大学生被重视感对主观幸福感的影响：学校归属感的中介作用
发布时间：2018-10-12 11:40
【摘要】：被重视感是指个体感知到他人对自己的关注,同时认为自己对他人有重要影响且被他人需要,它作为一种主观感受和行为动机,对个体发展的作用受到了高度的重视。大学阶段是个体生理成熟和心理发展的关键时期,大学生需要获得来自家人、老师和同学等人的支持和认同,从而形成学校归属感,提高主观幸福感水平,以便更好地对生活质量进行整体性评估。大学生被重视感和学校归属感的高低,不仅仅会影响到主观幸福感的体验,更关系到他们的心理健康发展。因此,对大学生被重视感、学校归属感和主观幸福感的关系进行研究的必要性是不言而喻的。本文使用赵必华、袁颖编制的大学生被重视感量表、Cheung和Hui修订的中文版学校归属感问卷和Diener等人编制的主观幸福感问卷,随机选取山东省、河南省、四川省和重庆市4个省市的400名大学生作为研究对象。利用SPSS和Amos统计分析软件对数据进行定性分析和定量分析。在此基础之上,了解大学生的被重视感、学校归属感和主观幸福感的基本状况,探讨学校归属感在被重视感与主观幸福感之间是否存在中介作用,并借鉴国内外的教育经验,相应地提出提高大学生被重视感程度、学校归属感状况和主观幸福感水平的建议。研究结果表明:1、大学生被重视感处于中等偏上水平,呈现出显著的性别、专业、生源地、独生子女和年级差异。2、大学生学校归属感处于中等偏上水平,在性别、专业、独生子女和年级上呈现出显著差异,生源地差异不具有统计学上的意义。3、大学生主观幸福感处于中等偏上水平,呈现出显著的性别、专业、生源地和年级差异,不存在显著的独生子女差异。4、大学生被重视感、学校归属感和主观幸福感三个变量两两之间存在显著的相关关系。5、被重视感可以分别有效地正向预测学校归属感和主观幸福感;学校归属感可以有效地正向预测主观幸福感;被重视感和学校归属感可以有效地正向预测主观幸福感。6、学校归属感是被重视感和主观幸福感之间的中介变量,部分中介效应显著。针对本研究结果,建议在教育中做到以下几点:1、在被重视感方面,个人树立正确的自我意识,学校定期开展肯定性训练,家庭培养高自尊水平。2、在学校归属感方面,个人形成良好的同伴关系,学校发展和谐的师生关系,家庭主张民主型教养方式。3、在主观幸福感方面,个人寻求社会支持,学校重视学生的心理健康,家庭塑造积极的人格特征。
[Abstract]:The sense of being valued means that the individual perceives the attention of others to himself and thinks that he has important influence on others and is needed by others. As a kind of subjective feeling and behavioral motivation, it is highly valued to the role of individual development. The university stage is the key period of individual physical maturity and psychological development. College students need the support and recognition from their families, teachers and classmates, so as to form a sense of belonging and improve the level of subjective well-being. In order to better assess the overall quality of life. The level of college students' sense of being valued and school belonging will not only affect the experience of subjective well-being, but also affect their mental health development. Therefore, the necessity of studying the relationship between college students' sense of being valued, school belonging and subjective well-being is self-evident. In this paper, we selected randomly Shandong Province, Henan Province, using Zhao Bihua, Yuan Ying's sense of importance scale, Cheung and Hui's revised Chinese version of school sense of belonging questionnaire and Diener's subjective Well-being questionnaire, which were compiled by Zhao Bihua and Yuan Ying, respectively. A total of 400 college students from four provinces and cities of Sichuan and Chongqing were studied. The qualitative analysis and quantitative analysis of the data are carried out by using SPSS and Amos statistical analysis software. On this basis, we understand the basic situation of college students' sense of being valued, school belonging and subjective well-being, and discuss whether there is an intermediary role between school belonging and subjective well-being, and learn from domestic and foreign educational experience. Some suggestions are put forward to improve college students' sense of being valued, school sense of belonging and subjective well-being. The results show that: 1, college students' sense of being valued is at the middle level, showing significant gender, specialty, student origin, only child and grade difference. 2. College students' sense of belonging in school is in the upper middle level, in gender, specialty, There were significant differences between the only child and the grade, but there was no statistical significance in the difference of the origin of students. 3. The subjective well-being of college students was at the middle and upper level, showing significant gender, major, student origin and grade differences. There is no significant difference in the only child. 4. There is a significant correlation between college students' sense of being valued, school sense of belonging and subjective well-being. 5. The sense of being valued can effectively predict the sense of school belonging and subjective well-being respectively. School sense of belonging can effectively positively predict subjective well-being, and sense of being valued and school belonging can effectively positively predict subjective well-being. 6. School sense of belonging is the intermediate variable between being valued and subjective well-being. Part of the intermediary effect was significant. In view of the results of this study, it is suggested that the following points should be achieved in education: 1. In the aspect of being valued, individuals establish correct self-awareness, schools regularly carry out affirmative training, families develop high self-esteem level, and in school sense of belonging, Individuals form good peer relationships, schools develop harmonious teacher-student relations, and families advocate democratic upbringing. 3. In terms of subjective well-being, individuals seek social support, and schools attach importance to students' mental health. Families shape positive personality traits.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2
[Abstract]:The sense of being valued means that the individual perceives the attention of others to himself and thinks that he has important influence on others and is needed by others. As a kind of subjective feeling and behavioral motivation, it is highly valued to the role of individual development. The university stage is the key period of individual physical maturity and psychological development. College students need the support and recognition from their families, teachers and classmates, so as to form a sense of belonging and improve the level of subjective well-being. In order to better assess the overall quality of life. The level of college students' sense of being valued and school belonging will not only affect the experience of subjective well-being, but also affect their mental health development. Therefore, the necessity of studying the relationship between college students' sense of being valued, school belonging and subjective well-being is self-evident. In this paper, we selected randomly Shandong Province, Henan Province, using Zhao Bihua, Yuan Ying's sense of importance scale, Cheung and Hui's revised Chinese version of school sense of belonging questionnaire and Diener's subjective Well-being questionnaire, which were compiled by Zhao Bihua and Yuan Ying, respectively. A total of 400 college students from four provinces and cities of Sichuan and Chongqing were studied. The qualitative analysis and quantitative analysis of the data are carried out by using SPSS and Amos statistical analysis software. On this basis, we understand the basic situation of college students' sense of being valued, school belonging and subjective well-being, and discuss whether there is an intermediary role between school belonging and subjective well-being, and learn from domestic and foreign educational experience. Some suggestions are put forward to improve college students' sense of being valued, school sense of belonging and subjective well-being. The results show that: 1, college students' sense of being valued is at the middle level, showing significant gender, specialty, student origin, only child and grade difference. 2. College students' sense of belonging in school is in the upper middle level, in gender, specialty, There were significant differences between the only child and the grade, but there was no statistical significance in the difference of the origin of students. 3. The subjective well-being of college students was at the middle and upper level, showing significant gender, major, student origin and grade differences. There is no significant difference in the only child. 4. There is a significant correlation between college students' sense of being valued, school sense of belonging and subjective well-being. 5. The sense of being valued can effectively predict the sense of school belonging and subjective well-being respectively. School sense of belonging can effectively positively predict subjective well-being, and sense of being valued and school belonging can effectively positively predict subjective well-being. 6. School sense of belonging is the intermediate variable between being valued and subjective well-being. Part of the intermediary effect was significant. In view of the results of this study, it is suggested that the following points should be achieved in education: 1. In the aspect of being valued, individuals establish correct self-awareness, schools regularly carry out affirmative training, families develop high self-esteem level, and in school sense of belonging, Individuals form good peer relationships, schools develop harmonious teacher-student relations, and families advocate democratic upbringing. 3. In terms of subjective well-being, individuals seek social support, and schools attach importance to students' mental health. Families shape positive personality traits.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2
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相关期刊论文 前10条
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