研究目的：随着二次城市化的到来，人口流动进一步加速，解决农村留守儿童问题任重道远。农村留守初中生是留守儿童群体中的高危成员，他们所面临的压力远高于同年龄阶段的学生，对于他们而言，能否在父母的缺席下安然度过“心理断乳期”获得良好适应与发展至关重要。应对研究是了解压力如何影响人的基础，积极应对是留守儿童心理健康的保护性因素，而消极应对是危险性因素。因此，有必要了解农村留守初中生的应对方式现状以及应对方式的影响因素，以期为培养留守初中生积极应对方式和应对技巧提供实证依据和指导。综上，本研究旨在探讨生活事件对留守初中生应对方式的影响，以及心理韧性在其中发挥的作用。

研究方法：本研究以江西省鹰潭市和甘肃省定西市585名初一至初三学生为研究对象，其中留守初中生303名，非留守初中生282名，重点探讨生活事件对留守初中生应对方式的作用机制。采用问卷法收集留守与非留守初中生《青少年生活事件量表》、《简易应对方式量表》和《青少年心理韧性量表》的自我报告数据，使用SPSS25.0对问卷数据进行描述统计、方差分析和相关分析，使用AMOS23.0对数据进行结构方程模型分析和中介效应检验。

研究结果: （1）留守初中生与非留守初中生在面对应激性事件时的应对方式无显著差异。留守与非留守初中生的应对倾向均趋于积极，但非留守初中生积极应对倾向显著高于留守初中生。（2）生活事件与留守初中生积极应对无显著相关关系，生活事件能够正向预测留守初中生的消极应对。（3）心理韧性—个人力在生活事件和消极应对中无中介作用；心理韧性—支持力在生活事件对消极应对的影响中起部分中介作用。

研究结论：应激生活事件的发生会导致留守初中生心理韧性—支持力水平降低从而更加倾向于在面临压力事件和情境时消极应对。但应激生活事件无法通过影响留守初中生心理韧性—个人力对消极应对产生作用。

Purpose: With the advent of secondary urbanization, population migration has further accelerated, there is still a long way to go to solve the problem of left-behind children in rural areas. Rural left-behind middle school students are high-risk members of the group of left-behind children, they are facing much higher pressure than students of the same age, and it is crucial for them to be able to survive the "psychological weaning period" in the absence of their parents to adapt and develop well. The study of coping is the basis for understanding how stress affects people, active coping is a protective factor for the mental health of left-behind children, while passive coping is a risk factor. Therefore, it is necessary for us to know the current situation of rural left-behind children’s coping style, and the influencing factors of coping, so that we can provide empirical evidence and advices for cultivating active coping style and coping skills of left-behind middle school students. In summary, this study aims to explore the impact of life events on the coping style of rural left-behind middle school students, and what the role that resilience plays in this process.

Methods: 585 middle school students from Yingtan, Jiangxi Province and Dingxi, Gansu Province were recruited in this study, including 303 left-behind middle school students and 282 non-left-behind middle school students, focusing on the mechanism of life events on the coping style of left-behind middle students. The questionnaire method was used to collect the self-reported data of the Adolescent Self-rating Life Events Check-list (ASLEC), Simplified Coping Style Questionnaire (SCSQ) and Healthy Kids Resilience Assessment (HKRA) of left-behind and non-left-behind middle school students. SPSS25.0 and AMOS23.0 were used to carry out descriptive statistics, variance analysis, correlation analysis and structural equation model analysis on the questionnaire data.

Results：(1) There is no significant difference between the coping styles of left-behind and non-left-behind middle school students in the face of stressful events. The coping tendency of both left-behind and non-left-behind middle school students tend to be positive, but the active coping tendency of non-left-behind middle school students is significantly higher than that of left-behind middle school students. (2) There is no significant correlation between life events and the active coping of left-behind middle school students, while life events could positively predict the passive coping of left-behind middle school students. (3) Resilience – personal strength has no mediating role between life events and passive coping; Resilience – supportiveness plays a partially mediating role in life events and passive coping.

Conclusion: The occurrence of stressful life events leads to a decrease in the level of resilience – supportiveness among left-behind middle school students, who are more inclined to respond passively to stressful events and situations. However, stressful life events cannot affect passive coping by influencing the resilience – personal strength of left-behind middle school students.