Research On The Improvement Of Anti-frustration Ability For College Students From The Perspective Of Positive Psychology

In the new era of rapid economic development,deep cultural integration and fast technological upgrading,college students,as the vital force for the future construction of the motherland,are under increasing pressure.Meanwhile,higher education is also facing new requirements and challenges.The anti-frustration ability of college students is an important psychological quality.The improvement of the ability to resist setbacks is not only a realistic need for self-growth,but also an urgent need for the sustainable development of the country and society.This research follows the logical idea of problem proposing,status analyzing,qualitative studying,quantitative studying and strategies suggesting.Guided by theories and methods in pedagogy,management,and psychology,this article focuses on improving the anti-frustration ability of college students.The study is carried out with methods such as grounded theory,literature research,in-depth interviews,and questionnaires.Positive psychology and the anti-frustration ability of college students are compatible with the two dimensions of internal correlation and theory applicability,making it possible to improve the anti-frustration ability of college students with the theory and methods of positive psychology.Theoretical analysis finds that college students are facing setbacks in environmental adaptation,academic difficulties,economic pressures,interpersonal communication,emotional distress and employment choices.According to the 1013 survey data,it is found that the frustration suffered by college students are in order of academic difficulties,emotional distress,employment choice,environmental adaptation,interpersonal communication,and economic pressure.Based on 28 interview materials,the influencing factors of college students' anti-frustration ability are systematically studied using grounded theory,and a theoretical model of 5 factors and 11 elements is constructed.To be specific:(1)the quality and endowment includes three characteristics of personality,interpersonal communication ability and knowledge skills;(2)the social environment system includes the economic environment and media resources;(3)the family support system contains two elements of family support and upbringing mode;(4)growth experience includes life sharpening and school growth experience;(5)school teaching mode includes school frustration education model and campus atmosphere.The theoretical model of the influencing factors is verified through 1018 surveys.The results indicate that 10 factors including personality,interpersonal communication ability,knowledge skills,media resources,family support,upbringing mode,life sharpening,school growth experience,school frustration education model and campus atmosphere have a significant effect on the anti-frustration ability of college students,while the element of the economic environment has no significant effect.In addition,the differences in the evaluation of different influencing factors by different groups and the interaction mechanism between the influencing factors are analyzed,and a linear regression formula model of each influencing factor is constructed.Based on the overall grasp of existing research,considering the practical needs of higher education for the training of comprehensive talents,drawing on the existing policy experience and the theoretical basis of positive psychology and according to the influencing factors,this article puts forward some valuable countermeasures for improving the anti-frustration ability of college students.These strategies mainly include five aspects:(1)developing the quality and endowment favorable for improving anti-frustration ability;(2)building the social environment suitable for improving anti-frustration abilit;(3)improving the family support system that is beneficial to anti-frustration ability improvement;(4)enriching the growth experience that is conducive to the improvement of anti-frustration ability;(5)constructing a new school teaching mode that is contributive to anti-frustration ability improvement.