中学生主观幸福感的发展特点及影响因素研究
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摘要
在积极心理学的影响下,作为积极心理学研究领域的一个重要组成部分——主观幸福感受到了心理学研究的重视。主观幸福感是个体对现实生活的主观反映,是个体在生活实际的基础上产生的一种对自身存在状况的积极心理体验与满意感。目前大量的研究探讨了成人主观幸福感的内涵、结构及其影响因素。然而有关中学生主观幸福感的研究非常有限,尤其是缺乏关于中学生主观幸福感发展特点和影响机制的系统研究。作为中学生不仅要增长知识、发展能力与各方面的素质,同时要生活学习幸福,而且学生的幸福感本身也会影响到学生的健康成长。因此,论文在梳理了主观幸福感的相关理论与实证研究的基础上,分析了当前中学生主观幸福感研究中存在的问题与不足,以人格与环境交互作用理论为指导,通过中学生主观幸福感问卷、大五人格问卷、自尊量表、父母教养方式问卷、师生关系问卷、同伴关系问卷、生活事件问卷、家长版亲子沟通问卷等其它相关问卷,对922名普通中学生和571名家长,293名留守中学生(同时抽取了264名普通中学生作为对照组)、107名流动中学生(同时抽取了161名普通中学生作为对照组)进行问卷测量研究,探讨了中学生主观幸福感的发展特点及其影响机制。研究结果如下：
(1)中学生的生活满意度、积极情感在性别上不存在显著差异,但女中学生的消极情感显著高于男中学生；中学生的生活满意度和消极情感存在年级上的显著差异,积极情感在年级上不存在显著的差异；独生子女的积极情感明显多于非独生子女的积极情感；中学生的生活满意度与其年龄有显著的负相关,而中学生的消极情感与其年龄有显著的正相关。
(2)外倾性和谨慎性会对中学生的生活满意度有显著的正向影响,而情绪性和开放性会对中学生的生活满意度产生显著的负向影响；外倾性和谨慎性对中学生的积极情感产生显著的正向影响；外倾性和谨慎性对中学生的消极情感产生显著的负向影响,而情绪性和开放性会对中学生的消极情感产生显著的正向影响。
(3)父亲教养方式中的情感温暖和理解对中学生的生活满意度有显著的正向影响、对中学生的消极情感产生显著的负向影响,父亲教养方式中的过多保护会对中学生的消极情感产生显著的正向影响；母亲教养方式中的情感温暖和理解会对中学生的生活满意度产生显著的正向影响；亲子沟通会对中学生的生活满意度和积极情感产生显著的正向影响,并会对中学生的消极情感产生显著的负向影响。
(4)师生关系对中学生的生活满意度有显著的正向影响,师生关系会对中学生的消极情感产生显著的负向影响；与同性别关系和与异性别关系均会对中学生的生活满意度产生显著的正向影响,与同性别关系会对中学生的消极情感产生显著的负向影响,但是与同性别关系和与异性别关系均不会对中学生的积极情感产生显著的影响。
(5)生活事件会对中学生的生活满意度产生显著的负向影响,并会对中学生的消极情感产生显著的正向影响,但不会对中学生的积极情感产生显著的影响。
(6)自尊在亲子沟通、师生关系、同伴关系影响中学生生活满意度的过程中起着部分中介作用；大五人格在亲子沟通、师生关系、同伴关系影响中学生生活满意度的过程中起着部分中介作用；大五人格在教养方式对中学生生活满意度影响的过程中起着完全中介作用；生活事件、人际关系和亲子沟通对积极情感和消极情感产生不同程度的影响。
(7)留守中学生的生活满意度水平显著低于普通中学生的生活满意度水平,留守中学生的积极情感显著少于普通中学生,而留守中学生的消极情感明显多于普通中学生；宜人性、谨慎性和自尊均会显著地调节是否留守与中学生生活满意度之间的关系,父亲情感温暖和理解、父亲惩罚和严厉、父亲拒绝和否认可以显著地调节是否留守与中学生生活满意度之间的关系,母亲情感温暖和理解、母亲惩罚与严厉可以显著地调节是否留守与中学生生活满意度之间的关系,师生关系会对是否留守与中学生生活满意度之间的关系产生显著的调节作用,与同性关系会对是否留守与中学生消极情感之间的关系产生显著的调节作用。
(8)流动中学生的消极情感显著地少于普通中学生的消极情感,但是在生活满意度和积极情感上,两者无明显的差异；母亲过分干涉和保护会对是否流动与中学生生活满意度、积极情感之间的关系起到显著的调节作用,师生间地位差异会对是否流动与中学生生活满意度、消极情感之间的关系起到显著的调节作用,与异性关系会对是否流动与中学生生活满意度、积极情感、消极情感之间的关系起到显著的调节作用。
总的来说,中学生的主观幸福感的发展特点有其独特性；人格作为主观幸福感的有效预测变量,可以通过影响其他变量进而增强或减弱中学生的主观幸福感水平,它们共同影响中学生的主观幸福感；处境不利中学生主观幸福感的影响机制具有其特殊性。
Subjective well-being of psychological Under the influence of positive psychology research is one of the most important part of a field of positive psychology and Subjective well-being is the individual subjective reflection of real life and the individual on the basis of the actual life about own existence condition of a positive psychological experience and satisfaction. At present a lot of research discusses the connotation and structure of adult subjective well-being and Its influencing factors. However, studies of middle school students'subjective well-being is very limited, especially the lack of development characteristics of middle school students'subjective well-being and effect mechanism of the system research. As middle school students should not only increase knowledge, developing ability and all aspects of quality, at the same time, should learn to be happy. Students' happiness itself can also affect the healthy growth of students. Therefore, the paper, in combing the subjective well-being, on the basis of relevant theory and empirical study, analyzes the problems existing in the current middle school students' subjective well-being research and deficiencies, to personality and environment interaction theory as the guide, through the middle school students' subjective well-being questionnaire, big five personality questionnaire, self-esteem scale, parenting style questionnaire, questionnaire and peer relationship between teachers and students relations questionnaire, life event questionnaire, parents version of parent-child communication questionnaire and other related questionnaires,922ordinary middle school students and571parents,293left-behind middle school students(and extract264ordinary middle school students as control group),107middle school students(and extract161ordinary middle school students as control group) carries on the questionnaire survey research, discusses the characteristics and the impact on the development of middle school students subjective well-being. The results are as follows:
(1) Middle school students' life satisfaction,positive emotion does not exist significant differences in gender, but middle school students negative emotion is significantly higher than male students; High school students life satisfaction and negative emotions exist significant difference on grade, positive emotions do not exist significant differences in grade; Only child's positive emotions, positive emotions significantly more than the one child policy Middle school students life satisfaction have significant negative correlation with their age, and middle school students negative emotion has a significant positive correlation with their age.
(2) Extroversion and cautious for middle school students have significant positive influence on life satisfaction, and emotionality and open-ended for middle school students life satisfaction have a significant negative impact; Extroversion and cautious about positive emotions have a significant positive influence on middle school students; Extroversion and cautious negative affection on high school students have significant negative impact, and emotionality and open-ended will negative emotions have a significant positive influence on high school students.
(3) The father's emotional warmth and understanding in the way of middle school students have significant positive influence on life satisfaction, negative affection on high school students have significant negative impact, excessive protection of father's parenting students negative emotion have a significant positive impact; Mother upbringing of emotional warmth and understanding will be significantly positive influence on middle school students' life satisfaction; Parent-child communication for middle school students life satisfaction and positive emotions have a significant positive influence, and negative emotions on high school students have a significant negative impact.
(4) The relationship between teachers and students of middle school students have significant positive influence on life satisfaction, relationship between teachers and students of middle school students' negative emotions have a significant negative impact; With gender relations and the relationship with the opposite sex will be significant positive influence on middle school students' life satisfaction, with the same gender relations will be negative affection on high school students have significant negative impact, but with gender relations and the relationship with the opposite sex are not significant influence on middle school students' positive emotions.
(5) Life events for middle school students life satisfaction have significant negative impact, and negative emotions have a significant positive influence on high school students, but not significant influence on middle school students' positive emotions.
(6) Self-esteem take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students and peer relations affect in middle school students' life satisfaction; Big five personality take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students, peer relations affect in middle school students'life satisfaction; Big five personality take the process of playing a fully mediating role in parenting influence on middle school students' life satisfaction; Life events, interpersonal relationship and parent-child communication to varying degrees impact on positive affection and negative affection.
(7) Left-behind students life satisfaction were significantly lower than ordinary middle school students life satisfaction level, the ordinary middle school students positive emotions significantly more than the left-behind students, and the negative affection left-behind middle school students is more than that of common middle school students; Agreeableness, cautious and self-esteem whether all can significantly adjust the left and middle school students' life satisfaction, the relationship between the father's emotional warmth and understanding, father's punishment and severe father, rejection and denial can significantly adjust whether staying with middle school students' life satisfaction, the relationship between the mother's emotional warmth and understanding, mother's punishment and severe whether can significantly adjust the left and the relationship between middle school students' life satisfaction, whether the relationship between teachers and students to stay and the relationship between middle school students' life satisfaction significantly adjust action, and whether same-sex relationships will stay with the relationship between the middle school students'negative emotions have a significant adjustment.
(8) Flow of negative emotion significantly less than the ordinary students negative emotion, but in terms of life satisfaction and positive emotions, the two have no obvious difference; Does mother excessive interference and protection to flow with the relationship between middle school students' life satisfaction, positive emotions play a significant regulatory role, status difference whether to flow between teachers and students of the relationship between middle school students' life satisfaction, negative affection and play a significant regulatory role, whether heterosexual relationships will flow with middle school students' life satisfaction, positive emotion, negative emotion regulation of relationship play a significant role.
In general, the development characteristic of subjective well-being of middle school students has its uniqueness. Personality as an effective prediction variables, subjective well-being can be affected by other variables and strengthen or weaken the students' subjective well-being level, their common affect middle school students' subjective well-being; The influence mechanism of disadvantaged students subjective well-being has its particularity.
(1)中学生的生活满意度、积极情感在性别上不存在显著差异,但女中学生的消极情感显著高于男中学生；中学生的生活满意度和消极情感存在年级上的显著差异,积极情感在年级上不存在显著的差异；独生子女的积极情感明显多于非独生子女的积极情感；中学生的生活满意度与其年龄有显著的负相关,而中学生的消极情感与其年龄有显著的正相关。
(2)外倾性和谨慎性会对中学生的生活满意度有显著的正向影响,而情绪性和开放性会对中学生的生活满意度产生显著的负向影响；外倾性和谨慎性对中学生的积极情感产生显著的正向影响；外倾性和谨慎性对中学生的消极情感产生显著的负向影响,而情绪性和开放性会对中学生的消极情感产生显著的正向影响。
(3)父亲教养方式中的情感温暖和理解对中学生的生活满意度有显著的正向影响、对中学生的消极情感产生显著的负向影响,父亲教养方式中的过多保护会对中学生的消极情感产生显著的正向影响；母亲教养方式中的情感温暖和理解会对中学生的生活满意度产生显著的正向影响；亲子沟通会对中学生的生活满意度和积极情感产生显著的正向影响,并会对中学生的消极情感产生显著的负向影响。
(4)师生关系对中学生的生活满意度有显著的正向影响,师生关系会对中学生的消极情感产生显著的负向影响；与同性别关系和与异性别关系均会对中学生的生活满意度产生显著的正向影响,与同性别关系会对中学生的消极情感产生显著的负向影响,但是与同性别关系和与异性别关系均不会对中学生的积极情感产生显著的影响。
(5)生活事件会对中学生的生活满意度产生显著的负向影响,并会对中学生的消极情感产生显著的正向影响,但不会对中学生的积极情感产生显著的影响。
(6)自尊在亲子沟通、师生关系、同伴关系影响中学生生活满意度的过程中起着部分中介作用；大五人格在亲子沟通、师生关系、同伴关系影响中学生生活满意度的过程中起着部分中介作用；大五人格在教养方式对中学生生活满意度影响的过程中起着完全中介作用；生活事件、人际关系和亲子沟通对积极情感和消极情感产生不同程度的影响。
(7)留守中学生的生活满意度水平显著低于普通中学生的生活满意度水平,留守中学生的积极情感显著少于普通中学生,而留守中学生的消极情感明显多于普通中学生；宜人性、谨慎性和自尊均会显著地调节是否留守与中学生生活满意度之间的关系,父亲情感温暖和理解、父亲惩罚和严厉、父亲拒绝和否认可以显著地调节是否留守与中学生生活满意度之间的关系,母亲情感温暖和理解、母亲惩罚与严厉可以显著地调节是否留守与中学生生活满意度之间的关系,师生关系会对是否留守与中学生生活满意度之间的关系产生显著的调节作用,与同性关系会对是否留守与中学生消极情感之间的关系产生显著的调节作用。
(8)流动中学生的消极情感显著地少于普通中学生的消极情感,但是在生活满意度和积极情感上,两者无明显的差异；母亲过分干涉和保护会对是否流动与中学生生活满意度、积极情感之间的关系起到显著的调节作用,师生间地位差异会对是否流动与中学生生活满意度、消极情感之间的关系起到显著的调节作用,与异性关系会对是否流动与中学生生活满意度、积极情感、消极情感之间的关系起到显著的调节作用。
总的来说,中学生的主观幸福感的发展特点有其独特性；人格作为主观幸福感的有效预测变量,可以通过影响其他变量进而增强或减弱中学生的主观幸福感水平,它们共同影响中学生的主观幸福感；处境不利中学生主观幸福感的影响机制具有其特殊性。
Subjective well-being of psychological Under the influence of positive psychology research is one of the most important part of a field of positive psychology and Subjective well-being is the individual subjective reflection of real life and the individual on the basis of the actual life about own existence condition of a positive psychological experience and satisfaction. At present a lot of research discusses the connotation and structure of adult subjective well-being and Its influencing factors. However, studies of middle school students'subjective well-being is very limited, especially the lack of development characteristics of middle school students'subjective well-being and effect mechanism of the system research. As middle school students should not only increase knowledge, developing ability and all aspects of quality, at the same time, should learn to be happy. Students' happiness itself can also affect the healthy growth of students. Therefore, the paper, in combing the subjective well-being, on the basis of relevant theory and empirical study, analyzes the problems existing in the current middle school students' subjective well-being research and deficiencies, to personality and environment interaction theory as the guide, through the middle school students' subjective well-being questionnaire, big five personality questionnaire, self-esteem scale, parenting style questionnaire, questionnaire and peer relationship between teachers and students relations questionnaire, life event questionnaire, parents version of parent-child communication questionnaire and other related questionnaires,922ordinary middle school students and571parents,293left-behind middle school students(and extract264ordinary middle school students as control group),107middle school students(and extract161ordinary middle school students as control group) carries on the questionnaire survey research, discusses the characteristics and the impact on the development of middle school students subjective well-being. The results are as follows:
(1) Middle school students' life satisfaction,positive emotion does not exist significant differences in gender, but middle school students negative emotion is significantly higher than male students; High school students life satisfaction and negative emotions exist significant difference on grade, positive emotions do not exist significant differences in grade; Only child's positive emotions, positive emotions significantly more than the one child policy Middle school students life satisfaction have significant negative correlation with their age, and middle school students negative emotion has a significant positive correlation with their age.
(2) Extroversion and cautious for middle school students have significant positive influence on life satisfaction, and emotionality and open-ended for middle school students life satisfaction have a significant negative impact; Extroversion and cautious about positive emotions have a significant positive influence on middle school students; Extroversion and cautious negative affection on high school students have significant negative impact, and emotionality and open-ended will negative emotions have a significant positive influence on high school students.
(3) The father's emotional warmth and understanding in the way of middle school students have significant positive influence on life satisfaction, negative affection on high school students have significant negative impact, excessive protection of father's parenting students negative emotion have a significant positive impact; Mother upbringing of emotional warmth and understanding will be significantly positive influence on middle school students' life satisfaction; Parent-child communication for middle school students life satisfaction and positive emotions have a significant positive influence, and negative emotions on high school students have a significant negative impact.
(4) The relationship between teachers and students of middle school students have significant positive influence on life satisfaction, relationship between teachers and students of middle school students' negative emotions have a significant negative impact; With gender relations and the relationship with the opposite sex will be significant positive influence on middle school students' life satisfaction, with the same gender relations will be negative affection on high school students have significant negative impact, but with gender relations and the relationship with the opposite sex are not significant influence on middle school students' positive emotions.
(5) Life events for middle school students life satisfaction have significant negative impact, and negative emotions have a significant positive influence on high school students, but not significant influence on middle school students' positive emotions.
(6) Self-esteem take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students and peer relations affect in middle school students' life satisfaction; Big five personality take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students, peer relations affect in middle school students'life satisfaction; Big five personality take the process of playing a fully mediating role in parenting influence on middle school students' life satisfaction; Life events, interpersonal relationship and parent-child communication to varying degrees impact on positive affection and negative affection.
(7) Left-behind students life satisfaction were significantly lower than ordinary middle school students life satisfaction level, the ordinary middle school students positive emotions significantly more than the left-behind students, and the negative affection left-behind middle school students is more than that of common middle school students; Agreeableness, cautious and self-esteem whether all can significantly adjust the left and middle school students' life satisfaction, the relationship between the father's emotional warmth and understanding, father's punishment and severe father, rejection and denial can significantly adjust whether staying with middle school students' life satisfaction, the relationship between the mother's emotional warmth and understanding, mother's punishment and severe whether can significantly adjust the left and the relationship between middle school students' life satisfaction, whether the relationship between teachers and students to stay and the relationship between middle school students' life satisfaction significantly adjust action, and whether same-sex relationships will stay with the relationship between the middle school students'negative emotions have a significant adjustment.
(8) Flow of negative emotion significantly less than the ordinary students negative emotion, but in terms of life satisfaction and positive emotions, the two have no obvious difference; Does mother excessive interference and protection to flow with the relationship between middle school students' life satisfaction, positive emotions play a significant regulatory role, status difference whether to flow between teachers and students of the relationship between middle school students' life satisfaction, negative affection and play a significant regulatory role, whether heterosexual relationships will flow with middle school students' life satisfaction, positive emotion, negative emotion regulation of relationship play a significant role.
In general, the development characteristic of subjective well-being of middle school students has its uniqueness. Personality as an effective prediction variables, subjective well-being can be affected by other variables and strengthen or weaken the students' subjective well-being level, their common affect middle school students' subjective well-being; The influence mechanism of disadvantaged students subjective well-being has its particularity.
引文
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