【目的】 探讨初中生社会支持、自我接纳与应对方式的关系,旨在为培养初中生积极应对生活压力提供依据。 【方法】 采用社会支持评定量表、自我接纳量表、简易应对方式量表对德州355名初中生进行问卷调查。 【结果】 1)初中生自我接纳、社会支持和积极应对在是否是班干部维度上差异均有统计学意义(P₁=0.037,P₂=0.000,P₃=0.001,P均<0.05);2)社会支持的主观支持和对支持的利用度两个维度与自我接纳显著正相关(r₁=0.314,r₂=0.279),且这两个维度对自我接纳有一定的正向预测作用;3)社会支持的主观支持和利用度与积极应对方式显著正相关(r₁=0.408,r₂=0.341),并对其有一定的正向预测作用;社会支持的客观支持与利用度与消极应对方式显著负相关(r₁=0.114,r₂=0.122),且利用度对消极应对方式有一定的负向预测作用;4)自我接纳的各维度与积极应对方式显著正相关(r₁=0.107,r₂=0.265),且对积极应对方式有正向预测作用;自我接纳中自我接纳这一维度与消极应对方式显著负相关(r=0.241),并对其有一定的负向预测作用。 【结论】 应鼓励初中生积极担任学生干部的工作,从而获得更高的自我接纳和社会支持水平,在面对生活压力时也能够更好地采取措施积极应对。

【Objective】 To explore the relationship between social support,self-acceptance and coping style,to provide the basis for coping with pressure positively. 【Method】 Social Support Rating Scale,Self-Acceptance Scale,Simplified Coping Style Questionnaire were used in 355 Dezhou junior high school students. 【Results】 1)Junior high school students' self-acceptance,social support and active coping style were significantly different in the dimension that whether they're class cadre(P₁=0.037,P₂=0.000,P₃=0.001);2)The subjective support and the use of support were significantly positive related with self-acceptance(r₁=0.314,r₂=0.279).They also had positive predict ability to it;3)The subjective support and the use of support were significantly positive related with active coping style(r₁=0.408,r₂=0.341).They also had positive predict ability to it; the objective support and the use of support were significantly negative related with negative coping style(r₁=0.114,r₂=0.122).They also had positive predict ability to it;4)the dimensions of self-acceptance were positive related with active coping style and had positive predict ability to it; the dimension self-acceptance was negative related with negative coping style and had positive predict ability to it(r=0.241). 【Conclusions】 Students should be encouraged to take more work as students' leaders to improve the level of social support and self-acceptance so that they can take positive steps when coping with pressure.