548名中学生的班级环境和生活满意度

Class Environment and Life Satisfaction of 548 High School Students

目的:探讨中学生的班级环境及其生活满意度。方法:采用中小学班级环境和青少年生活满意度量表,对548名中学生的班级环境和生活满意度进行断面调查,并对调查数据进行相关、聚类和方差分析。结果:男生感知的竞争、学习负担大于女生(2.44±0.72/2.21±0.73,2.13±0.66/2.00±0.63,t=3.64、2.33,P<0.01、0.05),但学校满意度评分低于女生(4.32±1.24/4.65±1.16,t=-3.17,P<0.01);城市学生的师生关系、家庭满意度、学业满意度和环境满意度评分低于乡镇(2.73±0.80/2.94±0.73,4.93±1.28/5.32±1.07,3.24±0.99/3.65±1.05,4.09±1.20/4.29±1.05,t=-2.97、-3.86、-4.58、-2.06,均P<0.05);除学习负担、家庭满意度和自由满意度以外,其他方面均存在年级差异(F=3.63~33.19,P<0.05),大体上呈年级越高评分越低的趋势;班级环境中的师生关系、同学关系、秩序纪律和竞争与学生生活满意度呈正相关(r=0.13~0.47,P<0.01),而学习负担与学生的家庭、学校、学业、自由和环境满意度呈负相关(r=-0.20^-0.09,P<0.05);班级环境可以分为良好型(26.8%)、一般型(48%)和问题型(25.2%)三种,学生生活满意度在不同班级环境类型上的得分差异有统计学意义(F=11.10~47.81,P<0.01),表现为班级环境越差,生活满意度越低。结论:中学生班级环境与生活满意度有一定的联系。

Objective：To study the relationship between class environment and fife satisfaction of high school students. Methods：The study investigated the class environments and life satisfaction with 548 high school students as subjects by using MCI and adolescent students＇life satisfaction scale, and the data was dealt with Correlation, Cluster Analysis and ANOVA. Results：There were significant gender differences in competition , learning burden and school satisfaction（2.44 ±0. 72/2. 21 ±0.73,2. 13 ±0.66/2.00±0.63,4.32±1.24/4.65 ±1.16,t =3. 64,2. 33, -3.17, P 〈 0. 05 ）. There were significant differences between urban and rural high school students on teacher-student relationship, discipline and order, learning burden, family, school work, and environment satisfaction（2. 73 ± 0. 80/2.94 ± 0. 73,4. 93 ± 1.28/5.32 ± 1.07,3.24 ± 0. 99/3.65 ± 1.05,4. 09 ± 1.20/4. 29 ± 1.05, t = - 2. 97,2. 56,9. 49, - 3. 86, -4. 58,2. 06,P 〈 0. 05）. Grade differences could be found in all other aspects except learning burden, family satisfaction and freedom satisfaction（ F = 3. 63 - 33. 19 ,P 〈 0. 05 ）. There were positive relations between the teacherstudent relationship,classmates relationship,discipline and order , competition of class environment and life satisfaction （r =0. 13-0. 47,P 〈 0. 01 ）. There were negative relations between the learning burden and family, school, school work, freedom, environment satisfaction （ r = - 0. 20 - - 0. 09, P 〈 0. 05 ）. Class environments were identified as good（26. 8% ） average（48% ） and in conflict （25.2%）. The students＂ fife satisfaction with different class environment was different（ data,F = 11.10 -47. 81 ,P 〈 0. 01 ）. The worse the class environment was, the worse the students ＂fife satisfaction was. Conclusion： The relationship between class environment and life satisfaction of high school students is significant.