Research On The Status Quo And Relationship Between Mental Health Literacy And Positive Psychological Capital,coping Style Of Middle School Students In Impoverished Areas

In order to understand the situation of middle school students' mental health literacy and positive psychological capital,coping styles and relationships in the poverty-stricken areas,this research adopts a combination of quantitative research and qualitative research.In the quantitative study,399 middle school students from poverty-stricken areas in Zhaotong City,Yunnan Province were selected as the experimental group.252 middle school students from non-impoverished areas in Kunming City were selected as the control group 1,and 190 middle school students from poverty-stricken areas in Baoshan City were selected as the control group.The data on relevant variables was collected using Yang Zongsheng's revised questionnaire for middle school students' mental health literacy,Zhang Kuo's�positive psychological capital scale� and Xia Ning's �simple coping style questionnaire�.On this basis,the status of mental health literacy,positive psychological capital and coping styles,differences in demographic variables,comparisons with middle school students in other regions,and the relationship between the three were analyzed;qualitative research was conducted on 45 individuals.Interviews with middle school students in poor areas further explored the results of quantitative research.The results show:1.The average recognition rate of the four common mental illnesses among middle school students in poverty-stricken areas is 48.625%;81.2% of middle school students will choose to ask for help when they experience mental health problems,and the top three of them are parents,good friends and Relatives(elders or peers);96.5% of middle school students expressed willingness to help when mental illness patients were good friends;middle school students' access to mental health knowledge was mainly online news,television news,and teachers and classmates.2.The structural mental health literacy of middle school students in poverty-stricken areas is generally at an intermediate level.The demographic variables such as grade,parental marital status,long-term residence,etc.have significant differences in one or more dimensions of structural mental health literacy.There were no significant differences in demographic variables such as gender,student source,only child,day or boarding,student cadre,father's education,mother's education,and family average monthly income.3.The positive psychological capital of middle school students in poor areas isgenerally at a medium level.The demographic variables such as gender,origin,place of day or boarding,marital status of parents,long-term residence objects,father's education level,and family average monthly income have significant differences in one or more dimensions of positive psychological capital.However,there is no significant difference in demographic variables such as student cadres,whether they are only students,their mother's education level,and grade level.4.Middle school students in poor areas have higher scores in positive coping styles and lower scores in passive coping styles.Negative coping styles have significant differences in household average monthly income.There were no significant differences in gender,student source,only child,student cadres,parents' marital status,long-term living objects,father's education,mother's education,and grade-level demographic variables.5.Middle school students in poverty-stricken areas have the highest average of the correct rate of recognition for four typical cases;in the face of mental health problems,middle school students in non-impoverished areas will more actively tell others that when they seek help,they are less worried;Some students expressed their willingness to help good friends with mental illnesses;middle school students in non-impoverished areas had more knowledge of mental health than professional students in poor areas;middle school students in non-impoverished areas learned more about ways to maintain mental health than students in two impoverished areas.More.6.Middle school students in non-impoverished areas score significantly higher scores in structural mental health literacy than in poor areas.Students in non-impoverished areas scored significantly higher in the total score of positive psychological capital than those in poor areas.Students in non-impoverished areas scored significantly higher on the dimensions of positive coping styles and negative coping styles than students in impoverished areas.7.In the poverty-stricken areas of the experimental group,middle school students scored significantly higher in the structural mental health literacy scores and in multiple dimensions than in the poverty-stricken middle school students in the control group2.The students in the poverty-stricken areas of the experimental group scored significantly lower on the psychological capital hope than the students in the poverty-stricken middle school in the control group2.The students in the poverty-stricken areas of the experimental group scored significantly higher on thenegative coping style than the students in the poverty-stricken areas in the control group2.8.There is a significant positive correlation between structural mental health literacy and positive psychological capital of middle school students in poverty-stricken areas;structural mental health literacy and positive coping styles are significantly positively correlated;positive psychological capital and positive coping styles are both significantly positively correlated.Positive psychological capital plays a partial intermediary role between structural mental health literacy and active coping styles.