初中生学校生活质量与生活满意度的关系

Relationship between quality of school life and life satisfaction in junior high school students

目的:考察初中生学校生活质量现状及其与生活满意度的关系。方法:于2004-11采用分层随机取样的方法,选取深圳市3所中学的初一至初三年级的学生450人作为观察对象进行问卷调查,运用《学校生活质量量表》和《简明多维学生生活满意度量表》进行初中生的学校生活质量和生活满意度测量。①《学校生活质量量表》(中学版)由45个题目组成,包括整体满足感、负面情感、师生关系、社群关系、成就感、机会、经历7个分量表。填答方式为要求根据题目描述与自己实际情况的符合程度填写“完全不同意”到“完全同意”的4级判断,评分依次为1～4。除负面情感维度是得分越低表示学校生活质量越高以外,其他维度均为得分越高表示学校生活质量越高。②《简明多维学生生活满意度量表》量表由5个题目组成,分别代表家庭、朋友、学校、生活环境、自我中的一个。量表的反应方式来自《高兴-可怕量表》,1可怕、2不幸福、3基本不满意、4混合(满意与不满意相等)、5基本满意、6愉快、7高兴。5个题目得分的均值即为生活满意度的得分。调查方法均采用集体施测方式进行,同时在调查问卷中收集学生的人口统计学资料。学习成绩为学生自我知觉的在班级中的成绩等级,即:要求学生在上、中、下3个等级中选出与自己成绩情况相符或接近的一级。结果:发放问卷450份,收回合格问卷431份,回收率95.8%。①初中生的学校生活质量处于中等以上水平。②初一年级学生的整体满足感、师生关系和机会3个维度的生活质量显著高于初三年级的学生。③初中生在整体满足感、师生关系、社群关系、成就感、机会5个维度的生活质量呈现出随学习成绩的提高而提高的特点,学习成绩越好的学生负面情感越少。④学校生活质量中的负面情感维度与生活满意度呈中等偏下的显著负相关,相关系数为-0.45;其他学校生活质量维度如整体满足感、师生关系、社群关系、成就感、机会、经历均与生活满意度呈中等以上的显著正相关,相关系数分别为0.62,0.57,0.63,0.61,0.63,0.61,0.59,P均<0.01。⑤初中生学校生活质量和生活满意度呈显著正相关,学校生活质量对生活满意度的解释率为61%。结论:初中生对其学校生活质量具有较高的评价,学校生活质量是影响初中生生活满意度的重要因素。

AIM： To investigate the present status of quality of school life and its relationship with life satisfaction in junior high school students. METHODS： Totally 431 junior high school students were measured with Quality of School Life Scale （QSLS） and Brief Multidimensional Students＇ Life Satisfaction Scale （BMSLSS） by means of hierarchical sampling in November 2004. ① The QSLS was composed of 45 items, and included seven subscales of general satisfaction, negative affect, teachers, social integration, achievement, opportunity and status. The response key for each item was a four-point Likert scale and student responses were scored from 1 for strongly disagree to 4 for strongly agree. The higher scores represented higher quality of school life except the subscale of negative affect.② The BMSLSS was composed of 5 items which represented family, friend, school, living environment and self respectively. Response options were derived from the widely utilized delighted-terrible scale. They included 1 terrible, 2 unhappy, 3 mostly dissatisfied, 4 mixed （about equally satisfied and dissatisfied）, 5 mostly satisfied, 6 pleasure and 7 delighted. The mean of all the items＇ total scores denoted the score of life satisfaction. The data collection was conducted by the method of group test, Students＇ demographic information was collected in the questionnaires at the same time. The academic achievement refer to the grade level whose student＇s self perception to his/her achievement in his/her class, namely, the students were asked to choose the grade level which was consistent or adjacent with his/her achievement from crackajack, middling and thirdrate. RESULTS： Totally 450 questionnaires were provided, 431 were effective, and the rate of respond was 95.8%. ①The junior high students had higher evaluation on their quality of school life. ② The students in grade 1 got higher scores than students in grade 3 on the dimensions of general satisfaction, teachers and opportunity. ③ With improved study achievements, the students had higher quality of school life on the dimensions of general satisfaction, teachers, social integration, achievement and opportunity. With improved study achievements, the students had less negative affect. ④ There was significant negative correlation between negative affect and life satisfaction, the correlative coefficient was -0.45. Other dimensions of quality of school life such as general satisfaction, teachers, social integration, achievement, opportunity and status correlated with life satisfaction significantly, the coefficients were 0.62, 0.57, 0.63, 0.61, 0.63, 0.61 and 0.59 respectively, P all 〈 0.01. ⑤ Total variance of life satisfaction explained by all the dimensions of quality of school life was 61%. CONCLUSION： The students had higher evaluation on their quality of school life. The quality of school life was an important predictive indicator of life satisfaction.