初中生主观幸福感研究

发布时间：2018-04-17 04:28

本文选题：初中生 + 主观幸福感　；参考：《江西农业大学》2012年硕士论文

【摘要】：摘要：伴随着我国经济的发展,幸福问题在社会道德生活中的地位愈益突显,因此研究幸福的必要性也愈益彰明。初中生正处在人生打基础的重要时期,这不仅意味着在理论上开始进人确立自我意识、确立人生观的阶段,而且在实践上,他们正逐步转化为能动的社会主体。当代的初中生都出生在九十年代以后,社会物质生活较丰裕,由于不良社会风气的影响、严峻的升学压力、家长的不正确引导以及学校在幸福教育方面的缺失等综合原因,使学生对幸福的认识和态度逐渐发生了变异。出现了价值观的误区,如：个人主义、拜金主义、庸俗主义倾向。因此,帮助引导初中生正确认识幸福和感受幸福,不仅有助于他们确立和提升自己的幸福观,而且可以帮助他们积极向上地面对生活中的困难,减少心理问题的产生,提高生活质量,适应社会的发展要求。本文以安徽省宿州市一中、二中、八中、九中和十一中的7-9年级初中生为实例,采用访谈法和问卷调查法,分编制问卷、正式测验、结果分析三个步骤,深入的比较分析不同年级、不同性别、不同经济状况、独生子女与非独生子女的初中生对幸福认知、获得幸福的途径、主观幸福感等方面的差异,并对主观幸福感的现状及影响因素进行分析思考,并提出相应的对策。调查结果如下： (1)女学生的幸福感稍强于男生；不同年级的初中生幸福感强度由低年级向高年级递减；不同经济状况的初中生在主观幸福感上无明显差异；独生子女与非独生子女的初中生幸福感总体趋势上大致相同；父母受教育程度与主观幸福感存在显著差异。 (2)初中生普遍认为身体健康、热爱生活、家庭和睦、等因素是能够获得个人幸福的重要途径。他们最倾向于同学关系的和睦,有知心朋友在身边能随时提供温暖和支持则感到幸福。当代的初中生十分清楚金钱不是万能的道理,物质丰富不等于幸福,只有努力奋斗才是实现人生目标最关键的因素。 (3)父母在教育子女的方式方法上离实现民主型教养方式还有一定距离；初中生在应对挫折方面的能力不足；学校教育只偏重知识传授,机械重复,忽视对学生的全面培养。 (4)家庭环境、学校环境、教师关注、父母教育方式、学业压力、个人的人格及应对方式、人际关系等共同影响初中生主观幸福感。
[Abstract]:Abstract: with the development of China's economy, the issue of happiness in the social moral life status increasingly highlighted, so the necessity of happiness has also become increasingly clear. Is in an important period of life foundation of junior middle school students, which means not only in theory began to enter the people's self-consciousness, the establishment of the view of life and stage. In practice, they are gradually transformed into dynamic social subjects. The contemporary middle school students were born after 90s, the social material life are rich, because of the adverse social impact, serious study pressure, the comprehensive reason parents don't have correct guidance and school education in happiness and the lack of the students knowledge and attitude happy to gradually change. The misunderstanding, values such as individualism, money worship, vulgar tendency. Therefore, to help guide the junior high school students' correct understanding and sense of happiness By happiness, not only helps to establish and enhance their own happiness, but also can help them to face difficulties actively in life, reduce psychological problems, improve the quality of life, meet the requirements of social development. This paper takes Anhui city of Suzhou Province in two, eight, nine and eleven. Grade 7-9 of Junior high school students as an example, using interviews and questionnaires, the questionnaire is divided, the formal test results, analysis of the three steps, in-depth comparative analysis of different grades, different gender, different economic conditions, the only child and non cognitive well-being of children born of junior middle school students, the ways of getting happiness, subjective well-being the differences between the current situation and influence factors of subjective well-being of thinking, and puts forward the corresponding countermeasures. The results are as follows:
(1) female students' sense of happiness than boys; the students of different grades of happiness intensity decreased from low grade to high grade; different economic status of junior high school students has no significant difference in subjective well-being; child and junior high school students' happiness on roughly the same overall trend; there are significant differences in parents the education level and subjective well-being.
(2) junior high school students generally think that health, love life, family harmony, and other factors are the important way to obtain happiness. They are most inclined to classmate relation harmony, a bosom friend in the side can provide warmth and support is happy. The contemporary middle school students know money is not omnipotent principle, material wealth is not equal to happiness, only work hard is the key factor to realize the goal of life.
(3) there is a certain distance between parents' way of educating their children and the way to achieve democratic education. Junior middle school students are not able to cope with setbacks. School education only focuses on knowledge imparting, mechanical repetition, and neglecting the comprehensive training of students.
(4) family environment, school environment, teachers' concerns, parental education, academic pressure, personal personality and coping styles, interpersonal relationships and other factors have a negative impact on subjective well-being of junior high school students.

【学位授予单位】：江西农业大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

【参考文献】