中小学生课余生活及与主观幸福感的关系

Extracurricular life and their subjective well-being of primary and secondary school students

目的了解中小学生课余生活现状及其与主观幸福感的关系,为促进青少年身心健康发展提供参考。方法在浙江省的湖州、台州和宁波,按照方便取样的原则选取城市和乡镇的四~六年级小学生、初中生和高中生共2 032名,采用主观幸福感量表和课余生活状况量表进行问卷调查。结果中小学生课余生活以复习功课、上补习班为主（分别占55.7%,28.8%）;娱乐化倾向明显,选择看电视听音乐的人数比例较高（24.5%）;实践性严重匮乏,只有0.5%的中小学生选择参加社会调查或实践,0.8%的学生选择参加社团活动,过多上网人数过多（41.4%）。中小学生可以自由支配的课余时间不够充足（占总课余时间的44%）;课余生活缺乏计划性,认真规划的小学、初中、高中人数比例分别为11.6%,10.5%,3.4%,均低于从不规划的人数比例（18.6,18.0%,30.9%）（χ2值分别为8.308,3.796,183.042,P值均〈0.01）。中小学生过多参加复习补习、过多上网、课余自由支配时间不足、对课余时间缺乏规划性等均会在某种程度上降低主观幸福感。结论中小学生的课余生活与主观幸福感有关。

Objective To investigate the extracurricular life of primary and secondary school students and its relation with their subjective well-being. Methods Using the subjective well-being scale,a sample of 2 032 primary and secondary school students was tested. Results The extracurricular life of primary and secondary school life was mainly to do their homework and to take intensive classes（ respectively 55.7%,28.8%）.Entertainment tendency was obvious,the proportion of primary and secondary school students who selected watching TV or listening to music was high（ 24.5%）.The practicality of extracurricular life of primary and secondary school students was severely scarce,only 0.5% of students chose to participate in social surveys or practice,0.8% of students chose to participate in community activities.And the number of excessive Internet users was too big（ 41.4%）.The spare time which students could freely dominate was not sufficient enough（ 44% of total spare time）,and their spare time lacked planning,the proportion of students who carefully planned their spare time was significantly less than that of who never planned their spare time（ P〈0.01）.That school children spared too much time on taking intensive classes,Internet using,or could not adequately freely dominate their spare time,or could not well plan their leisure time,would reduce their subjective well-being. Conclusion The extracurricular life of primary and secondary school students is related with their subjective well-being.