成教生双性化人格及其与应对方式、心理健康的关系研究
|
摘要
本研究以480名全日制成教生为研究对象,采用钱铭怡编制的《大学生性别角色量表》、肖计划等编制的《应对方式问卷》和Derogatis.L.R编制的《症状自评量表》为研究工具,对成教生的双性化人格及其与应对方式和心理健康的关系进行了研究。
研究结果表明：
(1)成教生的性别角色类型分布不均衡,存在显著差异,成教生中的未分化个体和双性化个体显著地多于男性化个体和女性化个体,即成教生的性别角色类型以双性化和未分化为主,而男性化和女性化相对较少。成教生的性别角色类型在性别、年级和家庭来源上均无显著差异,说明四种性别角色类型具有跨性别、跨年级和跨城乡的一致性。
(2)四种性别角色类型的成教生在应对方式的解决问题、自责和求助因子上存在显著差异,在心理健康中的人际关系敏感上的得分存在显著差异。
(3)与其他三种性别角色类型的个体相比,具有双性化人格的成教生能够更多地采用解决问题的成熟应对方式。
(4)双性化人格对个体在人际关系敏感上的得分具有显著的负向预测作用,即双性化人格有助于个体建立良好的人际关系。
(5)解决问题这种成熟的应对方式是成教生的双性化人格与心理健康中的人际关系敏感的中介变量,即成教生中的双性化个体的良好人际关系的建立是受解决问题这种成熟的应对方式影响的。
This study measures the relationship among Androgyny and Coping Styles and Mental Health of 480 part-time adult students with the aid of Chinese Sex Role Inventory, Coping Style Questionnaires and Self-rating Symptom Scale.
The result shows that:
(1)The distribution of part-time adult students'gender role types is not balanced and its difference is remarkable. The distribution of androgyny and undifferentiation is evidently more than the distribution of masculinity and femininity. That is to say, the main gender types of part-time adult student's are androgyny and undifferentiation, while the students who possess masculinity or femininity are relatively little. There is no significant difference in the distribution of four gender types between male and female. The distribution of the four gender types has cross-grade coherence, and the distribution of the four gender types has cross-region coherence.
(2)There is significant difference in problem-solving, self-accusation and seek-helping of coping style among four types of gender roles, and there also exists significant difference in the score of interpersonal sensitivity.
(3)Compared with the other three types of gender roles, Part-time adult students who possess androgyny personality used more frequently the method of problem-solving which is more mature and positive.
(4)Androgyny can prognosticate negatively the score of interpersonal sensitivity, that is to say, androgyny contributes to establishing good relationships with others.
(5)Problem-solving, which is a more mature coping style, is the mediator between androgyny and interpersonal sensitivity, that is to say, establishing a harmonious relationship for part-time adult student's who possess androgyny personality have been affected by problem-solving.
研究结果表明：
(1)成教生的性别角色类型分布不均衡,存在显著差异,成教生中的未分化个体和双性化个体显著地多于男性化个体和女性化个体,即成教生的性别角色类型以双性化和未分化为主,而男性化和女性化相对较少。成教生的性别角色类型在性别、年级和家庭来源上均无显著差异,说明四种性别角色类型具有跨性别、跨年级和跨城乡的一致性。
(2)四种性别角色类型的成教生在应对方式的解决问题、自责和求助因子上存在显著差异,在心理健康中的人际关系敏感上的得分存在显著差异。
(3)与其他三种性别角色类型的个体相比,具有双性化人格的成教生能够更多地采用解决问题的成熟应对方式。
(4)双性化人格对个体在人际关系敏感上的得分具有显著的负向预测作用,即双性化人格有助于个体建立良好的人际关系。
(5)解决问题这种成熟的应对方式是成教生的双性化人格与心理健康中的人际关系敏感的中介变量,即成教生中的双性化个体的良好人际关系的建立是受解决问题这种成熟的应对方式影响的。
This study measures the relationship among Androgyny and Coping Styles and Mental Health of 480 part-time adult students with the aid of Chinese Sex Role Inventory, Coping Style Questionnaires and Self-rating Symptom Scale.
The result shows that:
(1)The distribution of part-time adult students'gender role types is not balanced and its difference is remarkable. The distribution of androgyny and undifferentiation is evidently more than the distribution of masculinity and femininity. That is to say, the main gender types of part-time adult student's are androgyny and undifferentiation, while the students who possess masculinity or femininity are relatively little. There is no significant difference in the distribution of four gender types between male and female. The distribution of the four gender types has cross-grade coherence, and the distribution of the four gender types has cross-region coherence.
(2)There is significant difference in problem-solving, self-accusation and seek-helping of coping style among four types of gender roles, and there also exists significant difference in the score of interpersonal sensitivity.
(3)Compared with the other three types of gender roles, Part-time adult students who possess androgyny personality used more frequently the method of problem-solving which is more mature and positive.
(4)Androgyny can prognosticate negatively the score of interpersonal sensitivity, that is to say, androgyny contributes to establishing good relationships with others.
(5)Problem-solving, which is a more mature coping style, is the mediator between androgyny and interpersonal sensitivity, that is to say, establishing a harmonious relationship for part-time adult student's who possess androgyny personality have been affected by problem-solving.
引文
[1]唐若水.“双性化教育”在美国.教师博览[J],2003,(11)
[2]张书义.性别角色获得的影响因素探析[J].河南师范大学学报(哲学社会学版),1999,26(4)：40-42
[3]Spence J T.Gender Identity and Its Implications for the Concepts of Masculinity and Femininity,In Maher B A,Maher W B(Exls) [J],Progress in Experimental Personality Research,1985
[4][美]阿瑟S雷泊.心理学词典[M].上海：上海译文出版社,1996
[5]Bem SL.The measurement of psychological androgyny[J] Journal of Consulting and Clinical Psychology,1974,42:155-162
[6]钱铭怡,张光健,罗珊红,张莘.大学生性别角色量表(CSRI)的编制[J].心理学报,2000,32(1)：99-104
[7]李方强,郑寒方.双性化人格理论及其对学校教育的启示[J].东北师范大学报(哲学社会科学版),2004(4)：117-119
[8]方俊明.性别差异与两性化人格[J].陕西师范大学学报(哲学社会科学版),1996,25(3)：165-167
[9][美]珍尼特.希伯雷.海登,G.罗森伯格著,范志强等译.人类经验的二分之一：妇女心理学[M].昆明：云南人民出版社,1985年版
[10]Bem S L.Gender schema theory:A cognitive account of sexy typing[J].Psychological Review,1981,88:354-364
[11]Spence J T.The perception of androgyny and physical attractiveness:Two is better than one [J].Personality and Social Psychology Bulletin,1993(9):405-413
[12]Cecilia Cheng.Gender-Role differences in Susceptibility to the influence of Support Available on Depression[J].Journal of Personlity,1999,67(3)
[13]Boan.The perception of androgyny and physical attractiveness:Two is better than one[J].Personality and Social Psychology Bulletin,1999(9):405-413
[14]Kin Shifren,Adrian Furnham,and Robert L.Bauserman.Emerging Adulthood in Amercian and British Samples:Individuals' Personnality and Health Risk Behaviors. Journal of Adult Development,2003,10(2)
[15]马锦华.大学生双性化人格模式与心理健康的关系[J].安徽教育学院学报,2001,19(4)：87-89
[16]马莹,王红瑞.双性化人格特质与心理健康水平的关系研究[J].宁夏大学学报 (人文社会科学版),2001,23(5)：116-118
[17]张莉.大学生双性化人格特征及影响因素的研究[D].硕士学位论文.昆明：云南师范大学,2003
[18]王红瑞.双性化人格特质与情绪状态的相关研究[J].新疆石油教育学院学报,2005,8(1)：124-125
[19]杜军,谢继红.双性化对大学生主观幸福感的影响[J].中国健康心理学杂志,2008,16(2)：187-189
[20]Carol Flake-Hobson, Patsy Skeen,Bryan E. Robinson.Androgyny and Coping in men with a managerial orientation.South-African Journal of Psychology,1997,27 (4):155-162
[21]赵文进.大学生双性化人格、应对方式和主观幸福感关系研究[D].硕士学位论文.兰州：西北师范大学,2007
[22]戴美林.青少年双性化人格与自我效能感、应对方式的关系研究[D].硕士学位论文.曲阜师范大学,2008
[23]Gilbert.Measures of Psychological Masculinity and Femininity:A Commenton Gaddy,Glass and Amkoff[J]. Journal of Consulting Psychology,1985,32:163-166
[24]Kumi Hirokawa.The effects of sex,self gender type,and partner's gender type on interpersonal adjustment during a first encounter: androgynous and stereotypically sex-typed couples[J].Japanese Psychological Research 2000,42(2):102-111
[25]Peterjonsson,Irgegerd carlsson.Androgyny and Creativity:A study of the relationship between a balanced sex-role and creative-functioning. Scandinavian Journal of psychology,2000,41:269-294
[26]Torsten Norlander,Anna Erixon.Psychology androgyny and creativity: Dynamics of gender-role and personality trait.Social beavior and personality,2000,28(5):423-436
[27]李少梅.大学生双性化性别特质与人格特质的相关研究[J].陕西师范大学学报(哲学社会科学版),1998,27(4)：148-152
[28]范丽恒.高中生性别角色的人格特征及其相关研究[D].硕士学位论文.郑州：河南师范大学,2001
[29]王学.当代大学生人格建构的理想模式—双性化人格[J].现代大学教育,2004(4)：86-88
[30]张莉,冯江平.大学生双性化人格特征研究[J].中国临床心理学杂志,2005,13(4)：434-436
[31]刘玉梅.大学生的双性化人格与人际交往[J].宁波广播电视大学学报,2006(1)：93-95
[32]王中会,张建新.性别、性别角色和性别观念对大学生人格特征的影响[J].心理发展与教育,2007,3：50-55
[33]Lazarus.From Psychological stress to the emotions:A history of changing outlooks[J]. Annual Review of Psychology,1993,44:1-21
[34]Billings,A.G,Cronkite,R.C.,etal:social-enviromental factors in unipolar depression: comparisons of depressed patients and nondepressed controls[J].Abnormal Psychology,1983,92:119-133
[35]肖计划.587名青少年学生应付行为研究[J].中国心理卫生杂志,1995,9(3)：100-102
[36]李育辉,张建新.中学生人格特质、主观应激与应对风格之问的关系[J].心理学报.2004,36(1)：71-77
[37]肖计划,许秀峰.“应对方式问卷”效度与信度研究[J].中国心理卫生杂志,1996,4：164-168
[38]梁宝勇.应对研究的成果、问题与解决办法[J].心理学报,2002,34(6)：643-650
[39]黄希庭,余华,郑勇.中学生应对方式的初步研究[J].心理科学,2000,23(1)：1-5
[40]陈启山,温忠麟.高职大学毕业生的应对方式与心理健康的关系[J].心理健康与教育,2005(2)：92-97
[41]叶一舵,申艳娥.应对及应对方式研究综述[J].心理科学,2002,25(6)：755-756
[42]Vainant. Coping Styles as Correlates of Health.High School Students-Journal of Adolescent Health,1992,30:326-335
[43]Maccoby&Jacking.Coping and Physical Health During Caregiving,The Role of Positive 50 and Negative Afflect[J]. Journal of Personality and Social Psychology,2000,79:131-142
[44]陈红,黄希庭,郭成.中学生人格特征与应对方式的相关研究[J].心理科学,2002,25(5)：520-522.
[45]吕薇,英玉生.高职生应对方式的特点及其与心理健康的关系[J].中国特殊教育,2006,8：86-90
[46]王勇剑.成教生压力源、应对方式和心理健康的关系研究[D]：硕士学位论文.苏州：苏州大学,2008
[47]谭和平.中学生心理健康量表编制研究[J].心理科学,1998,1(1)：429-434
[48]黄希庭,郑涌.大学生心理健康与咨询.高等教育出版社,1997
[49]廖文眺,吴素琴.试论加强成教学生心理健康教育的必要性[J].电大教学,2000,6：44-46
[50]葛玲.成人教育大学生心理健康状况调查研究[J].中国健康教育,2003,4(19)：180-181
[51]徐强.成人教育医学生心理健康状况的调查分析[J].中国健康心理学杂志,2008,1(16)：24-25
[52]龚文霞.成教大学生心理健康问题的成因与对策[J].科技信息,2007,36：13-16
[53]程绍珍,程鲜彩.农村成教学生心理健康状况的调查分析[J].河南职技师院学报(职业教育版),2001,3：64-65
[54]葛操,贾瑞卿.成教大学生心理健康状况的比较分析[J].中国成人教育,2002,1：67-68
[55]郑林科,彭革伟,马小刚.成教学生的心理压力和心理障碍分析[J].西安石油大学学报,2004,1(4)：51-56
[56]Spence J T.Gender-related traits and gender ideology: Evidence for a multifactorial theory[J]. Journal of Personality and social Psychology,1993,64:624-635
[57]樊晓盼.大学生性别角色类型、自尊与人际交往能力的研究[D].硕士学位论文,石家庄：河北师范大学,2009
[58]余小芳.性别角色与焦虑及抑郁的相关研究[J].中国学校卫生,2004,25(1)：39-40
[59]Bem SL. The measurement of psychological androgyny [J]. Journal of Consulting and Clinical Psychology,1974,42:155-162
[60]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较与应用[J]心理性别,2005,37(2)：268-274
[61]韩爱晶.中学生双性化人格与人际交往能力及社会是影响之间的关系研究[D].硕士学位论文.兰州：西北师范大学,2007
[62]王巧云.成教学生心理健康状况比较探究[J].教育与职业,2006(3)：23-24
[63]Auster C J,Ohm S C.Masculinity and femininity in contemporary society:A reevaluation using the Bem Sex-Role Inventor 2000,7:133-142
[64]Bem SL.Sex role adaptability: One consequence of psychological androgyny[J]. Journal of Personality and Social Psychology,1975,31:634-643
[65]Michel Alain,Yvanlussier.Sex-Role Attitudes and Divoice Experience[J].Journal of Social Psychology,2001,128(2):143-152
[66]Cheng,Cecilia.Processes Underlying Gender-Role Flexibility:Do Androgynous Individuals Know More or Know How to Cope?[J] Journal of Personality,2005,73(3):645-674
[67]Kristine L. Anderson. Androgyny,Flexibility,and Individualism[J] Journal of Personality Assessment,1986,50(2):265-278
[68]John J.Ran&F.H.Lovejoy.The Great Androgyny Myth:Sex Roles and Mental health in the Community at Large.The Journal of Social Psychology,1984,124:237-246
[69]肖计划.应付与应对方式.中国心理卫生杂志[J].1992,8(4)：181-183
[70]梁军林.518名高中生的应对方式与个性调查[J].中国临床心理学杂志,1999,7(4)：238-239.
[71]邓如陵.成教大学生心理健康问题的成因与教育对策[J].中国成人教育.2005(12)：116-117
[72]王可可.成教全日制学生心理健康状况调查报告[J].合作经济与科技.2009,363：60-61
[73]孙丽萍,李庆国.高校成教大学生心理问题的调试与对策[J].内蒙古农业大学学报(社会科学版),2009,3(11)：192-194
[74]杨玲,王雄雄.大学生性别角色与心理健康水平关系的研究[J].高等理科教育,2005,5：23-28
[75]崔冠宇,胡允君.应对方式对高职医学新生心理健康的影响[J].现代预防医学,2009,36(18)：3498-3451
[76]张林等.大学生心理压力应对方式特点的研究.心理科学,2005,28(1)：36-41
[77]Sharkansy,E.J.et al.Coping with Gulf war combat stress:mediating and moderating eeffets.[J] Abnomr Psychol.2000,109(2):188-197
[2]张书义.性别角色获得的影响因素探析[J].河南师范大学学报(哲学社会学版),1999,26(4)：40-42
[3]Spence J T.Gender Identity and Its Implications for the Concepts of Masculinity and Femininity,In Maher B A,Maher W B(Exls) [J],Progress in Experimental Personality Research,1985
[4][美]阿瑟S雷泊.心理学词典[M].上海：上海译文出版社,1996
[5]Bem SL.The measurement of psychological androgyny[J] Journal of Consulting and Clinical Psychology,1974,42:155-162
[6]钱铭怡,张光健,罗珊红,张莘.大学生性别角色量表(CSRI)的编制[J].心理学报,2000,32(1)：99-104
[7]李方强,郑寒方.双性化人格理论及其对学校教育的启示[J].东北师范大学报(哲学社会科学版),2004(4)：117-119
[8]方俊明.性别差异与两性化人格[J].陕西师范大学学报(哲学社会科学版),1996,25(3)：165-167
[9][美]珍尼特.希伯雷.海登,G.罗森伯格著,范志强等译.人类经验的二分之一：妇女心理学[M].昆明：云南人民出版社,1985年版
[10]Bem S L.Gender schema theory:A cognitive account of sexy typing[J].Psychological Review,1981,88:354-364
[11]Spence J T.The perception of androgyny and physical attractiveness:Two is better than one [J].Personality and Social Psychology Bulletin,1993(9):405-413
[12]Cecilia Cheng.Gender-Role differences in Susceptibility to the influence of Support Available on Depression[J].Journal of Personlity,1999,67(3)
[13]Boan.The perception of androgyny and physical attractiveness:Two is better than one[J].Personality and Social Psychology Bulletin,1999(9):405-413
[14]Kin Shifren,Adrian Furnham,and Robert L.Bauserman.Emerging Adulthood in Amercian and British Samples:Individuals' Personnality and Health Risk Behaviors. Journal of Adult Development,2003,10(2)
[15]马锦华.大学生双性化人格模式与心理健康的关系[J].安徽教育学院学报,2001,19(4)：87-89
[16]马莹,王红瑞.双性化人格特质与心理健康水平的关系研究[J].宁夏大学学报 (人文社会科学版),2001,23(5)：116-118
[17]张莉.大学生双性化人格特征及影响因素的研究[D].硕士学位论文.昆明：云南师范大学,2003
[18]王红瑞.双性化人格特质与情绪状态的相关研究[J].新疆石油教育学院学报,2005,8(1)：124-125
[19]杜军,谢继红.双性化对大学生主观幸福感的影响[J].中国健康心理学杂志,2008,16(2)：187-189
[20]Carol Flake-Hobson, Patsy Skeen,Bryan E. Robinson.Androgyny and Coping in men with a managerial orientation.South-African Journal of Psychology,1997,27 (4):155-162
[21]赵文进.大学生双性化人格、应对方式和主观幸福感关系研究[D].硕士学位论文.兰州：西北师范大学,2007
[22]戴美林.青少年双性化人格与自我效能感、应对方式的关系研究[D].硕士学位论文.曲阜师范大学,2008
[23]Gilbert.Measures of Psychological Masculinity and Femininity:A Commenton Gaddy,Glass and Amkoff[J]. Journal of Consulting Psychology,1985,32:163-166
[24]Kumi Hirokawa.The effects of sex,self gender type,and partner's gender type on interpersonal adjustment during a first encounter: androgynous and stereotypically sex-typed couples[J].Japanese Psychological Research 2000,42(2):102-111
[25]Peterjonsson,Irgegerd carlsson.Androgyny and Creativity:A study of the relationship between a balanced sex-role and creative-functioning. Scandinavian Journal of psychology,2000,41:269-294
[26]Torsten Norlander,Anna Erixon.Psychology androgyny and creativity: Dynamics of gender-role and personality trait.Social beavior and personality,2000,28(5):423-436
[27]李少梅.大学生双性化性别特质与人格特质的相关研究[J].陕西师范大学学报(哲学社会科学版),1998,27(4)：148-152
[28]范丽恒.高中生性别角色的人格特征及其相关研究[D].硕士学位论文.郑州：河南师范大学,2001
[29]王学.当代大学生人格建构的理想模式—双性化人格[J].现代大学教育,2004(4)：86-88
[30]张莉,冯江平.大学生双性化人格特征研究[J].中国临床心理学杂志,2005,13(4)：434-436
[31]刘玉梅.大学生的双性化人格与人际交往[J].宁波广播电视大学学报,2006(1)：93-95
[32]王中会,张建新.性别、性别角色和性别观念对大学生人格特征的影响[J].心理发展与教育,2007,3：50-55
[33]Lazarus.From Psychological stress to the emotions:A history of changing outlooks[J]. Annual Review of Psychology,1993,44:1-21
[34]Billings,A.G,Cronkite,R.C.,etal:social-enviromental factors in unipolar depression: comparisons of depressed patients and nondepressed controls[J].Abnormal Psychology,1983,92:119-133
[35]肖计划.587名青少年学生应付行为研究[J].中国心理卫生杂志,1995,9(3)：100-102
[36]李育辉,张建新.中学生人格特质、主观应激与应对风格之问的关系[J].心理学报.2004,36(1)：71-77
[37]肖计划,许秀峰.“应对方式问卷”效度与信度研究[J].中国心理卫生杂志,1996,4：164-168
[38]梁宝勇.应对研究的成果、问题与解决办法[J].心理学报,2002,34(6)：643-650
[39]黄希庭,余华,郑勇.中学生应对方式的初步研究[J].心理科学,2000,23(1)：1-5
[40]陈启山,温忠麟.高职大学毕业生的应对方式与心理健康的关系[J].心理健康与教育,2005(2)：92-97
[41]叶一舵,申艳娥.应对及应对方式研究综述[J].心理科学,2002,25(6)：755-756
[42]Vainant. Coping Styles as Correlates of Health.High School Students-Journal of Adolescent Health,1992,30:326-335
[43]Maccoby&Jacking.Coping and Physical Health During Caregiving,The Role of Positive 50 and Negative Afflect[J]. Journal of Personality and Social Psychology,2000,79:131-142
[44]陈红,黄希庭,郭成.中学生人格特征与应对方式的相关研究[J].心理科学,2002,25(5)：520-522.
[45]吕薇,英玉生.高职生应对方式的特点及其与心理健康的关系[J].中国特殊教育,2006,8：86-90
[46]王勇剑.成教生压力源、应对方式和心理健康的关系研究[D]：硕士学位论文.苏州：苏州大学,2008
[47]谭和平.中学生心理健康量表编制研究[J].心理科学,1998,1(1)：429-434
[48]黄希庭,郑涌.大学生心理健康与咨询.高等教育出版社,1997
[49]廖文眺,吴素琴.试论加强成教学生心理健康教育的必要性[J].电大教学,2000,6：44-46
[50]葛玲.成人教育大学生心理健康状况调查研究[J].中国健康教育,2003,4(19)：180-181
[51]徐强.成人教育医学生心理健康状况的调查分析[J].中国健康心理学杂志,2008,1(16)：24-25
[52]龚文霞.成教大学生心理健康问题的成因与对策[J].科技信息,2007,36：13-16
[53]程绍珍,程鲜彩.农村成教学生心理健康状况的调查分析[J].河南职技师院学报(职业教育版),2001,3：64-65
[54]葛操,贾瑞卿.成教大学生心理健康状况的比较分析[J].中国成人教育,2002,1：67-68
[55]郑林科,彭革伟,马小刚.成教学生的心理压力和心理障碍分析[J].西安石油大学学报,2004,1(4)：51-56
[56]Spence J T.Gender-related traits and gender ideology: Evidence for a multifactorial theory[J]. Journal of Personality and social Psychology,1993,64:624-635
[57]樊晓盼.大学生性别角色类型、自尊与人际交往能力的研究[D].硕士学位论文,石家庄：河北师范大学,2009
[58]余小芳.性别角色与焦虑及抑郁的相关研究[J].中国学校卫生,2004,25(1)：39-40
[59]Bem SL. The measurement of psychological androgyny [J]. Journal of Consulting and Clinical Psychology,1974,42:155-162
[60]温忠麟,侯杰泰,张雷.调节效应与中介效应的比较与应用[J]心理性别,2005,37(2)：268-274
[61]韩爱晶.中学生双性化人格与人际交往能力及社会是影响之间的关系研究[D].硕士学位论文.兰州：西北师范大学,2007
[62]王巧云.成教学生心理健康状况比较探究[J].教育与职业,2006(3)：23-24
[63]Auster C J,Ohm S C.Masculinity and femininity in contemporary society:A reevaluation using the Bem Sex-Role Inventor 2000,7:133-142
[64]Bem SL.Sex role adaptability: One consequence of psychological androgyny[J]. Journal of Personality and Social Psychology,1975,31:634-643
[65]Michel Alain,Yvanlussier.Sex-Role Attitudes and Divoice Experience[J].Journal of Social Psychology,2001,128(2):143-152
[66]Cheng,Cecilia.Processes Underlying Gender-Role Flexibility:Do Androgynous Individuals Know More or Know How to Cope?[J] Journal of Personality,2005,73(3):645-674
[67]Kristine L. Anderson. Androgyny,Flexibility,and Individualism[J] Journal of Personality Assessment,1986,50(2):265-278
[68]John J.Ran&F.H.Lovejoy.The Great Androgyny Myth:Sex Roles and Mental health in the Community at Large.The Journal of Social Psychology,1984,124:237-246
[69]肖计划.应付与应对方式.中国心理卫生杂志[J].1992,8(4)：181-183
[70]梁军林.518名高中生的应对方式与个性调查[J].中国临床心理学杂志,1999,7(4)：238-239.
[71]邓如陵.成教大学生心理健康问题的成因与教育对策[J].中国成人教育.2005(12)：116-117
[72]王可可.成教全日制学生心理健康状况调查报告[J].合作经济与科技.2009,363：60-61
[73]孙丽萍,李庆国.高校成教大学生心理问题的调试与对策[J].内蒙古农业大学学报(社会科学版),2009,3(11)：192-194
[74]杨玲,王雄雄.大学生性别角色与心理健康水平关系的研究[J].高等理科教育,2005,5：23-28
[75]崔冠宇,胡允君.应对方式对高职医学新生心理健康的影响[J].现代预防医学,2009,36(18)：3498-3451
[76]张林等.大学生心理压力应对方式特点的研究.心理科学,2005,28(1)：36-41
[77]Sharkansy,E.J.et al.Coping with Gulf war combat stress:mediating and moderating eeffets.[J] Abnomr Psychol.2000,109(2):188-197