OBJECTIVE: To study the effects of life event and coping style on left-behind middle school student mental health. METHODS: 1405 left-behind middle school students were selected by multi-stage cluster random sampling method and investigated with Middle School Student Mental Health Scale (MSSMHS), Multidimensional Life Events Rating Questionnaire for Middle School Students (MLERQ) and Trait Coping Style Questionnaire (TCSQ). RESULTS: The mental health detection rate of left-behind middle school students was 26.33%. Life event have significant influence on mental health (F = 447.624, P = 0.000). The main effect for negative coping style on mental health was significant (F = 263.669, P = 0.000). Positive coping style have effect on mental health but the main effect was not significant (F = 2.436, P = 0.119). The interaction effect of life event and negative coping style was significant (F = 23.173, P = 0.000). CONCLUSION: Life event and coping style has a certain effect on left-behind middle school student mental health, but its mechanism is complicated and still uncertain.
OBJECTIVE: To study the effects of life event and coping style on left-behind middle school student mental health. METHODS: 1405 left-behind middle school students were selected by multi-stage cluster random sampling method and investigated with Middle School Student Mental Health Scale (MSSMHS), Multidimensional Life Events Rating Questionnaire for Middle School Students (MLERQ) and Trait Coping Style Questionnaire (TCSQ). RESULTS: The mental health detection rate of left-behind middle school students was 26.33%. Life event have significant influence on mental health (F = 447.624, P = 0.000). The main effect for negative coping style on mental health was significant (F = 263.669, P = 0.000). Positive coping style have effect on mental health but the main effect was not significant (F = 2.436, P = 0.119). The interaction effect of life event and negative coping style was significant (F = 23.173, P = 0.000). CONCLUSION: Life event and coping style has a certain effect on left-behind middle school student mental health, but its mechanism is complicated and still uncertain.