CAJ | 학술논문

目的：了解中学生的应付方式状况及心理健康教育效果。方法对120名中学生采用应付方式问卷进行测评分析，并对其进行6个月的心理健康教育，心理健康教育后再次测评。结果本组中学生采用的应付方式依次为解决问题、求助、幻想、回避、合理化及自责，不同性别、家庭完整性、是否独生子、是否留守学生部分应付方式比较差异有显著性（ P＜0．05或0．01）；心理健康教育后中学生应付方式问卷的求助因子分显著升高（P＜0．01），自责、幻想、回避、合理化因子分显著降低（P＜0．01）。结论中学生应付方式整体状况较佳，但存在群体差异，对其予以心理健康教育能够进一步改善其应付方式。
목적：료해중학생적응부방식상황급심리건강교육효과。방법대120명중학생채용응부방식문권진행측평분석，병대기진행6개월적심리건강교육，심리건강교육후재차측평。결과본조중학생채용적응부방식의차위해결문제、구조、환상、회피、합이화급자책，불동성별、가정완정성、시부독생자、시부류수학생부분응부방식비교차이유현저성（ P＜0．05혹0．01）；심리건강교육후중학생응부방식문권적구조인자분현저승고（P＜0．01），자책、환상、회피、합이화인자분현저강저（P＜0．01）。결론중학생응부방식정체상황교가，단존재군체차이，대기여이심리건강교육능구진일보개선기응부방식。
Objective To investigate coping styles and effect of mental health education in middle school students .Methods Assessments were conducted with the Coping Style Questionnaire (CSQ) in 120 mid‐dle school students ,to them mental health education was given for 6 months ,assessments were conducted again after mental health education .Results Coping styles adopted by the students were in turn problem solving ,recourse ,fantasy ,avoidance ,rationalization and self‐blame ,there w ere significant differences in partial coping styles among students with different genders and family integrity as well as whether who were the only children and left‐behind students (P<0 .05 or 0 .01);after mental health education their re‐course scores heightened more significantly (P<0 .01) ,self‐blame ,fantasy ,avoidance and rationalization lowered (P<0 .01) .Conclusion Overall status of coping styles in middle school students is better ,but has group difference ,mental health education could further improve their coping styles .