汉族、土族、回族中学生的民族认同与主观幸福感关系的跨文化研究
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摘要
民族认同和主观幸福感是近年来跨文化心理学研究中研究较多的一个课题,尤其是在中学生这个特殊的群体中,民族认同和主观幸福感直接或间接的影响到他们心理健康水平的发展。我国是一个拥有56个民族的多民族国家,各民族都有其独特的亚文化,这种文化因素形成了影响主观幸福感的潜在变量,少数民族都存在民族认同问题,要想对我国整体的幸福感有一个全面的了解,就有必要对我国少数民族的幸福感进行更细化的研究,探索少数民族主观幸福感的结构,从而进行跨文化的验证。本研究以Tajfel的社会认同理论和埃里克森的认同发展理论以及Phinney青少年民族认同的三阶段发展理论作为主要的理论基础,对汉族、土族和回族中学生六个年级共600人实施集体问卷调查。重点考察了汉族、土族和回族中学生民族认同和主观幸福感的民族、性别、年龄和城乡差异以及其民族认同与主观幸福感的关系,民族认同和主观幸福感与抑郁的关系。得出以下主要结论:
(1)汉族、土族和回族中学生在民族认同的三个因素上存在显著差异。在认知方面,回族学生得分明显高于汉族和土族学生,土族学生得分明显高于汉族学生;在情感方面,回族学生得分明显高于汉族和土族学生,汉族学生得分明显高于土族学生;在行为方面,回族和汉族学生得分明显高于土族学生,汉族和回族没有显著差异。
(2)汉族、土族和回族中学生在主观幸福感的个别因素上存在显著的民族差异。在总体满意上,汉族中学生得分明显高于土族和回族中学生,土族略高于回族,但差异不显著。
(3)汉族、土族和回族中学生的民族认同存在性别和社会文化背景差异,其主观幸福感的个别维度存在性别和年级差异。
(4)汉族、土族和回族中学生的民族认同与主观幸福感存在相关关系,民族认同的个别维度对主观幸福感的个别维度有很好的正向预测作用。
(5)汉族、土族和回族中学生的民族认同与抑郁呈负相关,其中民族情感和民族行为与抑郁呈显著的负相关。民族认同的三个因素中,民族情感对抑郁有很好的负向预测效果,情感越强烈,抑郁程度越低,反之,抑郁程度越高。
(6)汉族、土族和回族中学生的抑郁与主观幸福感的各个维度和总体生活满意呈显著的负相关。生活满意的七个因素中家庭满意、信仰满意、学校满意和生活满意总体对抑郁有很好的负向预测效果,满意度越高,其抑郁程度越低,反之,抑郁程度越高。
In recent years, national identity and subjective well-being become a larger studysubjects in cross-cultural psychological research, especially in the secondary schoolstudents. In this special group, national identity and subjective well-being directly orindirectlyaffect their mental health development. China is a countrywith 56 multi -ethnic,each nation has its unique sub-culture that factors affecting the formation of subjectivewell-beingas the potential variables, there are minorityethnic identity. To know the wholeofChineseWell-being,itisnecessarytogetamoredetailedstudyonsubjectivewell-beingfor minorities, then to explore the structure of it, thereby make a cross-cultural validation.In this study, the social identity theory of Tajfel, Eriksson’s recognition and developmentof young people, Phinney’s national identity of the three-stage development as majortheoretical basis. 600 hundred of Han, Tu and Hui national students with six differentGrates were asked by some questionnaire. Mainly inspected the Han, Tu and Hui ofsecondaryschool students about thenational identityandsubjective well-beingof ethnic、gender、age、urban and rural differences, the relationship between their national identityand subjective well-being, the relationship between national identity and the subjectivewell-beinganddepression.Thefollowingaremajorconclusions:
(1)There were significant differences between the Han, Tu and Hui national studentsin the national identity. In the cognitive aspects, the Hui and Tu secondary school studentsscored significantly higher than the Han secondary school students. In the emotionalaspects,theHuisecondaryschoolstudentsscoredsignificantlyhigherthantheHanandTu,the Han scored significantly higher than the Tu. In the act aspect, the Hui and Hansecondary school students scored significantly higher than the Tu, Han and Hui had nosignificantdifferences.
(2)There were significant differences between the Han, Tu and Hui students in theirsubjective well-being of the individual dimensions. In general satisfaction, the Hansecondary school students scored significantly higher than that of the Tu and Hui, TuscoredslightlyhigherthantheHui,butthedifferencewasnotsignificant.
(3)TheHan,TuandHuisecondaryschoolstudentshadnationalidentitydifferencesingender and social and cultural background, their subjective well-being of the individualdimensionshadsexandgradedifferences.
(4)There was a correlation between national identityand subjective well-being of theHan,TuandHui secondaryschool students.The individual ofnational identitydimensionshadaverygoodpositivepredictioninindividualofsubjectivewell-beingdimensions.
(5)National identity among the Han, Tu and Hui secondary school students werenegativelycorrelated with depression. Depression and national sentiment and national actshad significantlynegative correlation. Among the national identity of the three factors, thenational sentiment hadsignificant negativeeffects todepressiontotheforecast.The higheroftheemotionslevel,thelighterofdepression,onthecontrary,ahighdegreeofdepression.
(6)There was a significantly negative correlation between depression and subjectivewell-being of it various dimensions and overall life satisfaction for the Han, Tu and Huistudents. Among the seven factors of life satisfaction, family satisfaction, beliefsatisfaction, school satisfaction and the overall life satisfaction had a good forecastnegative effect to depression. The higher of the satisfaction level, the lighter of depression,onthecontrary,ahighdegreeofdepression.
(1)汉族、土族和回族中学生在民族认同的三个因素上存在显著差异。在认知方面,回族学生得分明显高于汉族和土族学生,土族学生得分明显高于汉族学生;在情感方面,回族学生得分明显高于汉族和土族学生,汉族学生得分明显高于土族学生;在行为方面,回族和汉族学生得分明显高于土族学生,汉族和回族没有显著差异。
(2)汉族、土族和回族中学生在主观幸福感的个别因素上存在显著的民族差异。在总体满意上,汉族中学生得分明显高于土族和回族中学生,土族略高于回族,但差异不显著。
(3)汉族、土族和回族中学生的民族认同存在性别和社会文化背景差异,其主观幸福感的个别维度存在性别和年级差异。
(4)汉族、土族和回族中学生的民族认同与主观幸福感存在相关关系,民族认同的个别维度对主观幸福感的个别维度有很好的正向预测作用。
(5)汉族、土族和回族中学生的民族认同与抑郁呈负相关,其中民族情感和民族行为与抑郁呈显著的负相关。民族认同的三个因素中,民族情感对抑郁有很好的负向预测效果,情感越强烈,抑郁程度越低,反之,抑郁程度越高。
(6)汉族、土族和回族中学生的抑郁与主观幸福感的各个维度和总体生活满意呈显著的负相关。生活满意的七个因素中家庭满意、信仰满意、学校满意和生活满意总体对抑郁有很好的负向预测效果,满意度越高,其抑郁程度越低,反之,抑郁程度越高。
In recent years, national identity and subjective well-being become a larger studysubjects in cross-cultural psychological research, especially in the secondary schoolstudents. In this special group, national identity and subjective well-being directly orindirectlyaffect their mental health development. China is a countrywith 56 multi -ethnic,each nation has its unique sub-culture that factors affecting the formation of subjectivewell-beingas the potential variables, there are minorityethnic identity. To know the wholeofChineseWell-being,itisnecessarytogetamoredetailedstudyonsubjectivewell-beingfor minorities, then to explore the structure of it, thereby make a cross-cultural validation.In this study, the social identity theory of Tajfel, Eriksson’s recognition and developmentof young people, Phinney’s national identity of the three-stage development as majortheoretical basis. 600 hundred of Han, Tu and Hui national students with six differentGrates were asked by some questionnaire. Mainly inspected the Han, Tu and Hui ofsecondaryschool students about thenational identityandsubjective well-beingof ethnic、gender、age、urban and rural differences, the relationship between their national identityand subjective well-being, the relationship between national identity and the subjectivewell-beinganddepression.Thefollowingaremajorconclusions:
(1)There were significant differences between the Han, Tu and Hui national studentsin the national identity. In the cognitive aspects, the Hui and Tu secondary school studentsscored significantly higher than the Han secondary school students. In the emotionalaspects,theHuisecondaryschoolstudentsscoredsignificantlyhigherthantheHanandTu,the Han scored significantly higher than the Tu. In the act aspect, the Hui and Hansecondary school students scored significantly higher than the Tu, Han and Hui had nosignificantdifferences.
(2)There were significant differences between the Han, Tu and Hui students in theirsubjective well-being of the individual dimensions. In general satisfaction, the Hansecondary school students scored significantly higher than that of the Tu and Hui, TuscoredslightlyhigherthantheHui,butthedifferencewasnotsignificant.
(3)TheHan,TuandHuisecondaryschoolstudentshadnationalidentitydifferencesingender and social and cultural background, their subjective well-being of the individualdimensionshadsexandgradedifferences.
(4)There was a correlation between national identityand subjective well-being of theHan,TuandHui secondaryschool students.The individual ofnational identitydimensionshadaverygoodpositivepredictioninindividualofsubjectivewell-beingdimensions.
(5)National identity among the Han, Tu and Hui secondary school students werenegativelycorrelated with depression. Depression and national sentiment and national actshad significantlynegative correlation. Among the national identity of the three factors, thenational sentiment hadsignificant negativeeffects todepressiontotheforecast.The higheroftheemotionslevel,thelighterofdepression,onthecontrary,ahighdegreeofdepression.
(6)There was a significantly negative correlation between depression and subjectivewell-being of it various dimensions and overall life satisfaction for the Han, Tu and Huistudents. Among the seven factors of life satisfaction, family satisfaction, beliefsatisfaction, school satisfaction and the overall life satisfaction had a good forecastnegative effect to depression. The higher of the satisfaction level, the lighter of depression,onthecontrary,ahighdegreeofdepression.
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