students’ Frustration Tolerance Investigation And The Research Of Setback Education

Objective:Through investigating the college students’ frustration tolerance and its influencing factors(including core self-evaluation, and attribution style, social support), analysis college students’ and different frustration tolerance level of college students in core self-evaluation, attribution style and social support, to explore the influencing factors of college students’ frustration tolerance and the relationship between these factors. What’ s more, through the way of group intervention to improve college students’ cognition and evaluation of setbacks, so as to improve college students’ frustration tolerance.Method:1. Research:Questionnaire survey was conducted among700students of Taiyuan undergraduate course grade1-4of Taiyuan Normal University, adopt the method of cluster sampling to know frustration tolerance characteristics on their gender, professional, origin of students, the one-child, grade and parenting style, and correlation is discussed in this paper between frustration tolerance and core self-evaluation, attribution, social support.2. Experimental study:The object of the study is students of Taiyuan Normal University. Recruit the students with lower frustration tolerance in the baseline and the students who volunteer to take part in the group intervention. Then by the method of interview finally determine35subjects. There are3subjects falling off during to special reason in the process of group intervention. Select the homologous control of these35subjects as the control group, adopt the method of contrast one by one. Train 7times to the experimental group and control group without any intervention.Results:1. General situation of frustration tolerance:1.1The mean and standard deviation of students’frustration tolerance are19.36±3.976. College students with poor frustration tolerance is3.5%, average frustration tolerance is57.4%, and frustration tolerance better students accounted for39.1%. The sources of college students’frustration are learning, interpersonal communication, love, job, life and other aspects.1.2College students’frustration have significant differences on gender, professional, grade and parenting styles.1.3There is no significant difference between college students’frustration tolerance on origin of students, one-child or not.2. The study between frustration tolerance and the related factors2.1College students’frustration tolerance and core self-evaluation has significant positive correlation.2.2College students’frustration tolerance and "persistent-temporarily" dimension in is event was significantly positively related, and frustration tolerance and "persistent-temporarily" dimension,"overall-local" dimension in negative event has significant negative correlation.2.3College students’frustration tolerance and subjective social support, objective social support was significantly positively related.2.4Core self-evaluation,"inside-out" dimension in negative event, the negative event attribution can be used to predict on college students’frustration tolerance.3. Experimental study3.1The frustration tolerance difference of experimental group has significant difference before and after the intervention. 3.2The experimental group before and after the intervention in the core self-evaluation dimension also has significant difference with the control group.3.3The experimental group before and after the intervention of attribution way in negative event "overall-local" dimension exist significant difference with control group.3.4The experimental group before and after the intervention of social support on the dimension of subjective social support and support utilization degree has significant difference with the control group.Conclusions:1. College students’frustration tolerance needs to improve. What’s more, the biggest two frustration are learning and interpersonal communication. In the demography variables, gender, professional, grade and parenting styles affect college students’frustration tolerance.2. College students’core self-evaluation is higher, the higher the frustration tolerance. Positive event attribute to persistence factors, the higher the frustration tolerance. The negative event is attributed to temporary and local factors, frustration tolerance is higher. The more subjective and objective social support, the higher the frustration tolerance is.3. Group intervention can change college students’frustration tolerance cognition, which can improve the frustration tolerance.