Psychological Development and Education ›› 2002, Vol. 17 ›› Issue (3): 74-79.

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The Relationship among Cognitive Appraisal, Psychological Control, Social Support and Stress Facing College Entrance Examination in High School Students

ZHANG Xiang-kui1,2, ZHANG Lin3, MA Li-wen4   

  1. 1. Tianjin Normal University 300074;
    2. Northeast Normal University, Changchun 130024;
    3. Jilin University, Changchun 130012;
    4. Hebei Educational Science Study Center, Shijiazhuang 050081
  • Online:2002-07-15 Published:2002-07-15

Abstract: The present study investigated the relationship among cognitive appraisal, psychological control, social support and the stress in high school students, while the students of senior high school were facing College Entrance Examination.The 324 high-school students were randomly selected as subjects coming from key school, general school and private school in Hebei province, respectively.Results showed that psychological control of students from key and general school was significant higher than students from private school, and seeking social support among girls were higher than boys.There are negatively correlative between negative cognition appraisal, psychological controls, social support and the stress, and positively correlative between positive cognition appraisal and the stress.Negative cognition appraisal, psychological controls, social support had directly effect on the stress driven from college entrance examination, but positive cognition appraisal had indirectly effect on the stress through psychological controls and social support.

Key words: cognitive appraisal, psychological controls, social support, the stress from entrance examination

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