上海市中学生的心理压力与心理健康的关系研究
|
摘要
该研究的目的有三个：(1)了解上海市中学生的心理压力及心理健康现状，为学校教育工作者提供参考。(2)深入分析影响中学生心理健康的主客观因素，着重探索应对方式及社会支持在心理压力与心理健康关系中的作用，为缓解中学生的心理压力，提高心理健康水平提供理论支持及实践指南。(3)根据上述研究结果，为教育实践工作者提出一些有针对性的措施，以增进中学生的心理健康水平。
研究者采用了问卷调查法和个案研究法。问卷调查的主要工具是中学生应激源量表、中学生应对方式量表、领悟社会支持量表和症状自评量表(SCL-90)，调查了初一至高三的六个年级852名上海市中学生。调查数据采用SPSS10．0 forWindows及EQS for Windows统计软件处理，主要进行了描述性统计分析、多元回归分析和单因变量多维交互作用分析及结构方程建模研究。访谈了(?)位比较典型的个案，个案访谈提纲自拟。分析了一例心理咨询个案。
通过研究，得到了以下结论：(1)学习压力、自身压力和教师压力是上海市中学生的三种最主要心理压力源。女中学生感受到更多的心理压力。(2)上海市中学生心理健康水平不容乐观，有心理障碍或严重心理障碍的学生显著多于全国水平。女生的心理健康状况不如男生，在抑郁、焦虑、恐怖分量表上的得分显著高于男生。高三学生的心理健康水平较低，与其他各个年级有显著差异。(3)消极应对方式对中学生的心理健康影响较大，与心理压力和心理健康有显著相关，可以成为心理健康水平的较好预测指标。积极应对方式与心理健康的相关不显著。女中学生在积极应对方式和消极应对方式的各个指标上的得分都高于男生。(4)社会支持对心理健康的影响同时具有主效应和缓冲效应。女生比男生感受到更多的社会支持。(5)心理压力与心理健康之间存在着显著相关，应对方式和社会支持在心理压力与心理健康的关系中彼此独立起作用，两者之间的交互作用不明显。
根据以上研究，研究者提出了缓解中学生心理压力，增进中学生心理健康的四条建议：(1)深化素质教育改革，切实减轻学生过重的负担。(2)大力提高教师的专业化水平，减少师源性心理问题。(3)加强心理健康教育，提高中学生的心理健康意识和心理自助能力。(4)采取“三层次介入理论”，建立完善的中学生心理援助体系。
Purpose:(1)To recognize the present situation of psychological stress and mental health of middle school students in Shanghai, to provide some reference for instructors.(2)To analyse the subjective and objective factors that influence the middle school students' mental health, and to explore the effects of coping styles and social support on the relationship between psychological stress and mental health so as to provide theorectical foundation and practical guide to alleviate students' psychological stress and to improve their mental health. (3 )To give some correspondent advice for instructors to improve students' mental health basing on this reseach.
Method: Questionnaires were used to examine 852 middle school students from Grade One to Grade Six in Shanghai. Instruments employed included the Stressor Scale of Middle School Student, Coping Styles Scale of Middle School Student, Perceived Social Support Scale, and Scl-90. Regression and general linear model (univariate) were used to test the main effects and interaction of coping styles, social support on the mental health. Six typical students were interviewed and a case of counseling was analysed thoroughly.
Conclusion: (l)Life Stress from study, teachers and themselves are three main stress causes. Female students reported more stress than that of male students.(2)The middle students in Shanghai where have more students with psychological problems or deseases ,have poorer mental health than that of national average level.Girls' mental health is poorer than that of boys, espically having significant higher score in the scales of depression, anxiety, and panic. The students of Grade Six have the poorest mental health of all the middle school students. (3)Negtive coping styles, which have significant positive correlations with high stress and poor mental health,have much influence on students' mental health and can be a good predictive index of mental health. Positive coping styles don't show significant correlation with mental health. Female students score higher than that of male students both in positive and negtive coping styles scales. (4)Social support shows both main and buffering effects on mental health. Girls perceived more social support than that of boys. ( 5 ) Psychological stress is significant correlated with menta health. Coping styles have no significant interaction with support. They play a independent role in the relationship between psychological stress and menta health.
Some advice to alleviate middle school students' psychological stress and to improve their mental health: (l)Deepen the educational reform to alleviate the overload psychological stress.(2)Improve greatly the teachers' proffessional level to reduce students' psychological problems caused by teachers.(3)Strengthen the psychological education to increase the conscious of mental health and improve students' abilities to help themselves to solve the psychological prombles.(4)Put "the theory of intervention from three levels" into practice to complete the system of psychological help for middle school students.
研究者采用了问卷调查法和个案研究法。问卷调查的主要工具是中学生应激源量表、中学生应对方式量表、领悟社会支持量表和症状自评量表(SCL-90)，调查了初一至高三的六个年级852名上海市中学生。调查数据采用SPSS10．0 forWindows及EQS for Windows统计软件处理，主要进行了描述性统计分析、多元回归分析和单因变量多维交互作用分析及结构方程建模研究。访谈了(?)位比较典型的个案，个案访谈提纲自拟。分析了一例心理咨询个案。
通过研究，得到了以下结论：(1)学习压力、自身压力和教师压力是上海市中学生的三种最主要心理压力源。女中学生感受到更多的心理压力。(2)上海市中学生心理健康水平不容乐观，有心理障碍或严重心理障碍的学生显著多于全国水平。女生的心理健康状况不如男生，在抑郁、焦虑、恐怖分量表上的得分显著高于男生。高三学生的心理健康水平较低，与其他各个年级有显著差异。(3)消极应对方式对中学生的心理健康影响较大，与心理压力和心理健康有显著相关，可以成为心理健康水平的较好预测指标。积极应对方式与心理健康的相关不显著。女中学生在积极应对方式和消极应对方式的各个指标上的得分都高于男生。(4)社会支持对心理健康的影响同时具有主效应和缓冲效应。女生比男生感受到更多的社会支持。(5)心理压力与心理健康之间存在着显著相关，应对方式和社会支持在心理压力与心理健康的关系中彼此独立起作用，两者之间的交互作用不明显。
根据以上研究，研究者提出了缓解中学生心理压力，增进中学生心理健康的四条建议：(1)深化素质教育改革，切实减轻学生过重的负担。(2)大力提高教师的专业化水平，减少师源性心理问题。(3)加强心理健康教育，提高中学生的心理健康意识和心理自助能力。(4)采取“三层次介入理论”，建立完善的中学生心理援助体系。
Purpose:(1)To recognize the present situation of psychological stress and mental health of middle school students in Shanghai, to provide some reference for instructors.(2)To analyse the subjective and objective factors that influence the middle school students' mental health, and to explore the effects of coping styles and social support on the relationship between psychological stress and mental health so as to provide theorectical foundation and practical guide to alleviate students' psychological stress and to improve their mental health. (3 )To give some correspondent advice for instructors to improve students' mental health basing on this reseach.
Method: Questionnaires were used to examine 852 middle school students from Grade One to Grade Six in Shanghai. Instruments employed included the Stressor Scale of Middle School Student, Coping Styles Scale of Middle School Student, Perceived Social Support Scale, and Scl-90. Regression and general linear model (univariate) were used to test the main effects and interaction of coping styles, social support on the mental health. Six typical students were interviewed and a case of counseling was analysed thoroughly.
Conclusion: (l)Life Stress from study, teachers and themselves are three main stress causes. Female students reported more stress than that of male students.(2)The middle students in Shanghai where have more students with psychological problems or deseases ,have poorer mental health than that of national average level.Girls' mental health is poorer than that of boys, espically having significant higher score in the scales of depression, anxiety, and panic. The students of Grade Six have the poorest mental health of all the middle school students. (3)Negtive coping styles, which have significant positive correlations with high stress and poor mental health,have much influence on students' mental health and can be a good predictive index of mental health. Positive coping styles don't show significant correlation with mental health. Female students score higher than that of male students both in positive and negtive coping styles scales. (4)Social support shows both main and buffering effects on mental health. Girls perceived more social support than that of boys. ( 5 ) Psychological stress is significant correlated with menta health. Coping styles have no significant interaction with support. They play a independent role in the relationship between psychological stress and menta health.
Some advice to alleviate middle school students' psychological stress and to improve their mental health: (l)Deepen the educational reform to alleviate the overload psychological stress.(2)Improve greatly the teachers' proffessional level to reduce students' psychological problems caused by teachers.(3)Strengthen the psychological education to increase the conscious of mental health and improve students' abilities to help themselves to solve the psychological prombles.(4)Put "the theory of intervention from three levels" into practice to complete the system of psychological help for middle school students.
引文
[1] 陈红，黄希庭．A型人格、自我价值感对中学生不同情况下应对方式的影响．心理科学，2001，24(3)
[2] 陈昌惠．应激与健康(二)．中国心理卫生杂志，1987，1(5)：225
[3] 陈树林等．中学生应对方式量表的初步编制．中国临床心理学杂志，2000，23(4)：211
[4] 程俊玲．关于社会支持对身心健康的影响研究述评．社会心理研究，1998，1：58-61
[5] 宫宇轩．社会支持与健康的关系研究概述．心理学动态，1994，2(2)：34-39
[6] 郭建华，林朝晖．论中学生心理健康状况及对策．南昌职业技术师范学院学报，2000，4：58-60
[7] 郭梅英，阎克乐，梁会霞，魏铁军，焦虑水平与应付方式关系的初步研究．中国行为医学科学，2001，10(1)：55-56
[8] 郭勇．女中学生心理健康问题的调查分析．青年研究，1999，7：30-35
[9] 樊富珉等．京港青少年心理健康比较研究．青年研究，2001，9：36-42
[10] 方晓义．不同年级青少年的友伴网络结构．心理学报，1995，27(4)：363
[11] 冯永辉，周爱保．中学生生活事件、应对方式及焦虑的关系．心理发展与教育，2002，1：71-74
[12] 赫洛克原著，胡国编译．青少年心理学．桂冠图书股份有限公司，76年5月15日：412-430
[13] 黄希庭．如何应对心理危机．http//www.greenapple.com.cn／youth／mind048.htm
[14] 黄希庭等．中学生应对方式的初步研究．心理科学，2000，23(1)
[15] 井世洁．初中生日常生活事件的应激强度及其与心理健康关系的研究．四川心理科学，2001，24(1)
[16] 井世洁．初中学尘的应对方式与心理健康的相关研究．宁波大学学报(教育科学版)，2001，23(4)：1-5
[17] 李东升，陶芳标．中学生生活事件评定及其与焦虑、抑郁之间关系的研究．安徽预防医学杂志，2000，6(4)：241-243
[18] 李金钊．儿童发展与教育研究的尘态学取向概览．学习指导研究，2001，4
[19] 李金钊，徐媛．父母养育方式与中学生的特质应对方式及特质焦虑研究．健康心理学杂志，2003，11(1)
[20] 李金钊．一个学校教育情境的生态学模型简介．上海教育科研，2001，9：24-26
[21] 李凌江等．社区人群精神应激的应付方式及其影响因素．中国行为医学科
学，1995，4(3)：133-136
[22] 李燕等．武汉市中学生心理应激因素的初步分析．中国心理卫生杂志，2000，3：197-200
[23] 梁宝勇等．关于应付的一些思考与实证研究Ⅰ．中国临床心理学杂志，1999，7(3)：188-190
[24] 林崇德．中学生心理学．北京出版社，1983：7-13
[25] 刘金花主编．儿童发展心理学(修订版)．华东师范大学出版社，1997：284-286
[26] 刘连龙，张富昌．秦巴山区初中尘心理健康状况调查研究．健康心理学，2003，11(1)：10
[27] 刘贤臣等．青少年生活事件量表的信度、效度检验．中国临床心理学杂志，1997，4：34
[28] 刘英杰主编．中国教育大事典1949-1990(上)．浙江教育出版社，1993：350-352
[29] 楼韦群，齐全衣．高中生压力源和心理健康的研究．心理科学，2000，23(2)
[30] 孪荣生等．社会支持与社会功能及其影响因素的人群研究．中国心理卫生杂志，1999，13(5)：290-291
[31] Phillip L.Rice著，胡佩诚等译．健康心理学．中国轻工业出版社，2000：140-146
[32] Phillip L.Rice著，石林等译．压力与健康．中国轻工业出版社，2000：3，217
[33] 秦金亮，郭秀艳．论心理学两种研究范式的整合趋向．心理科学，2003，26(1)：20-23
[34] 申继亮等．当代儿童青少年心理学的进展．浙江教育出版社，1999：86-98
[35] 沈克详．少年班与理科试点班新生心理健康状况调查分析．健康心理学杂志，2002，10(2)：108
[36] 斯宾塞·约翰逊著，吴立俊译．谁动了我的奶酪，中信出版社，2001：5
[37] 唐剑．上海市弱势妇女群体主观幸福感及其影响因素的研究．华东师范大学2002届硕士学位论文：26
[38] 托尼·巴蒂森(Toni Bartison)著．活力男士·疏解心理压力．福建科学技术出版社·香港万里机构，2001：6，16
[39] 汪金翎．中学生应付方式的研究．教育探索，2001，5：77
[40] 韦有华，汤盛钦．几种主要的应激理论模型及其评价．心理科学，1998，21(4)：441-444
[41] 肖计划．应付与应付方式．中国心理卫生杂志，1992，6(4)：181
[42] 肖计划．社会支持对身心健康的影响．中国心理卫生杂志，1987，1(4)：183-186
[43] 肖计划等．青少年应付方式与精神健康水平的相关研究．中国临床心理学杂志，1996，4(1)
[44] 肖计划，许秀峰．“应对方式问卷”效度与信度研究．中国心理卫生杂志，1996，10(1)：164-168
[45] 肖水源．社会支持评定量表．心理卫生评定量表手册(增订本)．中国心理卫生杂志社，1999，12：127-131
[46] 许崇淘．社会支持、人格在生活事件—心理健康关系中的作用．中国临床心理学杂志，1997，5(2)：91-94
[47] 徐光兴著．学校心理学——心理辅导与咨询．华东师范大学出版社，2000：167-173
[48] 徐光兴著．临床心理学——心理健康与援助的学问．上海教育出版社，2001：270-272
[49] 徐光兴著．跨文化适应的留学生活——中国留学生的心理健康与援助．上海辞书出版社，2000：3-11
[50] 阴国恩，吕勇，阎国利．中学生学习负担程度及其心身反应的调查．心理发展与教育，1996，2：38-42
[51] 俞国良主编．当代青年心理与教育大辞典．山西人民出版社，1999：65
[52] 俞磊．应付的理论、研究思路和应用．心理科学，1994，17(3)：169-174
[53] 张春兴．青年的认同与迷失．东华书局，中华民国七十六年八月五版：10-50
[54] 郑全全，陈树林，郑胜圣，黄丽君．中学生心理应激的初步研究．心理科学，2001，24(2)
[55] 中国新闻社．浙江金华中学尘弑母案改判内幕，2000年11月4日
[56] 钟向阳，张玉芳，范国平．私立学校中小学教师心理健康及其相关因素的研究．健康心理学杂志，2003，11(1)：29-30
[57] Alan R. Pence: Ecological Research With Children And Families: From Concepts To Methodology. Teachers College Press, 1988: 9-20
[58] Altshuler, J. L.,Ruble, D, N. (1989), Developmental Changes in Children's Awareness of Strategies for Coping With uncontrollable Stress. Child Development, 60: 1337-1349
[59] Annette M. La Greca, Lawrence J. Siegel, Jan L. Wallander, C. Eugene Walker(1992).Stress and Coping in Child Health. The Guilford Press: 10-21
[60] Band, E. b., Weisz, J. R. (1988). How to Fell Better When It Fells Bad: Children's Perspectives on Coping With Everyday Stress. Developmental Psychology, 24: 247-253
[61] Catherine J. Lutz and Brian Lakey(2001) How People Make Support Judgments: Individual Differences in the Traits Used to Infer Supportiveness in Others. Journal of Personality and Social Psychology, vol. 81, No. 6: 1070-1079
[62] Cobb, S. social support as amoderator of life stress. Psychosomatic medicine, 1976, 38: 300
[63] Cohen S, Wills T A. Stress, social support and the buffering hypothesis. Psychological bulletin, 1985, 98(2): 307-357
[64] Covallo, W. R. (1997). Stress&Health. Sage Publisher, Inc, 159-161
[65] Deborah J. Terry and Gloria J. Hynes(1998). Adjustment to a Low-control situation:Reexamining the Role of Coping Response. Journal of Personality and Social Psychology, vol. 74, No. 4: 1078-1092
[66] Douglas W. Billings, Susan Folkman, Michael Acree, Judith Tedlie Moskowitz(2OOO).Coping and Physical Health During Caregiving: The Role of Positive and Negative Afflect. Journal of Personality and Social Psychology, vol. 79, No. 1: 131-142
[67] Elaine Shaw Sorensen(1993).Children's Stress and Coping: A Family Perspective. The Guilford Press:5-7, 86-91
[68] Fran H. Norris and Krzysztof Kaniasty(1996).Received and Perceived Social Support in Times of Stress:A Test of the Social Support Deterioration Deterrence Model. Journal of Personality and Social Psyehology, vol. 71, No. 3: 498-511
[69] Guido Magni(1994).The Role of Stressful Life Events in Duodenal Ulcer Recurrence: A Prospective Study. Journal of Clinical Psychology, vol. 50(5): 711-714
[70] Hans Steiner, Sarah J. Erickson, Nicole L. Hernandez, Renee Pavelski (2002).Coping Styles as Correlates of Health in High School Students. Journal of Adolescent Health, 30: 326-335
[71] Ian Brissette, Michael F. Scheier(2OO2).The Role of Optimism in Social Network development, Coping, and Psychological Adjustment During a Life Transition. Journal of Personality and Social Psychology, vol. 82, No. 1: 102-111
[72] Igor Kardum, Nada Krapic (2001). Personality Traits, Stressful Life Events, and Coping Styles in Early Adolescence. Personality and Individual Differences, 30: 503-515
[73] James H. Hohnson(1986).Life Events as Stressors in Childhood and Adolescence. Sage Publications: 16-23
[74] Joseph E.Schwatz,John Neale,Chris Marco,Saul S.Shiffman.Does Trait Coping Exist?A Momentary Assessment Approach to the Evaluation of Traits. Journal of Personality and Social Psychology, vol.77,No.2: 360-369
[75] Julie A.Deisinger, Jeffery E.Cassisi, Sandra L.Whitaker(1996). Relationships Between Coping Style and PAI Profiles in a Community Sample. Journal of Clinical Psychology,vol.52(3):303-310
[76] Kathleen Cimbolic Gunthert,Lawrence H.Cohen,Stephen Armeli(1999).The Role of Nenroticism in Daily Stress and Coping. Journal of Personality and Social Psychology, vol. 77,No. 5: 1087-1100
[77] kenneth E. Hart(1996).Perceived Availability of Different Type of Social Support Among Cynically Hostile Women. Journal of Clinical Psychology, vol. 52(4): 383-387
[78] Lakey, B., Ross, L. t., Butler, C., &Bentley, K. (1996). Person and Enviromental Determinants of Support: Three Generalizabitity Studies. Journal of Personality and Social Psychology, vol. 70: 1270-1280
[79] Lena Hatchett,Ronald Friend,Petra Symister,Nand Wadhwa(1997).Interpersonal Expectations,Social Social Support,and Adjustment to Chronic Illness. Journal of Personality and Social Psychology, vol.73,No.3:560-573
[80] Margarete Vollrath,Randole Alnaes,Svenn Torgersen(1996).Differential Effects of Coping in Mental Disorders:A Prospective Study in Psychiatric Outpatients. Journal of Clinical Psychology, vol.52(2): 125-135
[81] Mindy Herman Stahl, Anne C. Pertesen (1999). Depressive Symptoms During Adolescence:Derect and Stress-Buffering Effects of Coping, Control Beliefs, and Family Relationships. Journal of Applied Developmental Psychology, 20(1):45-62
[82] Nicholas Marlowe(1998).Stressful events,Appraisal,Coping and Recurrent Headache.Journal of Clinical Psychology,vol.54(2):247-256
[83] Susan Nolen, Hoeksema, Christopher G. Davis (1999)." Thanks for Sharing That":Ruminators and Their Social Support Networks. Journal of
Personality and Social Psychology, vol. 77, No. 4: 801-814
[84] Suzanne C. Segerstrom, Shelley E. Taylor, Margeret E. Kemeny, and John L. Fahey(1998).Optimism Is Associated With Mood, Coping, and Immune Change in Response to Stress. Journal of Personality and Social Psychology, vol. 74, No. 6: 1646-1655
[85] Taylor, S. (1986). Health Psychology. Radow House: 167-169
[86] Tina Wu, Mark R. Serper (1999).Social Support and Psychopathology in Homeless Patient Presenting fof Emergency Psychiatric Treatment. Journal of Clinical Psychology, vol. 55(9): 1127-1133
[87] Thomas Ashby Wills, Sean D. Cleary(1996). How Are Social Effects Mediated?A Test With Parental Support and Adolescent Substance Use. Journal of Personality and Social Psychology, vol. 71, No. 5: 937-952
[88] W. Andrew Collins, Brett, Laursen. Relationships As Developmental Contexts. Contemporary Psychology, 2000, 45 (3):313
[2] 陈昌惠．应激与健康(二)．中国心理卫生杂志，1987，1(5)：225
[3] 陈树林等．中学生应对方式量表的初步编制．中国临床心理学杂志，2000，23(4)：211
[4] 程俊玲．关于社会支持对身心健康的影响研究述评．社会心理研究，1998，1：58-61
[5] 宫宇轩．社会支持与健康的关系研究概述．心理学动态，1994，2(2)：34-39
[6] 郭建华，林朝晖．论中学生心理健康状况及对策．南昌职业技术师范学院学报，2000，4：58-60
[7] 郭梅英，阎克乐，梁会霞，魏铁军，焦虑水平与应付方式关系的初步研究．中国行为医学科学，2001，10(1)：55-56
[8] 郭勇．女中学生心理健康问题的调查分析．青年研究，1999，7：30-35
[9] 樊富珉等．京港青少年心理健康比较研究．青年研究，2001，9：36-42
[10] 方晓义．不同年级青少年的友伴网络结构．心理学报，1995，27(4)：363
[11] 冯永辉，周爱保．中学生生活事件、应对方式及焦虑的关系．心理发展与教育，2002，1：71-74
[12] 赫洛克原著，胡国编译．青少年心理学．桂冠图书股份有限公司，76年5月15日：412-430
[13] 黄希庭．如何应对心理危机．http//www.greenapple.com.cn／youth／mind048.htm
[14] 黄希庭等．中学生应对方式的初步研究．心理科学，2000，23(1)
[15] 井世洁．初中生日常生活事件的应激强度及其与心理健康关系的研究．四川心理科学，2001，24(1)
[16] 井世洁．初中学尘的应对方式与心理健康的相关研究．宁波大学学报(教育科学版)，2001，23(4)：1-5
[17] 李东升，陶芳标．中学生生活事件评定及其与焦虑、抑郁之间关系的研究．安徽预防医学杂志，2000，6(4)：241-243
[18] 李金钊．儿童发展与教育研究的尘态学取向概览．学习指导研究，2001，4
[19] 李金钊，徐媛．父母养育方式与中学生的特质应对方式及特质焦虑研究．健康心理学杂志，2003，11(1)
[20] 李金钊．一个学校教育情境的生态学模型简介．上海教育科研，2001，9：24-26
[21] 李凌江等．社区人群精神应激的应付方式及其影响因素．中国行为医学科
学，1995，4(3)：133-136
[22] 李燕等．武汉市中学生心理应激因素的初步分析．中国心理卫生杂志，2000，3：197-200
[23] 梁宝勇等．关于应付的一些思考与实证研究Ⅰ．中国临床心理学杂志，1999，7(3)：188-190
[24] 林崇德．中学生心理学．北京出版社，1983：7-13
[25] 刘金花主编．儿童发展心理学(修订版)．华东师范大学出版社，1997：284-286
[26] 刘连龙，张富昌．秦巴山区初中尘心理健康状况调查研究．健康心理学，2003，11(1)：10
[27] 刘贤臣等．青少年生活事件量表的信度、效度检验．中国临床心理学杂志，1997，4：34
[28] 刘英杰主编．中国教育大事典1949-1990(上)．浙江教育出版社，1993：350-352
[29] 楼韦群，齐全衣．高中生压力源和心理健康的研究．心理科学，2000，23(2)
[30] 孪荣生等．社会支持与社会功能及其影响因素的人群研究．中国心理卫生杂志，1999，13(5)：290-291
[31] Phillip L.Rice著，胡佩诚等译．健康心理学．中国轻工业出版社，2000：140-146
[32] Phillip L.Rice著，石林等译．压力与健康．中国轻工业出版社，2000：3，217
[33] 秦金亮，郭秀艳．论心理学两种研究范式的整合趋向．心理科学，2003，26(1)：20-23
[34] 申继亮等．当代儿童青少年心理学的进展．浙江教育出版社，1999：86-98
[35] 沈克详．少年班与理科试点班新生心理健康状况调查分析．健康心理学杂志，2002，10(2)：108
[36] 斯宾塞·约翰逊著，吴立俊译．谁动了我的奶酪，中信出版社，2001：5
[37] 唐剑．上海市弱势妇女群体主观幸福感及其影响因素的研究．华东师范大学2002届硕士学位论文：26
[38] 托尼·巴蒂森(Toni Bartison)著．活力男士·疏解心理压力．福建科学技术出版社·香港万里机构，2001：6，16
[39] 汪金翎．中学生应付方式的研究．教育探索，2001，5：77
[40] 韦有华，汤盛钦．几种主要的应激理论模型及其评价．心理科学，1998，21(4)：441-444
[41] 肖计划．应付与应付方式．中国心理卫生杂志，1992，6(4)：181
[42] 肖计划．社会支持对身心健康的影响．中国心理卫生杂志，1987，1(4)：183-186
[43] 肖计划等．青少年应付方式与精神健康水平的相关研究．中国临床心理学杂志，1996，4(1)
[44] 肖计划，许秀峰．“应对方式问卷”效度与信度研究．中国心理卫生杂志，1996，10(1)：164-168
[45] 肖水源．社会支持评定量表．心理卫生评定量表手册(增订本)．中国心理卫生杂志社，1999，12：127-131
[46] 许崇淘．社会支持、人格在生活事件—心理健康关系中的作用．中国临床心理学杂志，1997，5(2)：91-94
[47] 徐光兴著．学校心理学——心理辅导与咨询．华东师范大学出版社，2000：167-173
[48] 徐光兴著．临床心理学——心理健康与援助的学问．上海教育出版社，2001：270-272
[49] 徐光兴著．跨文化适应的留学生活——中国留学生的心理健康与援助．上海辞书出版社，2000：3-11
[50] 阴国恩，吕勇，阎国利．中学生学习负担程度及其心身反应的调查．心理发展与教育，1996，2：38-42
[51] 俞国良主编．当代青年心理与教育大辞典．山西人民出版社，1999：65
[52] 俞磊．应付的理论、研究思路和应用．心理科学，1994，17(3)：169-174
[53] 张春兴．青年的认同与迷失．东华书局，中华民国七十六年八月五版：10-50
[54] 郑全全，陈树林，郑胜圣，黄丽君．中学生心理应激的初步研究．心理科学，2001，24(2)
[55] 中国新闻社．浙江金华中学尘弑母案改判内幕，2000年11月4日
[56] 钟向阳，张玉芳，范国平．私立学校中小学教师心理健康及其相关因素的研究．健康心理学杂志，2003，11(1)：29-30
[57] Alan R. Pence: Ecological Research With Children And Families: From Concepts To Methodology. Teachers College Press, 1988: 9-20
[58] Altshuler, J. L.,Ruble, D, N. (1989), Developmental Changes in Children's Awareness of Strategies for Coping With uncontrollable Stress. Child Development, 60: 1337-1349
[59] Annette M. La Greca, Lawrence J. Siegel, Jan L. Wallander, C. Eugene Walker(1992).Stress and Coping in Child Health. The Guilford Press: 10-21
[60] Band, E. b., Weisz, J. R. (1988). How to Fell Better When It Fells Bad: Children's Perspectives on Coping With Everyday Stress. Developmental Psychology, 24: 247-253
[61] Catherine J. Lutz and Brian Lakey(2001) How People Make Support Judgments: Individual Differences in the Traits Used to Infer Supportiveness in Others. Journal of Personality and Social Psychology, vol. 81, No. 6: 1070-1079
[62] Cobb, S. social support as amoderator of life stress. Psychosomatic medicine, 1976, 38: 300
[63] Cohen S, Wills T A. Stress, social support and the buffering hypothesis. Psychological bulletin, 1985, 98(2): 307-357
[64] Covallo, W. R. (1997). Stress&Health. Sage Publisher, Inc, 159-161
[65] Deborah J. Terry and Gloria J. Hynes(1998). Adjustment to a Low-control situation:Reexamining the Role of Coping Response. Journal of Personality and Social Psychology, vol. 74, No. 4: 1078-1092
[66] Douglas W. Billings, Susan Folkman, Michael Acree, Judith Tedlie Moskowitz(2OOO).Coping and Physical Health During Caregiving: The Role of Positive and Negative Afflect. Journal of Personality and Social Psychology, vol. 79, No. 1: 131-142
[67] Elaine Shaw Sorensen(1993).Children's Stress and Coping: A Family Perspective. The Guilford Press:5-7, 86-91
[68] Fran H. Norris and Krzysztof Kaniasty(1996).Received and Perceived Social Support in Times of Stress:A Test of the Social Support Deterioration Deterrence Model. Journal of Personality and Social Psyehology, vol. 71, No. 3: 498-511
[69] Guido Magni(1994).The Role of Stressful Life Events in Duodenal Ulcer Recurrence: A Prospective Study. Journal of Clinical Psychology, vol. 50(5): 711-714
[70] Hans Steiner, Sarah J. Erickson, Nicole L. Hernandez, Renee Pavelski (2002).Coping Styles as Correlates of Health in High School Students. Journal of Adolescent Health, 30: 326-335
[71] Ian Brissette, Michael F. Scheier(2OO2).The Role of Optimism in Social Network development, Coping, and Psychological Adjustment During a Life Transition. Journal of Personality and Social Psychology, vol. 82, No. 1: 102-111
[72] Igor Kardum, Nada Krapic (2001). Personality Traits, Stressful Life Events, and Coping Styles in Early Adolescence. Personality and Individual Differences, 30: 503-515
[73] James H. Hohnson(1986).Life Events as Stressors in Childhood and Adolescence. Sage Publications: 16-23
[74] Joseph E.Schwatz,John Neale,Chris Marco,Saul S.Shiffman.Does Trait Coping Exist?A Momentary Assessment Approach to the Evaluation of Traits. Journal of Personality and Social Psychology, vol.77,No.2: 360-369
[75] Julie A.Deisinger, Jeffery E.Cassisi, Sandra L.Whitaker(1996). Relationships Between Coping Style and PAI Profiles in a Community Sample. Journal of Clinical Psychology,vol.52(3):303-310
[76] Kathleen Cimbolic Gunthert,Lawrence H.Cohen,Stephen Armeli(1999).The Role of Nenroticism in Daily Stress and Coping. Journal of Personality and Social Psychology, vol. 77,No. 5: 1087-1100
[77] kenneth E. Hart(1996).Perceived Availability of Different Type of Social Support Among Cynically Hostile Women. Journal of Clinical Psychology, vol. 52(4): 383-387
[78] Lakey, B., Ross, L. t., Butler, C., &Bentley, K. (1996). Person and Enviromental Determinants of Support: Three Generalizabitity Studies. Journal of Personality and Social Psychology, vol. 70: 1270-1280
[79] Lena Hatchett,Ronald Friend,Petra Symister,Nand Wadhwa(1997).Interpersonal Expectations,Social Social Support,and Adjustment to Chronic Illness. Journal of Personality and Social Psychology, vol.73,No.3:560-573
[80] Margarete Vollrath,Randole Alnaes,Svenn Torgersen(1996).Differential Effects of Coping in Mental Disorders:A Prospective Study in Psychiatric Outpatients. Journal of Clinical Psychology, vol.52(2): 125-135
[81] Mindy Herman Stahl, Anne C. Pertesen (1999). Depressive Symptoms During Adolescence:Derect and Stress-Buffering Effects of Coping, Control Beliefs, and Family Relationships. Journal of Applied Developmental Psychology, 20(1):45-62
[82] Nicholas Marlowe(1998).Stressful events,Appraisal,Coping and Recurrent Headache.Journal of Clinical Psychology,vol.54(2):247-256
[83] Susan Nolen, Hoeksema, Christopher G. Davis (1999)." Thanks for Sharing That":Ruminators and Their Social Support Networks. Journal of
Personality and Social Psychology, vol. 77, No. 4: 801-814
[84] Suzanne C. Segerstrom, Shelley E. Taylor, Margeret E. Kemeny, and John L. Fahey(1998).Optimism Is Associated With Mood, Coping, and Immune Change in Response to Stress. Journal of Personality and Social Psychology, vol. 74, No. 6: 1646-1655
[85] Taylor, S. (1986). Health Psychology. Radow House: 167-169
[86] Tina Wu, Mark R. Serper (1999).Social Support and Psychopathology in Homeless Patient Presenting fof Emergency Psychiatric Treatment. Journal of Clinical Psychology, vol. 55(9): 1127-1133
[87] Thomas Ashby Wills, Sean D. Cleary(1996). How Are Social Effects Mediated?A Test With Parental Support and Adolescent Substance Use. Journal of Personality and Social Psychology, vol. 71, No. 5: 937-952
[88] W. Andrew Collins, Brett, Laursen. Relationships As Developmental Contexts. Contemporary Psychology, 2000, 45 (3):313