中学生学习主观幸福感及其影响因素的初步研究

Middle School Students' Learning Subjective Well-Being And Its Major Influencing Factors

以910名从初一到高三的中学生为被试,采用自编的《中学生学习主观幸福感量表》进行研究。结果表明:(1)中学生学习主观幸福感普遍偏低,且存在学校类型、年级的差异,非重点学校学生学习主观幸福感更低;高二、初二学生学习主观幸福感最低。(2)影响中学生学习主观幸福感的直接因素是学习体验和现有学习成绩,其中,前者作用更大。(3)影响中学生学习主观幸福感的间接因素是社会压力和希望学习成绩,它们通过学习体验或现有学习成绩间接作用于学习主观幸福感。

This study is conducted with self-compiled 'Scale of Middle School Students' Learning Subjective Well-Being ' on 910 middle school students across six grades. Results show that: (1) Middle school students' learning subjective well-being is generally low, and differences exist among schools and grades: Students from non-key-schools have lower learning subjective well-being than others. Grade-two students in both junior and senior high schools have the lowest learning subjective well-being. (2) Factors directly influencing middle school students' learning subjective well-being are learning experience and present performance, with the former playing a major role. (3) Factors indirectly influencing middle school students' learning subjective well-being are social pressure and expected performance, they influence students' learning subjective well-being through students' learning experience or their present performance.