The Relationship Between Middle School Students' Identity Style And Psychological Well-being

Psychological well-being is the individual according to their own standards, through personal growth and self-realization to produce a stable and lasting emotional emotional experience that happiness is not just an emotional experience, more emphasis on the meaning of life and self-realization. Since the high school students are at puberty this particular stage of development, not only the reasons for their own development, but also in all aspects of their physical and mental development are likely to be affected by external things and the environment, while combined with another heavy academic pressure, inevitably prone a wide variety of psychological problems. Therefore, studying students'psychological well-being and with a variety of factors are associated with a certain practical significance for the cultivation of students'psychological well-being, but also to improve the mental health of middle school students.Identity refers to an individual about who I am, and how to define the concept in relation to himself or behavior. The identity style is a new research orientation about the identity of the study, as long as it refers to an individual cognitive biases when dealing with issues of identity so used, it is a social cognitive processing strategies. Including information style, normative style and diffuse/avoidant style. Resilience refers to the individual in the face of setbacks and difficulties or major trauma, to mobilize all positive factors themselves can be mobilized to deal with a mental ability to adapt to the outside world when these difficulties.Although previous studies have demonstrated resilience and psychological well-being, the relationship between identity styles and psychological well-being, however, few studies have examined the relationship between high school students about the identity between style and mental toughness, no studies involving Students' identity style, contact resilience and mental well-being among. Therefore, the aim of this study is to investigate the identity of high school students style, the relationship between resilience and mental well-being, and to further explore the role of intermediary resilience.In this study, "Ryff psychological well-being scale (PWB)", "Adolescent Mental Resilience Scale" and "Identity Style Questionnaire" three measurement tool,421 middle school students were investigated. After analysis and discussion, the following results and conclusions:(1) Junior and senior high school students in the presence of significant differences in psychological well-being, psychological well-being of junior high school students were significantly higher than high school students; junior high school students on autonomy, control environment and positive relationship with others was significantly higher than high school students.(2) Secondary school students in the emotional control significant gender differences, boys significantly higher than girls, girls on interpersonal assist significantly higher than boys; junior high school students in the emotional control, focus on the goal scored significantly higher than the high school students; only children and in There was no significant difference in the resilience of each dimension.(3) There are significant gender differences in Students'Identity Style Style Style dimensions and specifications, the boys on the Style and Standard Style scored significantly higher than girls.(4) Personal force of resilience, supportive and psychological well-being are dimensions and Style was very significant positive correlation with the proliferation of style was extremely significant negative correlation with the relevant norms of style is not obvious.(5) Students' resilience dimensions and dimensions of psychological well-being was a very significant positive correlation.(6) Style between resilience and mental well-being play a part of the intermediary role; diffusion between style and psychological well-being play a mediator role.