| Junior high school students represent the future of the nation,but also rely on the expectations of parents and schools for their promotion to a higher level of education.At present,academic performance is an important criterion for evaluating whether junior high school students can be promoted to a higher level,so academic performance is of vital importance to junior high school students.However,this situation also makes some junior high school students often take extreme coping styles when facing academic pressure,which leads to frequent tragedies.In recent years,with the development of quality education,the focus of education has shifted from the original focus on the performance of junior high school students to the overall emphasis on their physical and mental health.For coping styles,experts and scholars mostly focus on after-the-event intervention,and most of the intervention targets are junior high school students with coping styles.Although post-intervention can play a role in coping styles of problem junior high school students,the beneficiary groups are relatively small and difficult to play a preventive role in advance.How does junior high school students coping style develop?How does the coping style of junior high school students in different academic achievement groups develop?What are the characteristics of coping styles of junior high school students in different academic achievement groups?These problems are worthy of our in-depth discussion.According to the revised "Guidelines for Mental Health Education in 2012,the general goal of mental health education in primary and secondary schools is to cultivate positive and optimistic psychological quality.This paper investigates and understands the current situation of coping styles of junior high school students in different academic achievement groups from the perspective of positive psychological quality,and further explores the characteristics of coping styles of junior high school students in different academic achievement groups by using the methods of literature,questionnaire and interview,and then puts forward specific suggestions and Countermeasures to promote the development of coping styles of junior high school students.The purpose is to provide theoretical help for the field of education and teaching of junior high school students and the individual development of junior high school students.Through the analysis and combing of the results of this study,the following conclusions are finally drawn:(1)In the face of academic difficulties,Korean junior high school students mostly solve problems by asking for help from others,while Han junior high school students tend to solve problems by themselves;female students have diversified and rationalized ways of venting,while male students have relatively single ways of venting;and only-child has better ability and methods of solving problems than non-only child.(2)The development level of coping styles of junior high school students in different academic achievement groups is different.The order of choosing and using coping styles of high marks students and middle marks students is the same.The low marks students tend to adopt emotional coping style because of their weak learning motivation and low self-efficacy.(3)The positive psychological quality of junior high school students can positively and significantly affect their coping styles,and the positive psychological quality has the greatest impact on the "problem-solving" coping styles.(4)When students combine positive psychological qualities with academic achievements,they have a greater impact on the coping styles.The positive psychological qualities of junior high school students in different academic achievement groups have different restrictive effects on coping styles,but the self-regulation qualities have restrictive effects on the development of coping styles of junior high school students in different academic achievement groups.In view of the above conclusions,the following suggestions are put forward:(1)Teachers should follow the development rules and characteristics of different groups of junior high school students' coping styles,and cultivate them accordingly,so as to promote the development of individual coping styles.(2)Teachers should focus on stimulating the learning motivation of junior high school students in low academic achievement groups,and effectively promote the development of coping styles of junior high school students in low academic achievement groups.(3)Schools should add courses related to positive psychological quality,strengthen the cultivation of positive psychological quality of junior high school students,and promote the development of coping styles of junior high school students.(4)Schools should strengthen the overall cultivation of self-regulation quality of junior high school students,and students should learn to manage their own emotions,so as to promote the development of coping styles of junior high school students. |
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