有留守经历高职学生主观幸福感的调查研究
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摘要
目的:对高职生中有留守经历学生的主观幸福感进行调查,以期为高职院校关爱留守经历学生提供理论依据。方法:该研究以814名高职学生为对象,采用段建华修订的总体幸福感问卷,对其总体幸福感及6个维度运用独立样本检验、单因素方差分析等统计学方法进行分析处理。结果:①不同年龄有留守经历高职学生在对情感和行为的控制维度差异显著(F=3.16,P<0.05);②代养人不同文化水平留守经历高职学生在忧郁或愉快的心境维度差异显著(F=3.04,P<0.05);③不同求助情况留守经历高职学生在忧郁或愉快的心境维度差异显著(F=2.39,P<0.05);④不同适应情况留守经历高职学生在总体主观幸福感(F=3.5,P<0.05)、对健康的担心(F=3.4,P<0.05)、精力(F=6.74,P<0.01)以及忧郁或愉快的心境维度上差异显著(F=4.33,P=0.01)。结论:适应情况良好的有留守经历高职学生总体主观幸福感优于适应情况不好的学生。
Objective:To investigate subjective well-being of vocational colleges students with "left-behind" experience,and provide theoretical basis on caring them.Methods:Overall well-being questionnaire revised by Jian-hua duan was used to investigate 814 vocational colleges students with "left-behind" experience,the general well-being and six dimensions were analyzed using independent sample test,single factor analysis of variance analysis statistical methods,such as processing.Results:①Different age of vocational colleges students with "left-behind" experience showed significant differences in outside the control of the emotional and behavioral dimensions(F=3.16,P<0.05).②Generation or different cultural level of vocational colleges students with "left-behind" experience had significant difference in sad or happy mood dimension(F=3.04,P<0.05).③Different help of vocational colleges students with "left-behind" experience had significant difference in sad or happy mood dimension(F=2.39,P<0.05).④Adapt to the different experiences of vocational colleges students with "left-behind" experience showed significant difference in general subjective well-being(F=3.50,P<0.05),the fear of health(F=3.40,P<0.05),energy(F=6.74,P<0.05),sad or happy mood dimensions of(F=4.33,P<0.05).Conclusion:The overall subjective well-being of vocational college students with left-behind experience in good condition is better than that of students who are not in good condition.
Objective:To investigate subjective well-being of vocational colleges students with "left-behind" experience,and provide theoretical basis on caring them.Methods:Overall well-being questionnaire revised by Jian-hua duan was used to investigate 814 vocational colleges students with "left-behind" experience,the general well-being and six dimensions were analyzed using independent sample test,single factor analysis of variance analysis statistical methods,such as processing.Results:①Different age of vocational colleges students with "left-behind" experience showed significant differences in outside the control of the emotional and behavioral dimensions(F=3.16,P<0.05).②Generation or different cultural level of vocational colleges students with "left-behind" experience had significant difference in sad or happy mood dimension(F=3.04,P<0.05).③Different help of vocational colleges students with "left-behind" experience had significant difference in sad or happy mood dimension(F=2.39,P<0.05).④Adapt to the different experiences of vocational colleges students with "left-behind" experience showed significant difference in general subjective well-being(F=3.50,P<0.05),the fear of health(F=3.40,P<0.05),energy(F=6.74,P<0.05),sad or happy mood dimensions of(F=4.33,P<0.05).Conclusion:The overall subjective well-being of vocational college students with left-behind experience in good condition is better than that of students who are not in good condition.
引文
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[6]李莎.沈阳市在校大学生主观幸福感的调查研究[J].社会心理科学,2014,29(Z2):10-14
[7]马明艳.毕业生就业压力、心理弹性与主观幸福感的关系研究[J].社会心理科学,2016,31(1):32-35
[8]刘海霞,林林,王玖,等.某医学院校“留守经历大学生”心理健康现状研究[J].中国医院统计,2014(5):329-332
[9]何冬丽.留守经历大学生社会支持及其与主观幸福感的关系[J].中国学校卫生,2013,34(8):952-954
[10]杨文娟,潘建平,杨武悦,等.中国农村留守与非留守儿童忽视现状分析[J].中国学校卫生,2014,2:169-171,174
[11]张娜.有留守经历高职学生社会支持与主观幸福感的关系[J].中国健康心理学杂志,2016,24(1):59-64
[12]张娜.有留守经历高职学生的社会支持、心理资本与主观幸福感的关系研究[J].教育评论,2016(4):93-97
[13]何文文.留守经历对高职新生入学适应、社会支持及应对方式的影响[J].中国健康心理学杂志,2017,25(10):1534-1539
[14]杨小青,许燕.有留守经历高职生主观幸福感与自我价值感关系研究[J].中国特殊教育,2011(7):13-17
[15]王玉花.有童年期留守经历的大学生成人依恋、社会支持与主观幸福感的关系研究[J].心理学探新,2010,30(2):71-75
[16]何冬丽.农村留守经历对大学生成人依恋风格和主观幸福感的影响[J].中国健康心理学杂志,2013,21(2):280-281
[17]李燕平,杜曦.农村留守儿童抗逆力的保护性因素研究--以曾留守大学生的生命史为视角[J].中国青年社会科学,2016,35(4):69-74
[2]Andrews F M,Withey S B.Social indicators of well-being[M].New York:Plenum Press,1976
[3]Brand S,Gerber M,Kalak N,et al.Adolescents with greater mental toughness show higher sleep efficiency,more deep sleep and fewer awakenings after sleep onset[J].Journal of Adolescent Health,2014,54(1):109-113
[4]Furnham A,Cheng H.Perceived parental behavior,self-esteem and happiness[J].Social Psychiatric Epidemiology.2000,35(10):463-470
[5]张峰,张永水,孙厚才.农民工随迁子女一般自我效能感与主观幸福感的关系:心理韧性的中介作用[J].中国特殊教育,2016(2):63-68
[6]李莎.沈阳市在校大学生主观幸福感的调查研究[J].社会心理科学,2014,29(Z2):10-14
[7]马明艳.毕业生就业压力、心理弹性与主观幸福感的关系研究[J].社会心理科学,2016,31(1):32-35
[8]刘海霞,林林,王玖,等.某医学院校“留守经历大学生”心理健康现状研究[J].中国医院统计,2014(5):329-332
[9]何冬丽.留守经历大学生社会支持及其与主观幸福感的关系[J].中国学校卫生,2013,34(8):952-954
[10]杨文娟,潘建平,杨武悦,等.中国农村留守与非留守儿童忽视现状分析[J].中国学校卫生,2014,2:169-171,174
[11]张娜.有留守经历高职学生社会支持与主观幸福感的关系[J].中国健康心理学杂志,2016,24(1):59-64
[12]张娜.有留守经历高职学生的社会支持、心理资本与主观幸福感的关系研究[J].教育评论,2016(4):93-97
[13]何文文.留守经历对高职新生入学适应、社会支持及应对方式的影响[J].中国健康心理学杂志,2017,25(10):1534-1539
[14]杨小青,许燕.有留守经历高职生主观幸福感与自我价值感关系研究[J].中国特殊教育,2011(7):13-17
[15]王玉花.有童年期留守经历的大学生成人依恋、社会支持与主观幸福感的关系研究[J].心理学探新,2010,30(2):71-75
[16]何冬丽.农村留守经历对大学生成人依恋风格和主观幸福感的影响[J].中国健康心理学杂志,2013,21(2):280-281
[17]李燕平,杜曦.农村留守儿童抗逆力的保护性因素研究--以曾留守大学生的生命史为视角[J].中国青年社会科学,2016,35(4):69-74