中学生人际关系与主观幸福感的相关性研究
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摘要
上个世纪80年代,主观幸福感的概念一经提出便受到了人们的广泛关注。30多年来,主观幸福感的研究硕果累累。不同的研究者试图从不同的角度来剖析主观幸福感,其中主观幸福感的影响因素是一个重要的研究方向。而人际关系作为主观幸福感的影响因素之一,近年来也开始受到很多研究者的关注。人际关系作为一种来自外部的交往和相互作用,对个体的主观幸福感有着怎样的影响呢?鉴于以往研究的不一致性以及在这方面对中学生群体的研究较少,本文以中学生为研究对象,以了解当前中学生人际关系利主观幸福感的现状,以及人际关系对主观幸福感的影响为研究目的,意在探讨如何提高中学生的主观幸福感并改善其人际关系状况,从而为他们的人际适应和心理健康提供一定的指导。本文采用文献综述法和问卷调查法相结合,首先综述了国内外以往有关人际关系、主观幸福感以及两者之间关系的研究,然后对成都市和安阳市464名中学生的人际关系和主观幸福感进行了研究,最后对研究结果进行了分析和讨论,并就如何提高中学生的主观幸福感以及改善其人际关系状况对学校教育提出了相应的建议。在研究的过程中,测量工具采用自编的《中学生人际关系问卷》和张兴贵2004年编制的《青少年主观幸福感量表》。
通过研究得出如下结论:1、中学生人际关系处于中等偏上水平,从人际关系的各个维度来看,最好的是同伴关系,最差的是师生关系;中学生人际关系在年级、锻炼次数、对自身满意度、经济状况、课外阅读物、成绩上存在差异和显著差异;2、中学生的整体主观幸福感水平处于中等水平,中学生体验到了较高的家庭满意感和友谊满意感,低的是学业满意感;中学生主观幸福感在年级、锻炼次数、对自身满意度、经济状况、课外阅读物、成绩上存在差异和显著差异;3、中学生人际关系及其各因子对主观幸福感有显著影响。
In the 1980's, the concept of subjective well-being came under observation as soon as it was raised. For more than 30 years, the achievements in subjective well-being research are now coming in thick and fast. Researchers try to look at all aspects of the subjective well-being, and one of the researches is to study the modifying factors of subjective well-being. Interpersonal relationship as a modifying factor of subjective well-being is becoming a cause for concern in recent years. How about the influence of interpersonal relationship as a kind of external intercourse to subjective well-being? In consideration of that the outcome of former studies is not uniform and the studies on middle school students are less, this study takes middle school students as subjects, aims to have a good grip of the actual state of their interpersonal relationship, subjective well-being and the relationship between them, to explore how to raise their subjective well-being and interpersonal relationship, and provide some guidance for their interpersonal adaptation and mental health. First, this article gives an overview of the former studies related, then studies on 464 senior high school students from Chengdu and Anyang city by the means of both literature study and questionnaire, gives an analysis on the study outcome, and gives some advice on to raise their subjective well-being and school education. In the process of the study, to supply the need of the study and the development of this area, the "questionnaire of interpersonal relationship of middle school students" is formulated. The results of the study conclude that: 1、Most middle school students' interpersonal relationship scores is better than average, the best is schoolmate relationship and the worst is the relationship . Middle school students' interpersonal relationships have difference and significant difference in grade, the times of exercise every week, economy and so on. 2、The subjective well-being scores of middle school students is middling as a whole. Middle school students have more satisfaction on family and friendship, least on school work. Middle school students' subjective well-being has difference and significant difference in grade, the times of exercise every week, economy and so on. 3、The interpersonal relationship of middle school students influence their subjective well-being evidently.
通过研究得出如下结论:1、中学生人际关系处于中等偏上水平,从人际关系的各个维度来看,最好的是同伴关系,最差的是师生关系;中学生人际关系在年级、锻炼次数、对自身满意度、经济状况、课外阅读物、成绩上存在差异和显著差异;2、中学生的整体主观幸福感水平处于中等水平,中学生体验到了较高的家庭满意感和友谊满意感,低的是学业满意感;中学生主观幸福感在年级、锻炼次数、对自身满意度、经济状况、课外阅读物、成绩上存在差异和显著差异;3、中学生人际关系及其各因子对主观幸福感有显著影响。
In the 1980's, the concept of subjective well-being came under observation as soon as it was raised. For more than 30 years, the achievements in subjective well-being research are now coming in thick and fast. Researchers try to look at all aspects of the subjective well-being, and one of the researches is to study the modifying factors of subjective well-being. Interpersonal relationship as a modifying factor of subjective well-being is becoming a cause for concern in recent years. How about the influence of interpersonal relationship as a kind of external intercourse to subjective well-being? In consideration of that the outcome of former studies is not uniform and the studies on middle school students are less, this study takes middle school students as subjects, aims to have a good grip of the actual state of their interpersonal relationship, subjective well-being and the relationship between them, to explore how to raise their subjective well-being and interpersonal relationship, and provide some guidance for their interpersonal adaptation and mental health. First, this article gives an overview of the former studies related, then studies on 464 senior high school students from Chengdu and Anyang city by the means of both literature study and questionnaire, gives an analysis on the study outcome, and gives some advice on to raise their subjective well-being and school education. In the process of the study, to supply the need of the study and the development of this area, the "questionnaire of interpersonal relationship of middle school students" is formulated. The results of the study conclude that: 1、Most middle school students' interpersonal relationship scores is better than average, the best is schoolmate relationship and the worst is the relationship . Middle school students' interpersonal relationships have difference and significant difference in grade, the times of exercise every week, economy and so on. 2、The subjective well-being scores of middle school students is middling as a whole. Middle school students have more satisfaction on family and friendship, least on school work. Middle school students' subjective well-being has difference and significant difference in grade, the times of exercise every week, economy and so on. 3、The interpersonal relationship of middle school students influence their subjective well-being evidently.
引文
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[2]Fredrick B.L.The Role of Positive Emotions in Positive Psychology:The broaden and build theory of Positive Emotions.American Psychologist,2001,56(3):218- 226.
[3]Kwan.V.S.Y,Bond.M.H,Singelis.T.M.Pancultural Explanations for Life satisfaction:Adding Relationship Harmony to Self-esteem.Journal of Psychology and social Psychoogy,1997,73(5):1038-1051.
[4]邢占军.中国城市居民主观幸福感量表的编制研究.华东师范大学博士学位论文,2003.
[5]梅锦荣.老人主观幸福感的社会性因素.中国心理卫生杂志,1999,13(2):85-87.
[6]刘仁刚,龚耀先.老年人主观幸福感及其影响因素的研究.中国临床心理学杂志,2000,8(2):73-78.
[7]Huebner E S,Drane W,Valois R F。Levels and demographic correlates of adolescent life satisfaction repoas.School Psychology International,2000,21(3):281-292.
[8]丁新华,王极盛.青少年主观幸福感研究述评.心理科学进展,2004,12(1):59-66.
[9]Rubin,K.,Bukowski,W.,&Parker,J.G..Peer interactions,relationships and groups.In W.Damon&N.Eisenberg(Eds.),Handbook,of,child,psychology:Vol.3.Social,Emotional and Personality development.New York:Wiley.1998,619-700.
[10]Collins,W.A.Parent-child relationships in the transition to adolescence:Continuity and change in interaction,affect and cognition.In R.Montemayor,G.R.Adams,& T.P.Gullotta(Eds),advances in adolescent development:From childhood to Adolescence:A transitional period?.Newbury Park,CA:Sage.1990,85-106.
[11]Kathryn,R.Wentzel.Social relationships and motivation in middle school:the role of parents,teachers and peers.Journal of educational psychology,1998,90(2),202-209.
[12]Coie,J.D,Dodge,K.A.,& Kupersmit,J.Peer group Behavior and Social Status.In S.R.Aser & J.D.Coie(Eds),Peer rejection in childhood.New York:Cambridge University press,1990.
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[14]Andrew J.Fuligni,Jacquelynne S.Eccles,Bonnie L.,Barber & Peggy Clements.Early adolescent peer orientation and adjustment during high school.Development psychology,2001,37(1):28-36.
[15]Steinberg,L.Autonomy,conflict,and harmony in the family relationship.In S.S.Feldman &G.R.,Elliot(eds),at the threshold:the developing adolescent.Cambridge,MA:Harvard University Press,1992 255-276.
[16]Eccles,J.S.,Buchanan,C.M.,Midgley,C.,Fuligni,A.J.,& Flanagan,C.Control versus autonomy during early adolescence.Journal of Social Issues,47,53-68.
[17]魏彬.中学生人际关系对心理健康的影响及教育引导.山东师范大学硕士学位论文,2005.
[18]章志光,金盛华.社会心理学.北京:人民教育出版社,2003.
[19]李晓东,聂尤彦,林崇德.初二年级学习困难、人际关系、自我接纳对心理健康的影响.心理发展与教育,2002,2:68-73.
[20]宋专茂,陈伟.心理健康测量.广州:暨南大学出版社,1999.
[21]夏俊丽.高中学生人际关系与主观幸福感关系的研究.神经疾病与精神卫生,2007,7(1):40-42.
[22]韩丕国,李云霞.新课程背景下中学生人际关系调查研究.周口师范学院学报,2005,9(5):112-115.
[23]沃建中.中学生人际关系发展特点的研究.心理发展与教育,2001,3:9-15.
[24]Diener E,Eunkook M S,Richard E et al.Subjective Well-Being:Three Decades of Progress.Psychology Bulletin,1999,125(2):276-294.
[25]吴明霞.30年来西方主观幸福感的理论发展.心理学动态,,2000,(4):23-28.
[26]段建华.主观幸福感概述.心理学动态,1996,(1).
[27]张宁.西安地区硕士研究生应付方式、社会支持及其主观幸福感的影响研究.陕西师范大学硕士学位论文,2004.
[28]陈作松.身体锻炼对高中学生主观幸福感的影响及其心理机制的研究.华东师范大学博士学位论文,2004.
[29]Andrews,F.M.& Withey.S.B.(1976).Social indicators of well-being.New York:Plenum Press.
[30]邢占军.主观幸福感测量研究综述.心理科学,2002,25(3):336-338.
[31]Diener E.D..Subjective Well-Being.American Psychologyist,2000,55(1):34-43.
[32]Sandvik,E.,Diener,E.&Seidlitz,L..Subjective well-being:The convergence and stability of self-report and non-self-report measures.Journal of personality,1993,61:317-342.
[33]Diener E.Subjective Well-Being snd Personality.In:Barone D F,Hersen M,Van Hetaled.Advanced Personality,The Plenum Series in Social/Clinical Psychology.New York:Plenum Press,1998.311-334.
[34]Diener E,Eunkook M S,Richard E et al.Subjective Well-Being:Three Decades of Progress.Psychology Bulletin,1999,125(2):276-294.
[35]石国兴,杨海荣.中学生主观幸福感相关因素分析.中国心理卫生杂志,2006(4)238-242.
[36]丁新华,王极盛.青少年主观幸福感的研究述评.心理科学进展 2004,12(1):59-66
[37]陈咏媛.中学生同伴关系与其幸福感的关系研究.医学与社会,2006,8:42-43.
[38]戴巧云.青少年友谊与主观幸福感的相关性研究.华东师范大学硕士学位论文,2005.
[39]张兴贵.青少年人格与主观幸福感的关系.华南师范大学博士学位论文,2003.
[40]赵淑媛.高中生主观幸福感及其与心理健康的关系,湖南师范大学硕士学位论文,2006.
[41]Birch,S.H.and Ladd,G.W.,Children' s Interpersonal Behaviors and the Teacher-child Relationship.Developmental Psychology.1998,34(2):121-130.
[42]董红英,仝亚军.当代教育论坛.2007(7),48-49.
[2]Fredrick B.L.The Role of Positive Emotions in Positive Psychology:The broaden and build theory of Positive Emotions.American Psychologist,2001,56(3):218- 226.
[3]Kwan.V.S.Y,Bond.M.H,Singelis.T.M.Pancultural Explanations for Life satisfaction:Adding Relationship Harmony to Self-esteem.Journal of Psychology and social Psychoogy,1997,73(5):1038-1051.
[4]邢占军.中国城市居民主观幸福感量表的编制研究.华东师范大学博士学位论文,2003.
[5]梅锦荣.老人主观幸福感的社会性因素.中国心理卫生杂志,1999,13(2):85-87.
[6]刘仁刚,龚耀先.老年人主观幸福感及其影响因素的研究.中国临床心理学杂志,2000,8(2):73-78.
[7]Huebner E S,Drane W,Valois R F。Levels and demographic correlates of adolescent life satisfaction repoas.School Psychology International,2000,21(3):281-292.
[8]丁新华,王极盛.青少年主观幸福感研究述评.心理科学进展,2004,12(1):59-66.
[9]Rubin,K.,Bukowski,W.,&Parker,J.G..Peer interactions,relationships and groups.In W.Damon&N.Eisenberg(Eds.),Handbook,of,child,psychology:Vol.3.Social,Emotional and Personality development.New York:Wiley.1998,619-700.
[10]Collins,W.A.Parent-child relationships in the transition to adolescence:Continuity and change in interaction,affect and cognition.In R.Montemayor,G.R.Adams,& T.P.Gullotta(Eds),advances in adolescent development:From childhood to Adolescence:A transitional period?.Newbury Park,CA:Sage.1990,85-106.
[11]Kathryn,R.Wentzel.Social relationships and motivation in middle school:the role of parents,teachers and peers.Journal of educational psychology,1998,90(2),202-209.
[12]Coie,J.D,Dodge,K.A.,& Kupersmit,J.Peer group Behavior and Social Status.In S.R.Aser & J.D.Coie(Eds),Peer rejection in childhood.New York:Cambridge University press,1990.
[13]Birch,S.H.and Ladd,G.W.,Children' s Interpersonal Behaviors and the Teacher-child Relationship.Developmental Psychology.1998,34(2):121-130.
[14]Andrew J.Fuligni,Jacquelynne S.Eccles,Bonnie L.,Barber & Peggy Clements.Early adolescent peer orientation and adjustment during high school.Development psychology,2001,37(1):28-36.
[15]Steinberg,L.Autonomy,conflict,and harmony in the family relationship.In S.S.Feldman &G.R.,Elliot(eds),at the threshold:the developing adolescent.Cambridge,MA:Harvard University Press,1992 255-276.
[16]Eccles,J.S.,Buchanan,C.M.,Midgley,C.,Fuligni,A.J.,& Flanagan,C.Control versus autonomy during early adolescence.Journal of Social Issues,47,53-68.
[17]魏彬.中学生人际关系对心理健康的影响及教育引导.山东师范大学硕士学位论文,2005.
[18]章志光,金盛华.社会心理学.北京:人民教育出版社,2003.
[19]李晓东,聂尤彦,林崇德.初二年级学习困难、人际关系、自我接纳对心理健康的影响.心理发展与教育,2002,2:68-73.
[20]宋专茂,陈伟.心理健康测量.广州:暨南大学出版社,1999.
[21]夏俊丽.高中学生人际关系与主观幸福感关系的研究.神经疾病与精神卫生,2007,7(1):40-42.
[22]韩丕国,李云霞.新课程背景下中学生人际关系调查研究.周口师范学院学报,2005,9(5):112-115.
[23]沃建中.中学生人际关系发展特点的研究.心理发展与教育,2001,3:9-15.
[24]Diener E,Eunkook M S,Richard E et al.Subjective Well-Being:Three Decades of Progress.Psychology Bulletin,1999,125(2):276-294.
[25]吴明霞.30年来西方主观幸福感的理论发展.心理学动态,,2000,(4):23-28.
[26]段建华.主观幸福感概述.心理学动态,1996,(1).
[27]张宁.西安地区硕士研究生应付方式、社会支持及其主观幸福感的影响研究.陕西师范大学硕士学位论文,2004.
[28]陈作松.身体锻炼对高中学生主观幸福感的影响及其心理机制的研究.华东师范大学博士学位论文,2004.
[29]Andrews,F.M.& Withey.S.B.(1976).Social indicators of well-being.New York:Plenum Press.
[30]邢占军.主观幸福感测量研究综述.心理科学,2002,25(3):336-338.
[31]Diener E.D..Subjective Well-Being.American Psychologyist,2000,55(1):34-43.
[32]Sandvik,E.,Diener,E.&Seidlitz,L..Subjective well-being:The convergence and stability of self-report and non-self-report measures.Journal of personality,1993,61:317-342.
[33]Diener E.Subjective Well-Being snd Personality.In:Barone D F,Hersen M,Van Hetaled.Advanced Personality,The Plenum Series in Social/Clinical Psychology.New York:Plenum Press,1998.311-334.
[34]Diener E,Eunkook M S,Richard E et al.Subjective Well-Being:Three Decades of Progress.Psychology Bulletin,1999,125(2):276-294.
[35]石国兴,杨海荣.中学生主观幸福感相关因素分析.中国心理卫生杂志,2006(4)238-242.
[36]丁新华,王极盛.青少年主观幸福感的研究述评.心理科学进展 2004,12(1):59-66
[37]陈咏媛.中学生同伴关系与其幸福感的关系研究.医学与社会,2006,8:42-43.
[38]戴巧云.青少年友谊与主观幸福感的相关性研究.华东师范大学硕士学位论文,2005.
[39]张兴贵.青少年人格与主观幸福感的关系.华南师范大学博士学位论文,2003.
[40]赵淑媛.高中生主观幸福感及其与心理健康的关系,湖南师范大学硕士学位论文,2006.
[41]Birch,S.H.and Ladd,G.W.,Children' s Interpersonal Behaviors and the Teacher-child Relationship.Developmental Psychology.1998,34(2):121-130.
[42]董红英,仝亚军.当代教育论坛.2007(7),48-49.