The Relationship Between Negative Life Events And Mental Health Of Rural Junior High School Students

Due to less social experience,junior high school students are in an unbalanced stage of physical and mental development.They are not strong enough to resist pressure.Negative life events will affect their mental health.However,resources in rural areas are relatively weak.Rural schools do not really implement the policy,do not have mental health teachers,and do not offer mental health courses.Rural parents neglect their children's mental health.Rural families are very complicated.There are many special circumstances such as parents' divorce and going out to work.Therefore,junior high school students in rural areas may encounter more negative life events and do not know what effective methods should be adopted.Mental problems are more serious.In this study,350 students from grade 6,grade 7,grade 8 and grade 9 of two rural junior high schools were selected as subjects.The revised Mental Health Diagnostic Test was adopted,Adolescent Life Events Scale(ASLEC),Middle School Students' Coping Style Scale,and Chinese Version of Family Cohesion and Adaptability Scale(FACESII-CV)were used for questionnaire survey.The purpose is to understand the mental health,negative life events,family functions and coping styles of rural junior high school students,and further explore the mediating role of coping styles in negative life events and mental health,and the moderating role of family function correspondence in mediating effect between negative life events and mental health.so as to put forward relevant suggestions for the development of rural mental health educational work.The results showed:The mental health of rural junior high school students is not optimistic.There are no significant differences in family structure and whether they are only children,but there are significant differences in gender.Among them,the mental health of female students is worse than that of male students.The eighth grade students in grade have the most serious tendency to blamethemselves.2.Negative life events of rural junior high school students are mainly concentrated in two aspects: study pressure and interpersonal relationship.The total score of negative life events was significantly different only in grade,but there was no significant difference in gender,family structure and whether they were only children or not.The negative life events encountered by grade 7 and 8 students were significantly higher than grade 9,with grade 8 being the most serious.3.There is a significant positive correlation between negative life events and mental health of rural junior high school students.4.Negative life events of rural junior high school students can directly affect mental health,and can also indirectly affect mental health through emotional coping and problem-oriented coping.5.The more negative life events rural junior high school students encounter,the more emotional coping they use,and the more emotional coping they use,the worse their mental health will be.The more you use problem-oriented coping,the better your mental health will be.6.Family function can adjust the first half of the paragraph when the problem-oriented response is used as an intermediary.According to the statistical results,the following educational suggestions are put forward for the development of rural mental health education:1.Learning anxiety has the greatest impact on the mental health of rural junior high school students.Moderate attention is conducive to better learning,but if it exceeds a certain limit,it will backfire.Therefore,it is suggested that teachers should first change their attitude towards learning,and secondly set up a healthy view of learning for students and attach importance to their mental health.2.Negative life events will directly lead to poor mental health of rural junior high school students.Among grades 6-9,the situation of students in grade 8 is the most worrying.They are under the greatest physical,psychological and external pressure and do not have enough experience to face it.It is suggested that more attention should be paid to the group of eighth-grade students,and more help and encouragement should be given to them so that theycan define their own goals,find the correct direction to achieve them,and help them successfully and profitably spend the most difficult year of junior high school.3.Different coping styles have different effects on mental health.Frequent use of directed problem coping is conducive to improving the mental health of rural junior high school students,while frequent use of directed emotional coping is not conducive to improving mental health.It is suggested that parents and teachers guide students to deal with life and learning events in an appropriate way,especially bad events.For example,schools can organize social practice activities,such as hiking,and encourage students to actively respond to challenges.Teachers can hold special class meetings and subjective parent-teacher meetings to raise the ideological awareness of students and parents and discuss concrete and feasible methods and means to solve difficulties.4.For rural junior high school students who live in families with good family functions(intimacy and adaptability),the family is the real harbor.After encountering difficulties,you can ask your family for help or vent your emotions.It is precisely because families can give them great tolerance that their psychological state can be better developed.Therefore,parents should improve their ideological awareness,pay more attention to their children's ideological changes and mentality,and communicate with their children in time when there are problems.You are really important to their children.Your words and deeds will really affect their children's lives.