当代大学生主观幸福感影响因素研究——以北京市为例

The Influence Factors on College Students' Happiness:A Case of Beijing

利用2011年北京大学生成长跟踪调查数据,考察当代北京大学生的主观幸福感状况,并通过多元线性回归分析,结合大学生群体的重要特征,从个人背景、家庭背景、学校背景和校园生活四个维度对其幸福感的影响因素进行深入分析。研究结果表明:北京当代大学生主观幸福感程度较高,平均幸福感自我评分将近80,且有三成以上的人自我评分在90以上。女生的幸福感显著高于男生;学生家长所追求的重点学校的一流师资、学习氛围等外在条件对学生本人的幸福感并没有显著影响,高中和大学越是所谓的"重点",学生的幸福感反倒越低;生源地类型也对学生本人的幸福感没有显著影响,且越是来自大城市,幸福感越低,而来自农村的学生幸福感反而较高。大学生幸福感主要受到性别、健康等自身条件的影响,而受家庭、学校等外部因素的影响较小;家庭的社会地位以及个体社会化过程中的恋爱经历对其主观幸福感有显著影响:家庭社会地位越高,个体的主观幸福感越强;有过恋爱经历的人主观幸福感显著强于没有谈过恋爱的人,且这种差别幅度很大。奖励荣誉、资格证书、实习经历和社团活动等普遍认为能够提升个人素质、有助于增加就业机会和提高就业质量的因素对于提高大学生的主观幸福感作用并不显著。

Based on the latest tracking survey data of BCSPS in 2011, an in-depth analysis of the happiness condition is carried out. Using the multiple linear regression model, the influencing factors of the capital college students＇ happiness are analyzed from the dimension of individual, family, college and campus life. The results show the happiness level of capital college students is very high and over 30% of their score are 90 and above. The happiness level of female students is significantly higher than that of male students. The first-class teachers and learning atmosphere of key school that parents seek for have no significant effect on the student＇s happiness. The origin of students has no significant effect on their happiness either, however, the bigger the city is, the lower the happiness is. The main factors on their well-being are gender and health, while families, schools and other external factors have smaller impacts. Love experiences during individual socialization process and the family＇s social status have significant effects on their feelings of happiness： the higher the social status of family, the higher the individual happiness. Students who had love experience is happier than those who had not. Awards and honors, qualification certificate, practice experience and community activities etc., which are generally believed to be able to enhance the personal qualities and help to increase employment opportunities and improve employment quality, have no significant effect on the students＇ subjective happiness.