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2002•Zhongguo linchuang xinlixue zazhiRequires access

A Study on Anxiety, Depression, Life Events, and Coping Style of Middle School Students

Cui Ming

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Abstract

Objective: To study anxiety, depression, life events and coping style of the middle school students. Methods: SAS, SDS, Adolescent Self-rating Life Events Checklist, and Coping Style Questionnaire were administered to 331 junior middle school students. Results: Prevalence rates for anxiety and depression were 26.59% and 31.42% respectively. Significant correlations were found between life events and SAS scores. Negative coping style was positively correlated with scores on SAS and SDS. Conclusion: Reducing school work load, reduced use of criticism and punishment, reduced dependant and negative coping style, and increased harmonious relationship are important strategies for reducing anxiety and depression among middle school students.

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What this paper is about

Objective: To study anxiety, depression, life events and coping style of the middle school students. Methods: SAS, SDS, Adolescent Self-rating Life Events Checklist, and Coping Style Questionnaire were administered to 331 junior middle school students. Results: Prevalence rates for anxiety and depression were 26.59% and 31.42% respectively. Significant correlations were found between life events and SAS scores. Negative coping style was positively correlated with scores on SAS and SDS. Conclusion: Reducing school work load, reduced use of criticism and punishment, reduced dependant and negative coping style, and increased harmonious relationship are important strategies for reducing anxiety and depression among middle school students.

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Available abstract

Objective: To study anxiety, depression, life events and coping style of the middle school students. Methods: SAS, SDS, Adolescent Self-rating Life Events Checklist, and Coping Style Questionnaire were administered to 331 junior middle school students. Results: Prevalence rates for anxiety and depression were 26.59% and 31.42% respectively. Significant correlations were found between life events and SAS scores. Negative coping style was positively correlated with scores on SAS and SDS. Conclusion: Reducing school work load, reduced use of criticism and punishment, reduced dependant and negative coping style, and increased harmonious relationship are important strategies for reducing anxiety and depression among middle school students.

Key concepts: Psychology, Coping (psychology), Anxiety, Clinical psychology, Checklist, Developmental psychology, Psychiatry, Cognitive psychology

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