On The Relationship Among The Parenting Styles,the Coping Styles And The Resilience Of Audio-visual Impaired Middle School Students

Because the physical defects of audio visual impaired middle school students restrict the development of their cognition and individual psychological abilities,they are facing more difficulties and frustrations and their psychological state is more complicated than the healthy students.Even though individuals with good adjustment can be found.They are confident,optimistic,having excellent achievement at school,independent and talented.This research concerns on the characteristics of mental resilience of audio-visual impairment students in middle school.A large number of studies have shown that parenting styles and coping styles of parents have an important influence on the mental resilience of individuals.Thus,this study takes audio-visual impaired middle school students as the research object,investigates the internal relations among the parenting styles,the coping styles and the mental resilience and probes into the intermediation of coping styles between different parenting styles and mental resilience.The findings of this research can provide references and suggestions for the present psychological health education at special schools.Employing cluster sampling method,this study chooses 411 audio-visual impaired middle school students from special schools in Sichuan and Chongqing,takes parenting styles questionnaires(EMBU),Teenager Resilience Scale(RSCA)and coping style questionnaires as the research tools,and uses statistical softwares SPSS22.0 and Mplus7.0.Firstly,demology factors of each variate are analyzed;secondly,the relations among the parenting styles,the coping styles and the mental resilience are discussed as well;lastly,combining with the regression result,the intermediation of coping styles between different parenting styles and mental resilience is investigated.Specific findings of this study are as follows:(1)Generally,the mental resilience of audio-visual impaired middle school students is average.There are no significant differences in gender,the origin of students and whether the students are the only-child in family.Only in types of physical disabilities,visual impaired students got remarkably higher scores than hearing impaired students.Compared with each dimensions,visual impaired students also got remarkably higher scores than hearing impaired students in positive cognition and family support.Only inthe goal concentration,the hearing impaired students got higher scores than the former.Female students got higher scores than male students in the interpersonal assistance;students from only-child families got higher scores than non-only child.(2)Audio-visual impaired students generally are on or below the medium level in choosing positive coping styles.There are no remarkable differences in gender,the origin of students and whether the students are the only-child in family.The hearing impaired students got higher scores in choosing retreating and negative coping styles than visual impaired students.Females students got higher scores in the dimension of retreating and letting off.(3)Parents of audio-visual impaired students mostly use the warm and understanding affection parenting style.In understanding their parents love and warm affection,visual impaired students got higher scores than hearing impaired students.In the dimension of fathers' severe punishment,over-interference,refusing to deny,hearing impaired students got strikingly higher scores than visual impaired students;in the dimension of mothers' severe punishment,over-interference and protection,and preference for the participants,hearing impaired students got higher scores than visual impaired students;while about different genders,there are striking differences in both parents' severe punishment,over-interference,preference for the participants and refusing to deny.Male students got higher scores than female students.Students from the countryside got higher scores than ones from cities in the dimension of understanding parents' love and warm affection and preference for the participants.Only-child got higher scores than non-only child in the dimension of fathers' severe punishment and preference for the participants and mothers' over-interference and protection and preference for the participants.(4)The warm and understanding affection and the mental resilience between the parents of audio-visual impaired students are positively correlated.The severe punishment,over-interference,refusing to deny of the parenting style fathers usually used are negatively correlated to the mental resilience.The severe punishment,refusing to deny of the parenting style mothers usually used are negatively correlated to the mental resilience.(5)The positive copying styles of audio-visual impaired students are positively correlated to the mental resilience.There are no striking correlation between the negative coping styles and the mental resilience.Problem solving,asking for help,retreating and the mental resilience are positively correlated,while fantasy is negativelycorrelated to the mental resilience.(6)Fathers' warm and understanding affection,over-interference,preference for the participants and over-protection and mothers' warm and understanding affection,over-interference,over-protection are positively correlated to the positive coping styles.Each dimensions of parenting styles are positively correlated to the negative coping styles.(7)The direct effect of understanding fathers' love and warm affection of audio-visual impaired students on mental resilience is 0.349.The indirect effect of the influence of positive coping style through psychological mediator on mental resilience is 0.159.The proportion of indirect effect takes up about 31.30% of the total.The direct effect of understanding mothers' love and warm affection of audio-visual impaired students on mental resilience is about 0.380.The indirect effect of the influence of positive coping style through psychological mediator on mental resilience is 0.150.The proportion of indirect effect takes up about 28.30% of the total.These findings indicate that the positive coping styles of audio-visual impaired middle school students partly play a role as a mediator between parents' understanding love and warm affection and the mental resilience.