The Correlation Research On Frustration Tolerance And Attribution Style Of College Students In Northeast

In recent years, the frustration tolerance of college students became a hot issue, because of more and more prominent psychological problems among college students. Most of these problems stem from poor frustration tolerance. In a matter of fact, frustration exists in everyone's life, and it is inevitable. However, whether the frustration can threat the psychological health depends on the cognition and evaluation of it, that is, how we attribute the reason of frustration. Different attribution results in different emotion and different behavior. Most of the psychological problems among college students are due to the incorrect cognition and treatment to frustration and poor frustration tolerance.Frustration tolerance is the ability to face frustration, objectively analyze the reason of the frustration, and strive to find the ways to get rid of it, thus to avoid the unhealthy psychology and behavior. It is an ability to adapt, defense, and cope with frustration, and this ability is acquired from learning and exercise, not innate. High frustration tolerance may enhance one's willpower, improve one's psychological health, promote one's self-perfection, and make the individual suffice affront challenges. The tendency to explain different events or behaviors in the same mode is the attribution style. That is to say, attribution style is a thinking mode which affects the cognition of frustration, and closely connects with the individual's frustration tolerance.The paper makes an investigation on the frustration tolerance conditions and attribution style of college students in the northeast, analyzes the characteristics of these students'frustration tolerance conditions and attribution style, and probes the factors that affect college students'frustration tolerance and the effect of attribution style on the college students'frustration tolerance. The paper endeavors to guide the college students to form a scientific and reasonable attribution style to ameliorate the cognition and evaluation of frustration, reinforce the psychological adjustment, and improve their frustration toleranceThe paper includes two parts. The first part is literature review. In this part, the author explains the definition of frustration, frustration tolerance, attribution, and attribution style, and expounds the mature theories home and abroad. The second part is question proposal and data analysis. Based on previous study, the author puts forward an overall conception and expounds the practical meaning of the study from a brand new angle. The sample of the study is 354 students from 4 colleges in the northeast. The measurement tools are Frustration Tolerance Scale and Attribution Style Scale. The data is analyzed by SPSS for Windows 11.0 using descriptive statistics, paired sample T-test, independent sample T-test, single factor variance analysis and regression to verify the hypotheses. The result of the research demonstrates:1,The overall level of frustration tolerance of college students in the northeast is low.2,College students tend to attribute positive events into intrinsic,integrate and persistent factors but attribute negative things into intrinsic,partial and temporary factors.3,There is significant sexual difference among attribution of positive events in intrinsic-,integrate and persistent dimension, while no sexual difference among attribution of negative events in intrinsic dimension.4,Students grew in different environments have significantly different attribution styles. Students from countryside are more likely to attribute negative events to integrate factors.5,There is no significant attribution difference among different grades.6,Only child and non-only child do not have significant difference in attribution style. Only child are more likely to attribute negative events to integrate factors.7,Students from different grades have significant difference in attribution of positive events in intrinsic,integrate and persistent dimension, and attribution of negative events in intrinsic dimension. Seniors are more likely to attribute negative events to persistent and integrate factors.8,Students with different frustration tolerances have different attribution styles. Students with poor frustration tolerance are more likely to attribute negative events to persistent and integrate factors, while students with good frustration tolerance are more likely to attribute positive events to persistent and integrate factors.9,Students who are more likely to attribute positive events to persistent,integrate factors and attribute negative events to partial and temporary factors have better frustration tolerance, while Students who are more likely to attribute negative events to persistent and integrate factors have worse frustration tolerance.Based on the results of the study, the author proposes a suggestion that psychological educators should help college students to form a scientific and rational attribution style, so that to improve their frustration tolerance.