The purpose of this study is to explore the development characteristics and relationship of middle school students' sense of shame, self-sympathy and coping style, and to provide psychological basis for intervening middle school students' coping style, so as to improve their social adaptability and mental health level. In this study, 900 five-year college students from junior high schools, senior high schools and secondary vocational schools in a city were investigated by using Coping Style Scale for Middle School Students, Shame Scale for Middle School Students and Self-Sympathy Scale SCS, and all the data were analyzed by using SPSS 19.0 statistical software for T-test, variance analysis, correlation analysis and intermediary effect analysis. This paper not only compares the differences of middle school students' sense of shame, self-sympathy and coping style in grade, gender and academic achievement, but also investigates their correlation, focusing on the intermediary role of self-sympathy between sense of shame and coping style. Draw the following conclusions:
1. Grade, gender and academic performance are important factors affecting middle school students' sense of shame, self-sympathy and coping style.
2. Middle school students' sense of shame is negatively correlated with self-sympathy; Shame is positively correlated with positive coping style and negatively correlated with negative coping style; Self-sympathy is positively related to solving problems and seeking help, and negatively related to withdrawal, venting and fantasy.
3. Self-sympathy plays a completely mediating role between shame and problem solving. Self-sympathy plays an intermediary role between shame and asking for help, shame and withdrawal, shame and fantasy coping.