高中生主观幸福感与人格特质、情绪智力、认知智力的关系研究
发布时间：2019-04-13 07:57
【摘要】： 心理学中关于幸福感心理学的研究始于二十世纪五六十年代,之后国外学者便对其进行了大量的研究,至今已是硕果累累。国内对于主观幸福感的研究始于上世纪80年代,近10年来对青少年的研究逐渐热起来,但是单独深入地研究高中学生群体的研究还较少。 为了丰富国内主观幸福感研究,本研究采用访谈、开放式问卷编制了高中生主观幸福感问卷,包括生活满意度问卷和情感问卷,并对河南两所高中的474名高中生进行测试。探索性因素分析(EFA)结果表明,青少年生活满意度包括友谊、家庭、师生、学业、学校教育环境和家庭经济满意度六个维度,其中友谊满意度和家庭满意度与Huebner(1994)中的相同。验证性因子分析(CFA)检验结果表明,问卷具有良好的信度和效度。研究结果表明高中生的主观幸福感处于中等水平,并且在具体生活满意度中,友谊满意度最高,学业满意度最低。 情绪智力自提出以来受到了学术界的普遍关注,关于能力情绪智力和特质情绪智力之间的差异也越来越引起学者的关注。本研究从主观幸福感的内部影响因素角度出发,探讨了主观幸福感与人格特质、情绪智力、认知智力的关系,以及能力情绪智力和特质情绪智力之间的差异和关系,同时两者与人格特质、认知智力之间的关系。参与者来自河南两所高级中学的495名学生,调查数据使用SPSS13.0 for Windows、LISREL进行分析。结果发现:特质情绪智力量表比能力情绪智力量表具有更好的信度和效度。能力情绪智力是不同于认知智力、人格特质的心理范畴,它所测量的既不是个体一贯的行为表现即特质,也不是个体所具有的一般能力即智力,而是一种新的事物。而特质情绪智力与人格有重叠,与智力也有重叠。 神经质与生活满意度呈正相关,与消极情感呈负相关,外倾性分别与生活满意度和积极情感呈显著正相关,与消极情感存在负相关。能力情绪智力中个别维度与主观幸福感中的认知成分即生活满意度存在相关,与积极情感和消极情绪之间不存在相关。而特质情绪智力中几乎所有的维度均与主观幸福感感中的认知成分存在相关,与积极情感存在正相关,与消极情感存在负相关。能力情绪智力对主观幸福感没有预测作用:特质情绪智力和认知智力对主观幸福感有显著预测作用,特质情绪智力对主观幸福感的影响最大,预测力最强;人格特质在引入特质情绪智力后对主观幸福感的影响由显著变为不显著。特质情绪智力通过积极情感和消极情感作用于生活满意度,使生活满意度显著提高。
[Abstract]:The research on the psychology of well-being in psychology began in the 1950s and 1960s. Since then, many foreign scholars have done a lot of research on it, which has been fruitful till now. The study of subjective well-being in China began in the 1980s. In the last 10 years, the research on adolescents has become more and more hot, but the study of high school students in depth alone is still rare. In order to enrich the study of subjective well-being in China, the questionnaire of subjective well-being of senior high school students, including life satisfaction questionnaire and emotion questionnaire, was developed by interview and open questionnaire, and 474 high school students in Henan province were tested. The results of exploratory factor analysis (EFA) showed that adolescents' life satisfaction included six dimensions: friendship, family, teachers and students, study, school education environment and family economic satisfaction. Friendship satisfaction and family satisfaction are the same as those in Huebner (1994). Confirmatory factor analysis (CFA) test results show that the questionnaire has good reliability and validity. The results show that the subjective well-being of senior high school students is in the middle level, and in the specific life satisfaction, friendship satisfaction is the highest and academic satisfaction is the lowest. Since it was put forward, the emotional intelligence has been paid more and more attention by the academic circles, and the difference between the ability emotional intelligence and the idiosyncratic emotional intelligence has attracted more and more attention from the scholars. This study discusses the relationship between subjective well-being and personality traits, emotional intelligence, cognitive intelligence, as well as the differences and relationships between ability emotional intelligence and trait emotional intelligence from the angle of internal influencing factors of subjective well-being. At the same time, the relationship between them and personality traits, cognitive intelligence. Participants were 495 students from two senior middle schools in Henan. The data were analyzed using SPSS13.0 for Windows,LISREL. The results showed that the trait emotion intelligence scale had better reliability and validity than the ability emotion intelligence scale. Ability emotional intelligence is a kind of psychological category which is different from cognitive intelligence and personality trait. What it measures is neither the individual's consistent behavior or trait, nor the general ability of the individual, that is, intelligence, but a new thing. And trait emotion intelligence and personality overlap, also have overlap with intelligence. Neuroticism was positively correlated with life satisfaction, negatively with negative emotion, extroversion was positively correlated with life satisfaction and positive emotion respectively, and negatively correlated with negative emotion. There is a correlation between individual dimensions of ability emotional intelligence and the cognitive component of subjective well-being, namely life satisfaction, but not between positive emotion and negative emotion. Almost all dimensions of trait emotional intelligence are related to the cognitive component of subjective well-being, positive correlation with positive emotion, negative correlation with negative emotion. Ability emotional intelligence has no predictive effect on subjective well-being: trait emotional intelligence and cognitive intelligence have significant predictive effect on subjective well-being, and trait emotional intelligence has the greatest influence on subjective well-being and the strongest predictive power; The effect of personality trait on subjective well-being changed from significant to insignificant after introducing trait emotional intelligence. Trait emotional intelligence plays an important role in life satisfaction through positive emotion and negative emotion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
本文编号：2457387
[Abstract]:The research on the psychology of well-being in psychology began in the 1950s and 1960s. Since then, many foreign scholars have done a lot of research on it, which has been fruitful till now. The study of subjective well-being in China began in the 1980s. In the last 10 years, the research on adolescents has become more and more hot, but the study of high school students in depth alone is still rare. In order to enrich the study of subjective well-being in China, the questionnaire of subjective well-being of senior high school students, including life satisfaction questionnaire and emotion questionnaire, was developed by interview and open questionnaire, and 474 high school students in Henan province were tested. The results of exploratory factor analysis (EFA) showed that adolescents' life satisfaction included six dimensions: friendship, family, teachers and students, study, school education environment and family economic satisfaction. Friendship satisfaction and family satisfaction are the same as those in Huebner (1994). Confirmatory factor analysis (CFA) test results show that the questionnaire has good reliability and validity. The results show that the subjective well-being of senior high school students is in the middle level, and in the specific life satisfaction, friendship satisfaction is the highest and academic satisfaction is the lowest. Since it was put forward, the emotional intelligence has been paid more and more attention by the academic circles, and the difference between the ability emotional intelligence and the idiosyncratic emotional intelligence has attracted more and more attention from the scholars. This study discusses the relationship between subjective well-being and personality traits, emotional intelligence, cognitive intelligence, as well as the differences and relationships between ability emotional intelligence and trait emotional intelligence from the angle of internal influencing factors of subjective well-being. At the same time, the relationship between them and personality traits, cognitive intelligence. Participants were 495 students from two senior middle schools in Henan. The data were analyzed using SPSS13.0 for Windows,LISREL. The results showed that the trait emotion intelligence scale had better reliability and validity than the ability emotion intelligence scale. Ability emotional intelligence is a kind of psychological category which is different from cognitive intelligence and personality trait. What it measures is neither the individual's consistent behavior or trait, nor the general ability of the individual, that is, intelligence, but a new thing. And trait emotion intelligence and personality overlap, also have overlap with intelligence. Neuroticism was positively correlated with life satisfaction, negatively with negative emotion, extroversion was positively correlated with life satisfaction and positive emotion respectively, and negatively correlated with negative emotion. There is a correlation between individual dimensions of ability emotional intelligence and the cognitive component of subjective well-being, namely life satisfaction, but not between positive emotion and negative emotion. Almost all dimensions of trait emotional intelligence are related to the cognitive component of subjective well-being, positive correlation with positive emotion, negative correlation with negative emotion. Ability emotional intelligence has no predictive effect on subjective well-being: trait emotional intelligence and cognitive intelligence have significant predictive effect on subjective well-being, and trait emotional intelligence has the greatest influence on subjective well-being and the strongest predictive power; The effect of personality trait on subjective well-being changed from significant to insignificant after introducing trait emotional intelligence. Trait emotional intelligence plays an important role in life satisfaction through positive emotion and negative emotion.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
【引证文献】
相关硕士学位论文 前4条
1 裴菁菁;中学生学校归属感、人格特质与学业成绩的关系研究[D];陕西师范大学;2011年
2 李壮;大学生恋爱心理成熟度的测量及其与主观幸福感的关系研究[D];上海师范大学;2011年
3 戚志勇;小学生情感素养干预研究[D];上海师范大学;2011年
4 李子鹏;武警士兵情绪智力问卷的初步编制[D];湖南师范大学;2011年
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