The Influence Of Peer Attachment On School Adaptation Of Senior High School Students:The Mediation And Intervention Of Coping Styles

Good adjustment ability is of great significance to the harmonious development of life,good school adjustment is a valid indicator of adolescent mental health.Compared to elementary and middle school students,high school students spend most of their school life in school;If they have poor school adjustments,it will cause problems and obstacles to their academic life,physical and mental health,and interpersonal relationships;At the same time,studies have also found that school adjustments to high school students tend to decline as their grades increase.Therefore,it is important to pay attention to high school students’ school adjustment and find ways to improve it.This study examines the influence of peer attachment on school adjustment among high school students,investigates the mediating role of coping styles and improves the coping styles of high school students through group counseling activities,thereby increasing the level of school adjustment.Study 1 used questionnaires and applied whole-group sampling to select 923 high school students from three middle schools in Yuxi,of whom 59% were seniors and 41% were juniors;39.8% were boys and 60.2% were girls.Questionnaires were administered using the Peer Attachment Scale,the Secondary School Students’ Coping Styles Scale and the School Adjustment Scale to explore the effects of peer attachment on school adjustment and the mechanisms of the role of coping styles between peer attachment and school adjustment.Studied 2 designed group counseling activities for students’ coping styles.28 students with negative coping styles and low school adjustment levels were screened from the senior class and randomly divided into an experimental group(5 boys and 9 girls)and a control group(7 boys and 7 girls each).Before the start of the group counseling,the experimental group and the control group were given questionnaires(the Secondary School Coping Style Scale and the School Adjustment Scale)for pre-testing and the experimental group was given group counseling once a week for 8 weeks after homogeneity was determined,while the control group was left untreated.After the group counseling,a post-test was administered to the experimental and control groups and a follow-up test was administered to the experimental group again one month after the end of the group.The results of the study were as follows:1.there were significant differences in high school students’ peer attachment in terms of gender,ethnicity,whether they were class officers,place of origin,whether they were only children,division of arts and sciences and mothers’ education level.2.There were significant differences in high school students’ coping styles in terms of gender,arts and science division,place of origin,whether they were class officers,whether they lived in school,whether they were only children,in terms of grade and parental education level.3.Significant differences were found between high school students’ school adjustment in terms of gender,whether they lived in school,grade level,place of origin,whether they were class officers,parental education and whether they were only children.4.Peer attachment was significantly and positively correlated with the school adjustment and problem-oriented coping;peer attachment was significantly and negatively correlated with emotion-oriented coping,emotion-oriented coping was significantly and negatively correlated with the school adjustment.5.Coping styles mediated the relationship between peer attachment and school adjustments.6.The study found that the coping style and school adjustment scores of the experimental group were significantly better than those of the control group after the intervention(p<0.05);the coping style and school adjustment scores of the experimental group on the follow-up test were also significantly better than those of the experimental group on the pre and post test after one month(p<0.05).The research conclusions are as follows:1.High school students’ peer attachment,coping style and school adjustments were generally good.The current focus should be on students who are in higher grades,live in schools,have rural origins,are ethnic minorities,and are academically disturbed.2.The intervention of the coping group counseling activities resulted in the improvement of high school students’ coping styles and school adjustment levels and the intervention effects were sustainable.