College Students’ Coping Styles Of Lovelorn And Its Difference In Gender Roles

In recent years, data shows that college students frequently suffer from mental problems andeven commit suicide because of emotional issues. Therefore, universities had to pay more attentionto college students’ lovelorn. As an intermediary mechanism of stress and health, coping stylesdetermine whether college students can be out of pain efficiently or not. The current researchesabout lovelorn focus more on lovelorn reaction in cognitive, emotional and behavioral than on thecoping styles, and also there is no further investigation of influencing factors to coping styles. As apsychological gender, Gender roles reflect the individual’s personality traits and affect the waypeople choose coping styles. Therefore, to explore college students’ coping styles and its differencesin gender roles can not only enrich the coping styles itself and its influencing factors, but alsoprovide a theoretical basis for emotional education of universities. First, this study makes aqualitative analysis to conclude coping styles of loveorn by243search records of universitystudents disappointed in love; then the study makes a questionnaire survey to343college studentsby the self-made coping styles scale of Xiaoyou Qin (2009) and the Gender-Role Inventory of LiuDianzhi (2010)(CSRI-50), investigate the characteristics of college students’ coping styles ofbreakups and it’s differences in Gender roles. The study found:(1) The main positive coping stylesof the disappointed college students are cognitive restructuring, emotional catharsis and seek thetransfer, the main negative coping methods are addicted, escape and attack. In general, thedisappointed college students prefer to positive coping styles.(2) Compared to other grades, highschool students choose more negative coping styles like addiction and attack; male students choosemore negative coping styles like addiction and escape than female students; arts students choosemore positive coping styles like emotional catharsis and cognitive coping reconstruction thanscience students; students who are not disappointed choose more positive coping styles likeemotional catharsis than disappointed students; students who breakup more than twice choose morepositive styles like seeking the transfer.(3) In general, college students of androgyny choose morepositive coping styles like cognitive coping reconstruction, emotional catharsis and seeking thetransfer. On the contrary, students of undifferentiation use these three styles least. Feminine choosemore emotional catharsis than masculine. Therefore, we proposed three measures like strengthenthe EQ education of seniors, encourage male students to attend group counseling courses andstrengthen the healthy personality education of undifferentiated college students.