以感恩教育提升高中生幸福感的实验研究

发布时间：2018-06-22 12:33

本文选题：青少年 + 感恩教育　；参考：《四川师范大学》2015年硕士论文

【摘要】：随着积极心理学的兴起,心理学的研究主题从创伤、疾病、痛苦感等转向潜能、希望、幸福感。学校心理教育也从补救性教育转向发展性教育,幸福感成了研究焦点。本研究梳理和分析了当前国内外对幸福感和感恩的理论研究及对感恩教育的理论和实践研究,在此基础上提出了以感恩教育提升高中生幸福感的实验研究。我们首先开展了高中生感恩心理与幸福感状况及关系的调查研究,在某中学高一至高三年级中随机抽取350名学生,通过问卷调查法考察高中生感恩水平及与心理幸福感的关系,以及生活满意度和快乐感的中介作用。结果表明,高中生感恩与积极情绪、消极情绪、生活满意度和心理幸福感之间显著正相关。快乐感在高中生感恩与心理幸福感之间起着部分中介作用,占总效应的比例为37.7%。感恩与青少年心理幸福感的相关显著,即感恩直接提升青少年心理幸福感,也通过快乐感间接促进青少年心理幸福感的发展。我们进一步开展了感恩教育对幸福感提升作用的实验研究,以实验方法,对感恩训练提升主观幸福感和心理幸福感的实际效果进行检验。实验以某中学362名高中生为被试,设置进行感恩教育的实验组与没有进行感恩教育的对照组,通过感恩教育前进行前测、开展8周的感恩教育后立即进行后测1、感恩教育结束后两个月后再进行后测2,收集3次测量的主观幸福感和心理幸福感的数据,并进行对比,探究感恩教育对两种幸福感的提升作用。研究结果显示:1)感恩教育结束后,即时的主观幸福感和心理幸福感都显著提高;2)感恩教育结束的两个月后,主观幸福感的水平恢复原来水平而心理幸福感的水平仍有显著提高。感恩训练能显著提升主观幸福感的分数,但持续时间较短,而在心理幸福感方面,感恩训练却产生持续的效果,不仅刚刚结束训练时能检测到提升效果,而且时隔两个月后,依然能检测到。心理幸福感是比主观幸福感更稳定的一种积极心理品质。
[Abstract]:With the rise of positive psychology, the research topic of psychology changes from trauma, disease, pain feeling to potential, hope and happiness. School psychological education also changed from remedial education to developmental education, happiness became the focus of research. This study combs and analyzes the current domestic and foreign theoretical research on happiness and gratitude, and the theoretical and practical research on Thanksgiving education. On this basis, the experimental research on how to improve the happiness of senior high school students by Thanksgiving education is put forward. First of all, we carried out a study on the relationship between gratitude psychology and well-being of senior high school students. 350 students were randomly selected from a middle school in grade one to three to investigate the relationship between gratitude level and psychological well-being of senior high school students by questionnaire. As well as life satisfaction and happiness intermediary role. The results showed that gratitude was positively correlated with positive emotion, negative emotion, life satisfaction and psychological well-being. Happiness plays an intermediary role between gratitude and psychological well-being in senior high school students, accounting for 37.7% of the total effect. The relationship between gratitude and adolescent psychological well-being is significant, that is, gratitude directly promotes adolescent psychological well-being, but also indirectly promotes the development of adolescent psychological well-being through the sense of happiness. We further carried out an experimental study on the effect of gratitude education on the promotion of well-being, and tested the actual effects of gratitude training on enhancing subjective well-being and psychological well-being by means of experimental methods. In this experiment, 362 senior high school students in a middle school were selected as subjects. The experimental group and the control group with Thanksgiving education and no Thanksgiving education were set up, and the pre-test was carried out before Thanksgiving education. After 8 weeks of Thanksgiving education and 2 months after the end of Thanksgiving education, the data of subjective well-being and psychological well-being were collected and compared. To explore the role of Thanksgiving education in the promotion of two kinds of happiness. The results showed that: (1) after Thanksgiving education, both subjective well-being and psychological well-being were significantly increased. 2) two months after the end of gratitude education, the level of subjective well-being returned to its original level, while the level of psychological well-being increased significantly. Thanksgiving training can significantly improve the score of subjective well-being, but it lasts for a short time. In psychological well-being, gratitude training has a lasting effect, not only can detect the improvement at the end of the training, but also after two months. Still detectable. Psychological well-being is a positive psychological quality which is more stable than subjective well-being.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G631

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