The Relationship Among Life Stress,social Support,active Coping Style,and Learning Adaptation To Tibetan Freshmen Of Higher Vocational College

With the implementation of the talent plan in western of China,the enrollment proportion of ethnic minority college students has been increasing year by year,and more and more ethnic minority students have entered universities for further study.Since Tibetan students have been influenced by their own national culture in their way of thinking and behavior since childhood,they are under great pressure to enter the learning environment dominated by the Han culture and face many problems such as environmental differences,language communication and learning difficulties.Especially for freshmen,if they are not able to effectively adjust and cope with these problems,they are likely to suffer from psychological pressure and find it difficult to adapt to university study and life.Studies have shown that social support can regulate coping behaviors to a certain extent.The care and help from parents,peers and teachers can largely regulate students' negative emotions,enable them to adopt positive coping methods and relieve the pressure caused by discomfort.Therefore,the purpose of this study is to explore how social support and positive coping style adjust the impact of stress on learning adaptation.Based on the previous research,200 Tibetan freshmen from a vocational college in Qinghai were selected in this survey.Through investigating the general characteristics of Tibetan students' stress events,social support,positive coping style and learning adaptation,this paper emphatically discusses how social support and positive coping style adjust the influence of stress on learning adaptation.The results of research as follows:(1)There is a significant gender difference in life stress,which shows that male students feel more pressure in negative life events than female students;The gender difference of social support is significant,which shows that girls get more support from their friends than boys.There is a significant gender difference in learningadaptation,which is reflected in that girls feel more maladjustment from living environment.(2)There is a significant difference in the source of students in social support,which shows that the family support of Tibetan vocational students from towns is higher than that of Tibetan vocational students from rural areas.There are significant differences in the source of students,which shows that urban students have a better command of learning methods than rural students.(3)There is a significant difference in Chinese learning time among all dimensions of life pressure,which shows that the life pressure of Tibetan higher vocational students with a longer Chinese learning time is lower than that of Tibetan higher vocational students with a shorter Chinese learning time.There is a significant difference in the learning time of Chinese learning,which is reflected in that the longer the learning time,the higher the adaptability of Tibetan vocational students in teaching methods,learning methods,learning motivation and living environment.(4)Social support has a significant difference in family economy,which is reflected in the fact that higher vocational Tibetan students with wealthier family economy have higher family support than those with poorer family economy.(5)Life pressure has a negative predictive effect on learning adaptation,while positive coping style and social support have a positive predictive effect on learning adaptation.(6)Social support and positive coping style play a chain mediating role in the relationship between life stress and learning adaptation.The results of this study provide clues for the mental health education of Tibetan freshmen,that is,psychological guidance and intervention can be provided for them through stress management,positive coping style and social support so as to promote Tibetan students to better adapt to the college life and study.