初高中衔接期学生应对方式的个体差异

Individual Difference of Coping Style during the Period between the Junior High School and the Senior High School

目的探索初高中衔接阶段学生应对方式的个体差异,以影响应对方式的各因素为基础,详细分析是否在人口统计资料方面存在差异。方法采用中学生应对方式量表,对大连市15中学508名初高中衔接期学生进行问卷调查,系统考察了初高中衔接期学生的指向问题应对总分和指向情绪应对总分现状。结果在"指向问题应对"分量表总分上,独生子女主效应显著(F=3.198,P<0.05),性别与独生子女的交互作用显著(F=6.050,P<0.05);学生班委在应对方式中更倾向于指向问题应对(t=2.348,P<0.05);在"指向情绪应对"分量表总分上,是否班委主效应显著(F=8.951,P<0.01),独生子女与是否班委的交互作用显著(F=7.105,P<0.01)。结论独生子女更倾向于指向问题应对,问题解决能力更强,而非独生子女更容易发泄情绪;班委同学更倾向于指向问题应对,其中在问题解决和积极的合理化解释方面,都显著高于不是班委的同学,而不是班委的同学自卑水平更高些。

Objective To explore the individual difference of coping style during the period between the junior high, school and the senior high school. Based on the various influence factors of coping styles, detailed analyze whether there are differences in demographic information. Methods Coping Style Scale for Secondary School Students（CSS） were administrated to 508 students of the NO. 15 middle school of Dalian city in the engagement stage from junior high school to senior high school. To measure the status of their solving problem and involving emotions coping style total score. Results On the ＂solving problem coping style＂ total score, the main effect of the only child was significant（ F = 3. 198, P 〈 0.05 ）, the interaction effect of gender and the only child was significant （F = 6. 050, P 〈 0.05 ） ; Class leadership students were inclined to use solving problem coping style （ t = 2. 348, P 〈 0.05 ） ; On the ＂ involving emotions coping style＂ total score, the main effect of whether the class leadership was significant （ F = 8. 951, P 〈 0.01 ）, the interaction effect of whether the class leadership and the only child was significant（F = 7. 105,P 〈 0. 01 ）. Conclusion The only child is more inclined to use solving the problem coping style and higher problem-solving ability, however the non-only child is more likely to vent their emotions;Class leadership students are more likely to use solving the problem coping style, especially in problem-solving and positive rationalization of interpretation are significantly higher , however students who are not the class leadership have lower self-esteem levels.