Z. Wang / Health 5 (2013) 170-174 173
Table 5. Multiple comparison of several factors with significant differences among students of different grades.
Asking for help Obsession Anxiety Psychological
F P F P F P F P
Senior two −0.031 0.441 −0.211* 0.034 −0.248 0.059 −0.160 0.109
Senior three 0.043 0.292 −0.116 0.250 −0.357** 0.008 −0.255* 0.013
Senior one
The review 0.078* 0.049 −0.359** 0.000 −0.432** 0.001 −0.334** 0.001
Senior one 0.031 0.441 0.211* 0.034 0.248 0.059 0.160 0.109
Senior three 0.073 0.071 0.095 0.346 −0.109 0.413 −0.095 0.349
Senior two
The review 0.109** 0.006 −0.148 0.133 −0.185 0.157 −0.174 0.080
Senior one −0.043 0.292 0.116 0.250 0.356** 0.008 0.255* 0.013
Senior two −0.073 0.071 −0.095 0.346 0.109 0.413 0.095 0.349
Senior three
The review 0.035 0.379 −0.243* 0.016 −0.076 0.569 −0.079 0.435
Senior one −0.078* 0.049 0.359** 0.000 0.432** 0.001 0.334** 0.001
Senior two −0.109** 0.006 0.148 0.133 0.185 0.157 0.174 0.080
The review
Senior three −0.035 0.379 0.243* 0.016 0.076 0.569 0.079 0.435
Note: *P < 0.05, **P < 0.01.
difference between different genders in coping style and
mental health, which is in accordance with findings of
research carried out by Wang Guipin [9]. However, it can
be seen from Table 2 that boys tend to solve problems
individually instead of asking for someone’s help com-
pared with girls. And it is also found that coping style is
closely related with mental health. Students with positive
coping style often possess higher mental health, which,
as a result, indicates that the education of mental health
should concentrate on students’ coping style so as to im-
prove their mental health.
Besides, senior high students from different grades
differ with each other in consultation, anxiety, obsession
and mental unbalance. And further multiple analyses
indicates that with the increase of age and the failure of
college entrance examination, students from higher grade
who possess more self-respect and stronger mental
adapting ability, tend to solve problems individually or
escape the situation instead of asking for someone’s help.
However, when they face the college entrance examina-
tion again, this so-called life-turning point pushes them
into more anxiety and burden compared other middle
school students. Because of the existence of the uncon-
trollable factor namely the college entrance examination,
their efforts do not pay back as they expect, which, as a
result, strengthen their mental unbalance and unsteadi-
ness. Thus it is of great necessity to offer special educa-
tion of mental health to this group of students.
5. CONCLUSIONS
The results of the study indicate that: 1) Senior high
students tend to take positive attitudes rather than nega-
tive ones to deal with daily issues; 2) There is no obvi-
ous difference between male and female students on the
coping methods; 3) The coping style of senior high stu-
dents is opposite to each factor of mental measure of
middle school students. And the factors of self-blame and
fantasy, however, are obviously related to each factor of
their mental health; 4) There is obvious difference on the
factor of consultation in coping style among students
from different grades, which can be easily seen in other
factors. The difference is also obvious on the obsession,
anxiety and mental unbalance among students from dif-
ferent grades in terms of mental health. Moreover, those
who once failed in the college entrance examination dif-
fer a lot in the consultation, obsession, anxiety and men-
tal unbalance with other middle school students.
6. ACKNOWLEDGEMENTS
The research was supported by the project of Southwest University
Chongqing H&SS Key Research Institute “Research on Training Strat-
egy of Adaptation for Teenagers”, the Fundamental Research Funds for
the Central University (No. swu1209415), and Education Science Plan-
ning Office in Chongqing (No. 10-GJ-0240).
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