Loneliness And Self-concept, Coping Style

The objective of this study was to understand the differences in sex, grade, Arts, and several other aspects on the loneliness, self-concept and coping style in College students.In this study,626 university students as subjects conducted by questionnaire.The results were as follows:(1) There were significant differences in sex on Loneliness and self-concept, coping style. Loneliness had extremely significant differences in sex, Male students loneliness scores were significantly higher than most Female students; students on each dimension of self concept, in addition to self-dimension, the female students scored significantly higher than male students'; the sex differences in the coping style were as follows:and help in solving problems, and the female students scored higher than male students'in problem-solving and help, male students scores higher than the female students' in self-blame and rationalization(2) There were not significant differences in arts on the Loneliness; self-concept in Arts had significant difference, liberal arts college students in the moral and ethics of self, family self, social self and self-concept scores were significantly higher than that of science students; in all the factors of coping style, only the help of this factor were significantly different, liberal arts students scored significantly higher than the science students'.(3) The difference in city and countryside on loneliness and coping styles was not significant; The difference in city and countryside on students self-concept was not significant, only in the social self the different was significantly, the students from city scored were significantly higher than those from countryside.(4) The difference of whether the child in loneliness was not significant; differences in whether the child's on self-concept were significant, non-child scores were significantly higher than the child; in the coping style, different on solving problem factor and the fantasy factor were significant, not only children scores were higher than the child, and in the fantasy factor, the only child scores were significantly higher than non-only children.(5) The difference was extremely significant on loneliness in the grade, second-year students scored were significantly higher than that of the first grade and third grade; students self-concept was significant difference in grade, the first year students scored were significantly higher than the second and third grade, and third grade scored significantly higher than the second grade; in terms of coping style, the difference was significant on self-blame, withdraw, fantasy, and rationalization in grade, second-year students were more to use self-blame, withdraw, fantasy, and rationalization of immature coping.(6) Loneliness and self-concept scores were significantly and negatively related, to loneliness and self-concept of each dimension (except for self-criticism outside) were significant negative correlations; in coping styles, loneliness and problem solving, Help was significantly negatively correlated, and with self-blame, fantasy, avoidance and rationalization was significant positive correlation; Self concept and coping style were significantly related, with problem solving and help was significant positive correlation,and with self-blame, fantasy, avoidance and rationalization, there is a significant negative correlation.(7)Through regression analysis found that, in self-concept, the social self, psychological self and Self-identity of three dimensions of loneliness were significant predictors, three were negative to the prediction; aspects of coping style, problem solving, remorse and help were extremely significant predictors for loneliness, the prediction of problems solving and help was negative, and that of self-blame was positive.(8)By hierarchical regression analysis, the predictive effect of self-concept and coping styles for loneliness was that social self and self-identity effects loneliness indirect through the coping style.