| Resilience refers to the dynamic process which composes the interaction between protective factors and stressful events through which can reduce or eliminate the negative effects of stressful events. Since the establishment of the research in the field of resilience, researchers have gone through three stages. The first stage is to confirm the phenomenon of resilience and find a variety of protective factors. The second is to investigate resilience based on the ecosystem theory. The third stage is to improve resilience through intervention. Currently, domestic researches on resilience mainly focus on examine the role of resilience between stress/trauma and mental health as a whole. However, little attention is paid to how to produce the phenomenon resilience.The significance of the research of resilience is intervention, so it is necessary to understand the process and mechanism contributing resilience before provide effective intervention. The phenomenon of resilience is presented in the process of coping with stress or adversity. In this study, we based on the framework of resilience to examine the process and mechanism contributing resilience in procedural perspective. Exploring how the protective factors help individuals successfully cope with stress or adversity to present resilience. To evaluate whether an individual has resilience, we should consider two components: the first is to see whether the individual has suffered or suffering stressful events; the second is to see whether the individual presents positive outcomes.We choose life stressful events, depression and subjective well-being as the indicators of stress and outcome, classifying the students who have resilience, then further explore the effects of emotion regulation strategies, social support and family cohesion and adaptability in the generate and mechanism of resilience. Considering the limitation of previous research tools and the purpose of this study, we self-made a College Students’ Stressful Life Events Scale(CSSLES), and employ the beck depression scale, subjective well-being(SWB) scale, emotion regulation scale, social support scale and family cohesion and adaptability scale to conduct the survey. The subjects of this study were college students.Results:(1) It was showed that the structure of CSSLES included 30 items, five components, and the result of CFA showed that the measurement model if the date well.The Cronbach’s alpha coefficient of the CSSLES and each subscales are from o.74 to0.94. The CFA showed that the structure of the CSSLES was rational: χ2=1034.97,df=382, GFI=0.86, CFI=0.92, RMSEA=0.06, indicating that the scale had good reliability and validity indicators.(2) In totally, there was no significant gender difference in CSSLES. But female students feel more pressure than male students in daily troubles, isolated wanders and competition.(3) There were significant gender differences in social support, family cohesion and adaptability and emotion regulation strategies, specific manifested in female students’ appraisal support, tangible support and belonging support level were higher than male students’, there was no gender difference in self-esteem support. Female students’ scores were higher than male students’ in family cohesion and adaptability. What’s more, female students are more frequently use cognitive reappraisal strategy than male students, while male students are prefer to use expressive suppression.(4) In life satisfaction dimension of subjective well-being, the scores of female students were higher than male students.(5) Though there were no grades differences in CSSLES, social support, family cohesion and adaptability, emotion regulation, depression and subjective well-being, senior students’ CSSLES are higher than the other grades.(6) Stressful life events as the source of stress positively predict depression and negatively predict subjective well-being.(7) Social support, family cohesion and adaptability and cognitive reappraisal positively predict subjective well-being and negatively predict depression.(8) Family cohesion and adaptability and social support mediate the relationship between life stressful events and depression, subjective well-being.(9) Cognitive reappraisal can directly influence social support and it also can indirectly influence social support through family cohesion and adaptability.(10) Students of resilience group score higher in social support, family cohesion and adaptability and cognitive reappraisal than non-resilience and vulnerable group, indicating that when confronted with stress, protective factors’ positive work is an important mechanism to produce resilience.(11) With the increase of the grade, the greater the pressure of college students. But the senior students don’t develop more depression, and their life satisfaction is higher than junior students. Moreover, the scores of senior students’ protective factors are higher than other grades(the score of expressive suppression is lower). Indicating that resilience can change over time, it support the view that resilience is a dynamic process.In this study, we complied a new tool to examine the stressful life events of college students, and the result showed that it had good reliability and validity. This scale can be used to examine college students’ stressful life events effectively. The role model developed in this study of protective factors of resilience, viewing resilience in the perspective of process. The results provide a theory bases to guide college students to cope with stress effectively. Specifically, we can construct good social support system for college students, enhance their family cohesion and adaptability and teach them to use reasonable emotion regulation strategies to improve their resilience. |
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