本文選題：高中生 + 積極心理資本　； 參考：《天津師范大學(xué)》2012年碩士論文

【摘要】：積極心理資本是當(dāng)今的熱點(diǎn)研究之一,是從積極心理學(xué)和積極組織行為學(xué)的框架為出發(fā)點(diǎn)考慮,國(guó)內(nèi)外開始對(duì)此進(jìn)行豐富的研究,但對(duì)于積極心理資本在教育領(lǐng)域里的研究還比較少。元情緒是情緒智力的重要組成部分,是指人們對(duì)于自己情緒活動(dòng)產(chǎn)生的情緒反應(yīng),研究表明它和主觀幸福感相關(guān),而衡量主觀幸福感包括對(duì)于過去、現(xiàn)在未來生活滿意度幾個(gè)方面。本研究共選取了遼寧省沈陽(yáng)市552名高中生作為研究對(duì)象,通過問卷調(diào)查的情況研究高中生積極心理資本的現(xiàn)狀,采用方差分析、相關(guān)分析、驗(yàn)證性因素分析、中介效應(yīng)分析等方法研究積極心理資本與元情緒、生活滿意度之間的關(guān)系,從而為積極心理資本以及元情緒的的研究提供了實(shí)證材料。研究結(jié)果表明： 1.高中生的積極心理資本水平在性別間不存在顯著差異。在年級(jí)上整體得分不存在顯著差異,但是在分維度自我效能、樂觀上存在顯著差異,在希望維度上存在著極其顯著的差異,高二年級(jí)得分低于高一年級(jí)。父母文化程度的不同對(duì)于高中生的積極心理資本存在著顯著的差異。 2.高中生的元情緒總分整體水平略高。在性別與年級(jí)上不存在顯著差異。不同生源地和是否獨(dú)生對(duì)于高中生元情緒水平?jīng)]有影響。父母文化程度不同對(duì)于元情緒水平不存在顯著的差異,但父親學(xué)歷的不同對(duì)于元情緒的表達(dá)維度上存在差異。 3.高中生的生活滿意度處于高分段的人比較多。生活滿意度在性別方面不存在顯著的差異,但在年級(jí)方面存在顯著的差異；不同生源地與是否獨(dú)生方面對(duì)于高中生生活滿意度不存在顯著的差異。父親文化程度的不同對(duì)于高中生生活滿意度存在著極其顯著差異,但母親文化程度的不同對(duì)其并無影響。 4.高中生積極心理資本、元情緒與生活滿意度兩兩之間存在顯著相關(guān)關(guān)系。 5.元情緒在積極心理資本與生活滿意度之間存在中介作用。
[Abstract]:Positive psychological capital is one of the hot research topics nowadays. It is considered from the frame of positive psychology and positive organizational behavior. However, the study of positive psychological capital in the field of education is relatively small. Meta-emotion is an important part of emotional intelligence. It refers to people's emotional reaction to their emotional activities. Studies have shown that it is related to subjective well-being, and the measurement of subjective well-being includes the past There are several aspects of life satisfaction in the future. In this study, 552 senior high school students in Shenyang City, Liaoning Province were selected as the research objects. The present situation of positive psychological capital of senior high school students was studied by questionnaire survey, and the analysis of variance, correlation analysis and confirmatory factor analysis were used to analyze the positive psychological capital of senior high school students. This paper studies the relationship between positive psychological capital, meta-emotion and life satisfaction by means of intermediary effect analysis, which provides empirical materials for the study of positive psychological capital and meta-emotion. The results show that: 1. There is no significant difference in the level of positive psychological capital between the sexes. There is no significant difference in the overall score in grade, but there is significant difference in self-efficacy, optimism and hope dimension. The score of grade two is lower than that of grade one. There are significant differences in the positive psychological capital of high school students between parents' education level. 2. The overall level of meta-emotional score of high school students is slightly higher. There was no significant difference between gender and grade. There is no effect on the meta-emotional level of high school students from different places and only students. There was no significant difference in the level of meta-emotion between parents with different education level, but there were differences in the dimensions of expression of meta-emotion with the difference of father's education. 3. High school students' life satisfaction is in the high score more people. There was no significant difference in life satisfaction in gender, but significant difference in grade, and there was no significant difference in life satisfaction of high school students in different places and only students. The difference of father's education level has significant difference on high school students' life satisfaction, but the difference of mother's education level has no effect on it. 4. There is a significant correlation among positive psychological capital, meta-emotion and life satisfaction of high school students. 5. Meta-emotion plays an intermediary role between positive psychological capital and life satisfaction.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G442

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本文編號(hào)：1951273