中小学生综合幸福感发展现状和教育建议

Primary and Secondary School Students' Comprehensive Well-Being: Current Development and Educational Suggestions

幸福感对青少年健康成长和发展具有重要意义,包含了学生发展的重要内涵,是评估学校教育质量的重要指标。本研究采用《中国中小学生幸福感通用量表》对八个城市5029名中小学生进行测量,从心理幸福感、学习幸福感、健康幸福感、社会幸福感和道德幸福感五大分量表科学、系统、全面地考察了中小学生幸福感的发展水平和特点。结果表明,中小学生综合幸福感总体发展水平良好,五个分量表得分由高到低依次为:道德幸福感、健康幸福感、社会幸福感、学习幸福感和心理幸福感;综合幸福感存在显著的年级差异、性别差异、城乡差异、班校干部差异和父母受教育水平差异,表现为低年级学生的综合幸福感得分显著高于高年级学生的得分,女生的综合幸福感得分显著高于男生得分,城市学生综合幸福感得分显著高于农村学生得分,担任班校干部的学生综合幸福感得分显著高于没有担任班校干部的学生得分,父母亲受教育水平高的学生得分显著高于父母亲受教育水平低的学生得分。最后,提出了提高中小学生综合幸福感水平的四条建议。

Subject well-being, which is significant to adolescents＇ healthy development, serves as an impor- tant indicator for educational quality evaluation at schools. This study, by using the General Scale for Chinese Pri- mary and Secondary School Students＇ Well-Being to test 5,029 students in 8 cities from such dimensions as psy- chological, learning, health-oriented, social, and moral well-being, aims to explore the current development and features of primary and secondary school students＇ comprehensive well-being. The results show the following： On the whole, the students tested showed a high level of comprehensive well-being; they scored highest in moral well-being, which was followed by health-oriented, social, academic, and psychological well-being; their com- prehensive well-being showed a significant difference in grade, gender, whether at urban schools or at rural schools, whether to act as leaders in the class or at the entire school, and parents＇ educational backgrounds; the low-grade students scored significantly higher in comprehensive well-being than the high-grade students; and the girls, the urban students, those who acted as leaders in the class or at the entire school, those whose parents had higher academic degrees scored significantly higher in comprehensive well-being than the boys, the rural stu- dents, those who did not act as leaders in the class or at the entire school, and those whose parents had lower ac- ademic degrees, respectively. In conclusion, the study offers four suggestions for the development of primary and secondary school students＇ comprehensive well-being.