高中生领悟社会支持与学校生活满意度：乐观的中介作用

发布时间：2018-02-27 09:21

本文关键词： 高中生领悟社会支持乐观学校生活满意度　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：当今社会,青少年的总体生活满意度受到学校生活满意度的重要影响,学校生活是他们特殊且重要的一种生活。因为他们不仅可以在学校学到知识,同时还能在学校里不断成长。有研究已经证实学校生活满意度和乐观受到领悟社会支持的影响,因此,本研究主要考察高中生领悟社会支持、乐观和学校生活满意度的特点,探讨三者的关系。本研究可以充实有关高中生领悟社会支持、乐观和学校生活满意度的理论研究。为学校培养学生健全健康的心理素质,促进学生积极发展和提高学校幸福感提供理论依据。本研究采用严标宾等人修订的量表《领悟社会支持量表》(PSSS)、李逸龙等人修订的《乐观人格量表》(OPS)以及田丽丽编制的《青少年在校积极情感和消极情感问卷》对522名高中生进行问卷调查。研究结果如下:1.高中生领悟社会支持的总体水平比较高。成绩排名前1/3的高中生的家庭支持、领悟社会支持的水平高于成绩排名后1/3的高中生;成绩排名中间的高中生的领悟社会支持的水平高于成绩排名后1/3的高中生。在性别、生源地、是否独生、年级人口学变量上,高中生的领悟社会支持水平差异不明显。2.高中生乐观的总体水平比较高。在性别、生源地、是否独生、年级和成绩人口学变量上,高中生的乐观水平差异不明显。3.高中生学校生活满意度水平总体比较高。高一学生校积极情感均低于高二学生。在性别、生源地、是否独生子女和成绩人口学变量上,高中生的学校生活满意度差异不明显。4.领悟社会支持总分及各维度、乐观总分及各维度以学校生活满意度各维度之间两两显著相关。5.乐观在领悟社会支持和学校生活满意度之间起部分中介作用。6.乐观在家庭支持与在校情感、朋友支持与在校情感、其他支持与在校情感之间均起部分中介作用;结论:家庭、朋友和学校在给予学生力所能及的支持时,要着重提高他们对社会支持的认知和理解能力,培养他们养成积极、乐观的心理状态,为学校生活满意度的提高打下良好的心理素质基础。
[Abstract]:In today's society, the overall life satisfaction of teenagers is greatly influenced by the satisfaction of school life. School life is a special and important life for them, because they can not only learn knowledge in school, Some studies have proved that school life satisfaction and optimism are influenced by perceived social support. Therefore, this study mainly examines the characteristics of high school students' perceived social support, optimism and school life satisfaction. This study can enrich the theoretical research on perceived social support, optimism and school life satisfaction of high school students. To promote the positive development of students and improve the school well-being to provide theoretical basis. This study uses the scale revised by Yan Baobin et al. < perceived Social support scale > PSSSX, Li Yilong et al.'s optimistic Personality scale (OPS) and Tian Lili's compilation. 522 senior high school students were surveyed by the questionnaire on positive and negative emotions in School. The results were as follows: 1. The overall level of perceived social support was higher in senior high school students. The family support of the top 1/3 high school students, The level of perceived social support was higher than that of the 1/3 at the bottom of the ranking; the level of perceived social support in the middle of the ranking was higher than that in the 1/3 at the bottom of the score. There is no significant difference in perceived social support among senior high school students. 2. The overall level of optimism among senior high school students is relatively high. In terms of gender, place of origin of students, single child, grade and achievement demographic variables, The level of high school students' satisfaction with school life is generally high. The positive emotion of high school students is lower than that of sophomore students. In terms of gender, place of origin of students, whether only child or not, and achievement demographics variable, high school students' positive emotion is lower than that of sophomore students. The difference of school life satisfaction of senior high school students is not obvious. 4. Understanding the total score of social support and each dimension, The total score of optimism and its dimensions are significantly correlated with each dimension of school life satisfaction. 5. optimism plays a part of intermediary role between perceived social support and school life satisfaction. 6. Optimism plays a role in family support and school emotion. Friends support and school emotion, other support and school emotion play a part intermediary role. Conclusion: family, friends and schools should focus on improving their cognition and understanding of social support when giving students the support they can. Cultivate them to develop positive and optimistic psychological state, and lay a good psychological quality foundation for the improvement of school life satisfaction.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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