职业培训学员主观幸福感与人格的关系研究
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摘要
分析了国内外职业培训现状及职业培训学员特点;阐述和整合了主观幸福感概念和理论。对职业培训学员进行开放性问卷调查,对收集到的学员的答案加以归类和总结,结合参考国内外主观幸福感问卷项目,通过大量的访谈,编制了《职业培训学员主观幸福感》量表。对110名职业培训学员进行小范围施测,利用项目分析、探索性因素分析等技术,确定正式量表,并对量表进行信效度检验。以此量表与艾森克人格量表对235名职业培训学员进行大样本施测,运用相关、回归分析来探讨他们之间的关系。结果表明:
1.自编量表包括了自我、学业、社会、家庭、友谊、健康、学校这7个因素,此结构模型与研究的构想基本一致,经信度效度检验,自编量表有较好的信度和效度指标,可以作为评价职业培训学员主观幸福感的适宜工具。
2.职业培训学员人格与主观幸福感关系密切。外倾性和神经质均与主观幸福感各维度存在显著相关:神经质与消极情感存在显著正相关,与生活满意度和积极情感存在显著负相关;外倾性与消极情感存在显著负相关,与生活满意度和积极情感存在显著正相关;精神质与生活满意感之间存在显著的负相关,而与消极情感之间存在显著的正相关,与积极情感之间相关不显著。
3.回归分析结果再次证明了人格是主观幸福感的最可靠、最有力的预测指标,是影响主观幸福感的重要因素。
To analyse the actuality of vocational training and the characteristic of vocational training students, the author designed the questionnaire—Subjective Well-Being Questionnaire of Vocational Training Students, which based on classifying and summarizing the answers of the open questionnaire, the item of subjective well-being questionnaire from domestic and overseas, a good deal of interview. Choose 110 of Vocational Training Students had investigated, using statistical technology like Item Analysis and Regression Analysis Method etc. To confirm the formal questionnaire. Meanwhile the author evaluated the reliability and validity of the questionnaire. This research adopted the self-designed questionnaire and EPQ to measure 235 occupations as big sample, to inspect the relations between them by the correlation and the regression analysis. The study shows that:
1.The questionnaire which had high reliability and validity includes seven factors, such as, self, academic achievement, society, family, friendship, health, school, that kept communality with the thought of study. The questionnaire could be regarded as fitting tool of estimating subjective well-being of vocational training students.
2.Vocational training students’personality had significant correlation with subject well-being: Neuroticism and extravert had positive correlation with subject well-being; Neuroticism had positive correlation with negative emotion, had negative correlation with positive emotion and life satisfaction; extravert had negative correlation with negative emotion, had positive correlation with positive emotion and life satisfaction; psychoticism had negative correlation with life satisfaction, had positive correlation with negative emotion, The correlation is not remarkable with positive correlation。
3.Using the result of regression analysis revealed that personality was the most reliability and most effective prediction Index and was the important factor of subject well-being.
1.自编量表包括了自我、学业、社会、家庭、友谊、健康、学校这7个因素,此结构模型与研究的构想基本一致,经信度效度检验,自编量表有较好的信度和效度指标,可以作为评价职业培训学员主观幸福感的适宜工具。
2.职业培训学员人格与主观幸福感关系密切。外倾性和神经质均与主观幸福感各维度存在显著相关:神经质与消极情感存在显著正相关,与生活满意度和积极情感存在显著负相关;外倾性与消极情感存在显著负相关,与生活满意度和积极情感存在显著正相关;精神质与生活满意感之间存在显著的负相关,而与消极情感之间存在显著的正相关,与积极情感之间相关不显著。
3.回归分析结果再次证明了人格是主观幸福感的最可靠、最有力的预测指标,是影响主观幸福感的重要因素。
To analyse the actuality of vocational training and the characteristic of vocational training students, the author designed the questionnaire—Subjective Well-Being Questionnaire of Vocational Training Students, which based on classifying and summarizing the answers of the open questionnaire, the item of subjective well-being questionnaire from domestic and overseas, a good deal of interview. Choose 110 of Vocational Training Students had investigated, using statistical technology like Item Analysis and Regression Analysis Method etc. To confirm the formal questionnaire. Meanwhile the author evaluated the reliability and validity of the questionnaire. This research adopted the self-designed questionnaire and EPQ to measure 235 occupations as big sample, to inspect the relations between them by the correlation and the regression analysis. The study shows that:
1.The questionnaire which had high reliability and validity includes seven factors, such as, self, academic achievement, society, family, friendship, health, school, that kept communality with the thought of study. The questionnaire could be regarded as fitting tool of estimating subjective well-being of vocational training students.
2.Vocational training students’personality had significant correlation with subject well-being: Neuroticism and extravert had positive correlation with subject well-being; Neuroticism had positive correlation with negative emotion, had negative correlation with positive emotion and life satisfaction; extravert had negative correlation with negative emotion, had positive correlation with positive emotion and life satisfaction; psychoticism had negative correlation with life satisfaction, had positive correlation with negative emotion, The correlation is not remarkable with positive correlation。
3.Using the result of regression analysis revealed that personality was the most reliability and most effective prediction Index and was the important factor of subject well-being.
引文
[1] 孟广平主编:《面向 21 世纪我的教育观》(职业技术教育卷),广东教育出版社,2000 年 8月版,第 30 页
[2]于法鸣,陈宇:《才》,55 页,北京,中国工人出版社,2002 年
[3] 黄希庭,徐凤姝.大学生心理学.上海:上海人民出版社,1987.760-768
[4] Diener E. Subjective Well-Being. Psychology Bulletin, 1984, 95(3): 542-575
[5] Diener E, Eunkook MS, Richard E et al. Subjective Well-Being: Three Decades of Progress. Psychology Bulletin, 1999, 125(2): 276-294
[6] 郑雪、严标宾等著.《幸福心理学》,曁南大学出版社 2004 年版.
[7] 檀传宝著.《幸福教育论》,华东师范大学学报教育科学版 1999 年版.
[8] 王玲等编著.《大学生心理手册》,曁南大学出版社 1999 年版.
[9] 汪元宏、吴贵春著.《大学生心理健康指南》,安徽大学出版社 1999 年版.
[10] 桂依凡著.《走出精神沼泽》,江西高校出版社 1992 年版.
[11] 周长城等著.《社会发展与生活质量研究》,社会科学文献出版社 2001 年版.
[12] 杨琴珠等编著.《大学生心态调节》,安徽教育出版社 1993 年版.
[13] 陈瑛主编.《人生幸福论》,中国青年出版社 1996 年版.
[14] 姚本先、方双虎著.《学校心理健康教育导论》,中国科技大学出版社 2002 年版.
[15] Diener E. Subjective Well-Being snd Personality. In:Barone D F, Hersen M, Van H et al ed. Advanced Personality, The Plenum Series in Social/Clinical Psychology. New York: Plenum Press, 1998. 311-334
[16] Diener E, Fujita F. Resoources, Personal Strivings and Subjective Well-Being: A Nomothetic and Idiographic Approach. Journal of Personality and Social Psychology, 1995, 68(5): 926-935
[17] ] Tellegen A, Lykken D T, Bouchand T J et al. Personality similarity in twin reared apart and together. Journal of Personality and Social Psychology, 1988, 54(6): 1031-1039.
[18] DeNeve E M, Cooper H. The Happy Personality:A Meta-Analysis of 137 Personality Traits and Subjective Well-Being. Psychology Bulletin, 1998, 124(2): 197-229.
[19] 井世洁 初中生日常生活事件的应激强度与心理健康关系的研究 青年研究 2000 年 5: 22-26
[20] 陈会昌等译 人格心理学 中国轻工业出版社 2000 10
[21] 张敏强主编 教育与心理统计学 人民教育出版社 1993 12
[22] 王艳梅 初中生成就目标和总体幸福感的关系研究 健康心理学杂志 2002 10(6): 411-412
[23] 邢占军 主观幸福感测量研究综述 心理科学 2002 25 (3): 336-338
[24] 陈仲庚 艾森克人格问卷的项目分析 心理学报 1983 2
[25] 陈仲庚 艾森克人格问卷少年式 心理学报 1984
[26] Young, S. L.,&Ensing, D. S. Exploring the perspective of people with psychiatric disabilities. Psychiatric Rehabilitation Journal, I999,22(3)
[27] Bracke,P.. Measuring the subjective well-being of people in a psychology Rehabilitation and a residential setting: the outline of the study and the measurement properties of a mufti-dimentional indicator of well-being.
[28] 汪向东主编.心理卫生评定量表手册。心理卫生杂志,1993 增刊:69-93
[29] 钱铭怡 艾森克人格问卷简式量表中国版(EPQ-RSC)的修订 心理学报 2000,32(3):317-323
[30] Brebner J. et al. (1995).Relationships between happiness and personality. Personality and Individual Differences,19:251-58
[2]于法鸣,陈宇:《才》,55 页,北京,中国工人出版社,2002 年
[3] 黄希庭,徐凤姝.大学生心理学.上海:上海人民出版社,1987.760-768
[4] Diener E. Subjective Well-Being. Psychology Bulletin, 1984, 95(3): 542-575
[5] Diener E, Eunkook MS, Richard E et al. Subjective Well-Being: Three Decades of Progress. Psychology Bulletin, 1999, 125(2): 276-294
[6] 郑雪、严标宾等著.《幸福心理学》,曁南大学出版社 2004 年版.
[7] 檀传宝著.《幸福教育论》,华东师范大学学报教育科学版 1999 年版.
[8] 王玲等编著.《大学生心理手册》,曁南大学出版社 1999 年版.
[9] 汪元宏、吴贵春著.《大学生心理健康指南》,安徽大学出版社 1999 年版.
[10] 桂依凡著.《走出精神沼泽》,江西高校出版社 1992 年版.
[11] 周长城等著.《社会发展与生活质量研究》,社会科学文献出版社 2001 年版.
[12] 杨琴珠等编著.《大学生心态调节》,安徽教育出版社 1993 年版.
[13] 陈瑛主编.《人生幸福论》,中国青年出版社 1996 年版.
[14] 姚本先、方双虎著.《学校心理健康教育导论》,中国科技大学出版社 2002 年版.
[15] Diener E. Subjective Well-Being snd Personality. In:Barone D F, Hersen M, Van H et al ed. Advanced Personality, The Plenum Series in Social/Clinical Psychology. New York: Plenum Press, 1998. 311-334
[16] Diener E, Fujita F. Resoources, Personal Strivings and Subjective Well-Being: A Nomothetic and Idiographic Approach. Journal of Personality and Social Psychology, 1995, 68(5): 926-935
[17] ] Tellegen A, Lykken D T, Bouchand T J et al. Personality similarity in twin reared apart and together. Journal of Personality and Social Psychology, 1988, 54(6): 1031-1039.
[18] DeNeve E M, Cooper H. The Happy Personality:A Meta-Analysis of 137 Personality Traits and Subjective Well-Being. Psychology Bulletin, 1998, 124(2): 197-229.
[19] 井世洁 初中生日常生活事件的应激强度与心理健康关系的研究 青年研究 2000 年 5: 22-26
[20] 陈会昌等译 人格心理学 中国轻工业出版社 2000 10
[21] 张敏强主编 教育与心理统计学 人民教育出版社 1993 12
[22] 王艳梅 初中生成就目标和总体幸福感的关系研究 健康心理学杂志 2002 10(6): 411-412
[23] 邢占军 主观幸福感测量研究综述 心理科学 2002 25 (3): 336-338
[24] 陈仲庚 艾森克人格问卷的项目分析 心理学报 1983 2
[25] 陈仲庚 艾森克人格问卷少年式 心理学报 1984
[26] Young, S. L.,&Ensing, D. S. Exploring the perspective of people with psychiatric disabilities. Psychiatric Rehabilitation Journal, I999,22(3)
[27] Bracke,P.. Measuring the subjective well-being of people in a psychology Rehabilitation and a residential setting: the outline of the study and the measurement properties of a mufti-dimentional indicator of well-being.
[28] 汪向东主编.心理卫生评定量表手册。心理卫生杂志,1993 增刊:69-93
[29] 钱铭怡 艾森克人格问卷简式量表中国版(EPQ-RSC)的修订 心理学报 2000,32(3):317-323
[30] Brebner J. et al. (1995).Relationships between happiness and personality. Personality and Individual Differences,19:251-58
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