The Influence Of Academic Stress On Subjective Well-being Of Junior Middle School Students: The Mediating Role Of Coping Style

Objective :(1)to understand the current situation of academic stress,coping style and subjective well-being of junior high school students and the differences in demographic variables;(2)To explore the relationship between academic pressure,coping style and subjective well-being of junior high school students;(3)To improve the coping style of junior high school students and provide corresponding suggestions and countermeasures for improving students’ subjective well-being.Methods: A questionnaire survey was carried out among 590 students from two junior middle schools in Wuhan(ordinary middle school and key middle school)by stratified random sampling.Refer to this study by Chen of the junior middle school students academic stress scale,solution ja-gyeong,compiled the simplified coping style questionnaire and Zhang Xinggui compiled by the adolescent subjective well-being scale for measuring the junior middle school students,using SPSS26.0 software and Process3.4 program analysis data and verify the mediation model,proven approach mediation role.Results :(1)the overall academic pressure of junior middle school students is in the middle and upper level.In terms of academic pressure scores,the students in key middle school are higher than those in ordinary middle school,the boys are higher than the girls,the students in junior three are higher than the students in junior two,the students in junior two are higher than the students in junior one,and the students in rural areas are higher than the students in urban areas.(2)The overall coping style of junior middle school students is above average.In terms of positive coping score,girls are higher than boys,students in ordinary junior middle school are higher than those in key junior middle school,students in grade one are higher than those in grade two,students in grade two are higher than those in grade three,only children are higher than non-only children,and students in urban areas are higher than those in rural areas.In terms of negative coping scores,students in grade 3 are higher than those in grade 2,students in grade 2 are higher than those in grade 1,and non-onlies are higher than onlies.(3)The SWB of junior middle school students is generally at the middle and upper level.In terms of SWB scores,students in ordinary middle school are higher than those in key middle school,girls are higher than boys,students in grade one are higher than those in grade two,students in grade two are higher than those in grade three,only children are higher than non-only children,and students in urban areas are higher than those in rural areas.(4)There is a significant correlation between academic pressure,coping style and subjective well-being of junior high school students.There was a significant negative correlation between academic stress and subjective well-being and positive coping style,and a significant positive correlation between academic stress and negative coping style.There is a significant positive correlation between SWB and positive coping style,and a significant negative correlation between SWB and negative coping style.(5)Positive coping style and negative coping style play a partial mediating role in the relationship between academic stress and subjective well-being of junior high school students,the mediating effect of positive coping style accounts for 15.99% of the total effect,and the mediating effect of negative coping style accounts for 16.96% of the total effect.Conclusion :(1)the academic stress,coping style and subjective well-being of junior middle school students are above average level.There are significant differences in academic stress,positive coping and subjective well-being in school,gender,grade,only child and domicile area,while there are significant differences in negative coping in grade and only child.(2)Higher academic stress is associated with more negative coping styles and lower subjective well-being,while lower academic stress is associated with more positive coping styles and higher subjective well-being.(3)The academic stress of junior high school students can directly affect subjective well-being,and can indirectly affect subjective well-being through positive coping style and negative coping style.Suggestions :(1)improve self quality,set up a correct view of happiness.(2)Through family education to improve students’ coping styles,so that their physical and mental development in an all-round way.(3)The school offers mental health education courses and activities,and teachers guide students to correct coping methods.(4)The Government creates a quality environment to truly reduce the academic pressure on students.