The Relationship Between Left-behind Experience And Coping Style Of Middle School Students

This study will link stay experience with conjunction fallacy,trying to explore the left-behind experience for high school students cognitive effects,and this effect how to reflect on the left-behind behavior coping styles of middle school students.In the previous studies on left-behind experience,there are few studies on the cognitive level of left-behind children.Research on coping style and cognitive psychology shows that the flexibility and accuracy of cognition will influence the choice of individual coping style.The fallacy of conjunction is a kind of cognitive bias.The research on the factors that influence the fallacy of conjunction is mainly from the two aspects of the task itself and the subjective factors.Therefore,this study is on the basis of predecessors' research,both to stay rich empirical study of middle school students' cognitive level,and can also affect the conjunction fallacy of subjective factors.At the same time explore the inner link between left-behind experience,conjunction fallacy level and coping styles.Study used conjunction fallacy materials related to the left-behind event,simplified coping style questionnaire of Xie Yaning and the left-behind information questionnaire,surveing the five city and county high school students who in Hefei,Wuhu,Huainan and Tongcheng city of Anhui province.A total of 824 valid questionnaires were collected.Through spss18.0 for data analysis,understand conjunction fallacices' level of the left-behind students and their current situation of coping style.Besides,this study will explore the conjunction fallacy level of left-behind situation as a mediating variable between the left-behind experience and coping styles.The results are as follows:(1)The left-behind experience has a predictive effect on the fallacies of middle school students' acquisition,which can be expressed as follows: Students with left-behind experience have a significantly higher level of fallacies than those with no left-behind experience in these conjunction judgments which situation of background information,left-behind situation,events nature of positive,events nature of negative,left-behind situation and nature of positive events,left-behind situation and nature of negative events.Different staying time of middle school students who have significantly different conjunction fallacy level in these conjunction judgments which situation of background information,left-behind situation,the nature of the event actively,left-behind situation and nature of positiveiy,left-behind situation and nature of negatively.(2)The conjunction fallacy has a predictive effect on the coping style of middle school students.The higher the conjunction fallacy level of middle school students in left-behind situations,the lowerthe score of coping style and negative coping style.(3)Left-behind experience can be used to predict coping styles of middle school students.In the score of coping style and negative dimension,there is a significant difference between left-behind students and other students.(4)Conjunction fallacy level in the left-behind situation plays a mediating role between the left-behind time and the negative coping style.Therefore,Left-behind experiences affects the conjunction fallacy of left-behind middle school students' level,in turn,affects their coping styles,the work of school mental health education has very important guiding role,especially for left-behind students cognitive psychological guidance and decision-making training.It is conducive to the effective development of education work science in school mental health,and to improve the pertinence of school psychological counseling work and the richness of the content.