摘要
目的制定辽宁地区中小学生的主观幸福感常模并探究其影响因素,为心理健康教育提供理论依据。方法整群抽样从辽宁省抽取5504名中小学生施测主观幸福感量表。结果小学生的主观幸福感显著高于中学生;家庭经济状况好、父母共同生活、家庭和睦的中小学生主观幸福感更高,父母婚姻状况与家庭和睦程度存在交互作用;沈阳地区学生及经常参加心理健康课的学生主观幸福感显著高于其他学生,且这两维度有交互作用;家庭和睦程度、年级、家庭经济状况、参加心理健康教育、地区四因素进入主观幸福感的回归方程。结论中小学生主观幸福感在年级、家庭、地区及参加心理健康教育等方面存在差异,家庭和睦程度、年级、家庭经济状况、参加心理健康教育、地区对中小学生主观幸福感有预测作用。
Objective To constitute the norm of subjective well-being of elementary and middle school students in Liaoning Province and explore its influence factors, so as to give the evidence for improving the mental health education. Methods A total of 5 504 students in Liaoning Province were sampled and tested by Index of Well-Being and Index of General Affect. Results The subjective well-being of elementary students was significantly higher than that of middle school students; the subjective well-being of students whose family financial status was good, whose parents lived together or whose family was harmonious were higher than that of other students, and there existed an interaction between parents’ marital status and the degree of family harmony. The subjective well-being of students in Shenyang City （the capital of Liaoning Province） or students who often participated the mental health course was significantly higher than that of others, and there was an interaction between the two factors. The factors （the degree of family harmony, grade, region and whether often participating mental health course） entered the regression equation of subjective well-being. Conclusions For the subjective well-being of elementary and middle school students, there are differences among the grades, families, regions and the students who whether often participate the mental health course. The degree of family harmony, grade, region and whether often participating the mental health course have forecast effect on subjective well-being.
出处
《中国校医》
2010年第5期335-337,共3页
Chinese Journal of School Doctor
