Research On Resilience Process:Stressful Events,Self-discrepancy, Social Support, And Actively Coping Style As Predictors,School Adjustment As Dependent Variable

Resilience refers to the number of individuals in the face of the challenge of adversity, appear able to successfully deal with serious psychological problems, but actively adapt to adversity required to maintain the healthy development of the phenomenon. Resilience researchers have been trying to understand how different factors promoting health and ward off danger. In this research,we cared about the group of university students, school adjustment as dependent variable, select the stressful events, self-discrepancy, social support, and actively coping style as predictors, to explore the psychological resilience process of college students. Due to the limitations of the past research tools and inconsistent with the research purpose, this study designed two new scales:Stress Events Questionnaire(SEQ) and University Students’Social Support Questionnaire (USSQ),and revise School Adjustment Questionnaire(SAQ) At the same time, we used Self-discrepancy Scale and Coping style Scale to investigate.The subjects of this search were freshman, sophomore, junior.Results:(1) it was showed that the Stress Events Questionnaire included 25 items and five factors, and the results of CFA showed that the measurement model fitted the data well. The Cronbach’s alpha coefficient of the SEQ and its each sub-scale were between 0.58 and 0.89. The CFA showed that the structure of the SEQ was rational:jf /df= 1.97, RMSEA= 0.057, IFI= 0.91, Til= 0.88, CFI= 0.91, PGFI=0.65, PNFI-0.71, indicating that the scale had good reliability and validity indicators; (2) it was showed that the University Students’Social Support Questionnaire included 17 items and three factors, and the results of CFA showed that the measurement model fitted the data well. The Cronbach’s alpha coefficient of the USSQ and its each sub-scales were between 0.65and 0.89. The CFA showed that the structure of the PLCS was rational:x2/df= 2.06, RMSEA= 0.059, IFI= 0.94,TLI= 0.93, CFI= 0.94, PGFI=0.74, PNFI= 0.78, indicating that the scale had good reliability and validity indicators; (3) it was showed that the School Adjustment Questionnaire included 18 items and four factors, and the results of CFA showed that the measurement model fitted the data well. The Cronbach’s alpha coefficient of the SAQ and its each sub-scale were between 0.43 and 0.75. The CFA showed that the structure of the SAQ was rational:χ2/df=1.66RMSEA= 0.049, IFI= 0.91, TLI=0.89, CFI= 0.91, PGFI= 0.66, PNFI= 0.74, indicating that the scale had good reliability and validity indicators; (4)Freshman, sophomore, junior showed significant differences in the stressful events, the total stress levels of sophomore was significantly higher than that of freshman and junior, and then, the planning stress level of sophomore was the highest, the planning stress level of junior was significantly lower than that of sophomore, and significantly higher than that of freshman, the learning and life stress level of sophomore were significantly higher than that of freshman; there were significant gender differences in stressful events, the total stress levels、the planning、 learning and life stress levels of the female were significantly than that of male; liberal course females on planning pressure were significantly higher than males; (5) there also has significant gender differences in social support; (6) in school adaptation level> interpersonal adaptation and learning adaptation level, student cadres were significantly higher; the mood adaptation level of liberal course males were significantly higher than female; the professional adaptation level of engineering course females were significant lower than males; (7) The relation between stressful events, social support, self-discrepancy, coping style and school adaptation were significant; (8)the self-discrepancy and positive coping style play a chain intermediary effect in the relation between stressful events and school adaptation; (9) For college students, stressful events not only have a direct effect on school adaptation, but also through self -discrepancy、actively coping style and self -discrepancy--actively coping style chain intermediary effect indirect on school adaptation; the self-discrepancy has direct effect to the positive coping styles, also indirectly by social support influence positive coping styles;the self-discrepancy indirectly through positive coping styles influence school adaptation. Social support indirectly by positive coping styles affect school adaptation. (10) Low resilient individuals’ levels of protective factors (social support and positive coping styles) was significantly lower than resilient individuals。 (11) In adversity, individual takes a positive approach to cope with stress and to obtain positive results of school adjustment so as to embody resilience。The results given tips that teachers can teach the college students how to manage and cope with stress, help them to improve their self-awareness and enhance their social support,to promote their adapt to college life.