The Relationship Between Academic Pressure,Coping Styles And Psychological Flexibility Of Junior High School Students

Academic pressure is mainly the psychological burden caused by some social events related to their own learning activities,which adapts to the external learning conditions and environment.Coping mode refers to the person who,during the coping process,uses a habitual specific response action,method,or strategy to achieve a particular goal.Psychological resilience refers to the results of positive adjustment after individuals have experienced high-risk psychological situations and emphasizes that psychological resilience is the result of individual behavior that overcomes psychological dilemmas and can achieve good psychological adjustment.Academic stress is currently the main source of stress in middle school students in our country and one of the risk factors that can cause depression in Chinese middle school students.Excessive academic pressure will have a serious impact on the physical and mental health of many young people.Given the excessive academic pressures,it is extremely important which response methods junior high school students should use.Discussing the academic pressures,coping styles,and psychological flexibility of middle school students,and learning the relationships between the three students can help high school students learn and live better,and provide reference and empirical research foundations for physical and mental development the student deliver.The study involved 478 middle school students.Using the High School Student Academic Stress Questionnaire,Coping Ability and Resilience Strength Scale,and uses analysis of variance,correlation analysis,and multiple analysis for regression analysis Analysis of the academic pressures of middle school students.Discuss the relationship between the style of confrontation and sustainability,analyze the impact of academic pressure on psychological resilience and its mechanism,and draw the following conclusions:(1)The academic pressure that junior high school students feel includes competition,frustration,self-development,task requirements and expectations;There are significant gender differences in the school burden on secondary school pupils;There was no significant difference in class,just child or not,and the source of the students.(2)The most common way of dealing with pupils in Junior High School is retreat,and the most common coping style is mixed coping style according to different combinations.There is a significant difference in the level of assistance in finding pupils in the classroom in dealing with the pupils of the Junior High School,and the pupils of the Junior High School are higher than the pupils of the Junior High School;There was no significant difference between gender,child or non-child,and origin.(3)Improving the resilience of secondary school pupils is positive cognition.There is a significant gender difference in the positive cognitive dimension of the resilience of secondary school pupils and the score of female pupils is significantly higher than that of male pupils;The overall load capacity and target focus of the pupils varies significantly,whether they are the only child or not,and the score of the only child is significantly higher than that of the not only child;There is no significant difference in the class and the source of stress on the students of Junior High School.(4)There is a significant correlation between academic stress and the way students of junior high school cope.There is a significant negative correlation between academic stress and management style.(5)There is a significant correlation between academic stress and stress.There is a significant negative correlation between the total value of academic stress and the total strength of stress.The dimensions of target focus,positive cognition and family support in the Resistance are negatively correlated with academic stress.(6)There was a significant positive correlation between the dimensions of the handling style and the overall strength of the load capacity.There was a significant positive correlation between the dimensions of target focus,positive cognition and family support and management style.In addition to the help to search for the dimension,there was a significant negative correlation between the dimensions of emotional control and interpersonal help and the style of handling,and there was a significant negative correlation between the dimensions of the search for help and emotional control,There is no link between the dimension of the search for dimension and the dimension of interpersonal assistance.(7)Academic pressure not only has a direct effect on psychological resilience,but also indirectly on psychological resilience through coping styles.Coping style plays a partial mediating role between academic stress and psychological resilience.According to the investigation and result analysis of this study,the following educational suggestions are put forward: firstly,students of the Junior High School are to deal effectively with academic pressure,including specific measures to deal rationally with academic competition,reduce the burden on school work and improve the frustration capacity of pupils;Secondly,to develop a mature way of coping,it includes guiding students to face difficulties,encouraging and affirming students and seeking social support.Thirdly,to improve the psychological resilience of junior high school pupils,including specific measures to improve the ability of interpersonal assistance and to control bad emotions consciously.