本文關(guān)鍵詞： 高職生 人格 生活事件 社會支持 主觀幸福感　出處：《華東師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

【摘要】： 本研究以蘭州地區(qū)高職生為研究對象,致力于通過探討高職生主觀幸福感的狀況、高職生的主觀幸福感是否存在性別、年級、專業(yè)、城鄉(xiāng)、家庭條件的差異;高職生的人格、生活事件、社會支持對主觀幸福感的影響,以期豐富對主觀幸福感的研究,并為提升蘭州地區(qū)高職生的主觀幸福感提供一定的理論和實踐依據(jù)。 本研究采用主觀幸福感問卷(包括總體主觀幸福感調(diào)查問卷和國際大學(xué)生心理調(diào)查兩部分),青少年生活事件量表(ASLEC),領(lǐng)悟社會支持量表,艾森克人格問卷對蘭州地區(qū)250名高職生進行調(diào)查分析。 研究結(jié)果表明: 1.蘭州地區(qū)高職生的主觀幸福感的總體水平處于中上水平,他們目前的生活中更多的體驗到了積極情感,較少的體驗到消極情感,對生活質(zhì)量的評價較高。 2.蘭州地區(qū)高職生的主觀幸福感受人格的影響。情緒的穩(wěn)定性和精神質(zhì)對主觀幸福感有顯著影響,性格內(nèi)外向只對生活滿意度產(chǎn)生影響。 3.蘭州地區(qū)高職生主觀幸福感不存在性別、年級、專業(yè)、城鄉(xiāng)的差異。只在家庭條件方面存在顯著差異。家庭經(jīng)濟條件的主觀感受對其主觀幸福感和構(gòu)成主觀幸福感的四個維度都有顯著正相關(guān),具有統(tǒng)計學(xué)意義。對自己家庭經(jīng)濟水平評價越高,主觀幸福感越高;反之,越低。 4.蘭州地區(qū)高職生的生活事件發(fā)生的頻率對主觀幸福感產(chǎn)生影響,特別是人際關(guān)系對高職生的主觀幸福感四個維度都產(chǎn)生較大影響。生活事件的其他對總體主觀幸福感和生活滿意度產(chǎn)生影響、學(xué)習(xí)壓力對高職生的總體主觀幸福感產(chǎn)生影響,受懲罰對高職生的正性情感產(chǎn)生影響。 5.社會支持系統(tǒng)中的朋友支持和其他支持,對蘭州地區(qū)高職生的總體主觀幸福感、生活滿意度和正性情感產(chǎn)生影響。 6.蘭州地區(qū)高職生的總體主觀幸福感受高職生人際關(guān)系、倔強性、情緒性、學(xué)習(xí)壓力、其他(社會支持)、其他(生活事件)的影響;生活滿意度受倔強性、其他(社會支持)、其他(生活事件)情緒性、內(nèi)外向性的影響:正性情感受人際關(guān)系、倔強性、受懲罰、朋友的影響;負性情感受倔強性和情緒性的影響。
[Abstract]:This research takes the Lanzhou area higher vocational students as the research object, devotes to probe into the higher vocational students subjective well-being condition, whether the higher vocational college students' subjective well-being exists the difference of gender, grade, specialty, city and country, family condition; The influence of personality, life events and social support on subjective well-being of higher vocational college students in order to enrich the research on subjective well-being. And to improve the subjective well-being of higher vocational students in Lanzhou to provide a certain theoretical and practical basis. This study uses the subjective Well-being questionnaire (including the overall subjective Well-being questionnaire and the International College students' Psychological Survey), the Adolescent Life events scale and the perceived Social support scale. Eysenck Personality questionnaire was used to investigate 250 vocational college students in Lanzhou area. The results show that: 1. The overall level of subjective well-being of higher vocational college students in Lanzhou area is in the middle and upper level, they experience more positive emotion and less negative emotion in their current life. The quality of life is highly evaluated. 2. The influence of subjective happiness and personality of higher vocational college students in Lanzhou area. Emotional stability and mental quality have significant influence on subjective well-being, and personality introversion and extroversion only have influence on life satisfaction. 3. There are no gender, grade and specialty in the subjective well-being of higher vocational students in Lanzhou area. The difference between urban and rural areas. Only in the family conditions there are significant differences. The subjective feelings of family economic conditions have significant positive correlation to their subjective well-being and the four dimensions of subjective well-being. The higher the economic level of one's own family, the higher the subjective well-being; Conversely, the lower. 4. The frequency of life events of higher vocational students in Lanzhou area has an impact on subjective well-being. In particular, interpersonal relationships have a greater impact on the four dimensions of subjective well-being of vocational college students. Other life events have an impact on the overall subjective well-being and life satisfaction. Learning pressure has an impact on the overall subjective well-being of vocational college students, and punishment has an impact on positive emotion of vocational college students. 5. The friends' support and other support in the social support system have an impact on the overall subjective well-being, life satisfaction and positive emotion of the vocational college students in Lanzhou area. 6. The overall subjective happiness of students in Lanzhou area; the influence of interpersonal relationship, stubbornness, emotion, learning pressure, other (social support, other (life events)); Life satisfaction is affected by stubbornness, others (social support, other (life events) emotional, introverts: positive feelings of interpersonal relationships, stubbornness, punishment, friends; Negative temperament feels the influence of stubbornness and emotion.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：B844.2

【引證文獻】

相關(guān)碩士學(xué)位論文 前5條

1 許馭;高校輔導(dǎo)員工作滿意度與主觀幸福感的關(guān)系[D];內(nèi)蒙古農(nóng)業(yè)大學(xué);2011年

2 傅湘華;長沙市高職院校輔導(dǎo)員的社會支持與主觀幸福感的關(guān)系[D];湖南師范大學(xué);2010年

3 霍玉潔;中職學(xué)生主觀幸福感及其影響因素研究[D];湖北工業(yè)大學(xué);2012年

4 趙佳佳;秦皇島市高職生幸福感現(xiàn)狀與影響因素研究[D];河北科技師范學(xué)院;2012年

5 代照甜;九年義務(wù)教育教師工作滿意度與主觀幸福感的相關(guān)研究[D];河南大學(xué);2013年

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本文編號：1448097