本文關(guān)鍵詞： 高中生 領(lǐng)悟社會(huì)支持 樂觀 學(xué)校生活滿意度　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：當(dāng)今社會(huì),青少年的總體生活滿意度受到學(xué)校生活滿意度的重要影響,學(xué)校生活是他們特殊且重要的一種生活。因?yàn)樗麄儾粌H可以在學(xué)校學(xué)到知識(shí),同時(shí)還能在學(xué)校里不斷成長。有研究已經(jīng)證實(shí)學(xué)校生活滿意度和樂觀受到領(lǐng)悟社會(huì)支持的影響,因此,本研究主要考察高中生領(lǐng)悟社會(huì)支持、樂觀和學(xué)校生活滿意度的特點(diǎn),探討三者的關(guān)系。本研究可以充實(shí)有關(guān)高中生領(lǐng)悟社會(huì)支持、樂觀和學(xué)校生活滿意度的理論研究。為學(xué)校培養(yǎng)學(xué)生健全健康的心理素質(zhì),促進(jìn)學(xué)生積極發(fā)展和提高學(xué)校幸福感提供理論依據(jù)。本研究采用嚴(yán)標(biāo)賓等人修訂的量表《領(lǐng)悟社會(huì)支持量表》(PSSS)、李逸龍等人修訂的《樂觀人格量表》(OPS)以及田麗麗編制的《青少年在校積極情感和消極情感問卷》對522名高中生進(jìn)行問卷調(diào)查。研究結(jié)果如下:1.高中生領(lǐng)悟社會(huì)支持的總體水平比較高。成績排名前1/3的高中生的家庭支持、領(lǐng)悟社會(huì)支持的水平高于成績排名后1/3的高中生;成績排名中間的高中生的領(lǐng)悟社會(huì)支持的水平高于成績排名后1/3的高中生。在性別、生源地、是否獨(dú)生、年級人口學(xué)變量上,高中生的領(lǐng)悟社會(huì)支持水平差異不明顯。2.高中生樂觀的總體水平比較高。在性別、生源地、是否獨(dú)生、年級和成績?nèi)丝趯W(xué)變量上,高中生的樂觀水平差異不明顯。3.高中生學(xué)校生活滿意度水平總體比較高。高一學(xué)生校積極情感均低于高二學(xué)生。在性別、生源地、是否獨(dú)生子女和成績?nèi)丝趯W(xué)變量上,高中生的學(xué)校生活滿意度差異不明顯。4.領(lǐng)悟社會(huì)支持總分及各維度、樂觀總分及各維度以學(xué)校生活滿意度各維度之間兩兩顯著相關(guān)。5.樂觀在領(lǐng)悟社會(huì)支持和學(xué)校生活滿意度之間起部分中介作用。6.樂觀在家庭支持與在校情感、朋友支持與在校情感、其他支持與在校情感之間均起部分中介作用;結(jié)論:家庭、朋友和學(xué)校在給予學(xué)生力所能及的支持時(shí),要著重提高他們對社會(huì)支持的認(rèn)知和理解能力,培養(yǎng)他們養(yǎng)成積極、樂觀的心理狀態(tài),為學(xué)校生活滿意度的提高打下良好的心理素質(zhì)基礎(chǔ)。
[Abstract]:In today's society, the overall life satisfaction of teenagers is greatly influenced by the satisfaction of school life. School life is a special and important life for them, because they can not only learn knowledge in school, Some studies have proved that school life satisfaction and optimism are influenced by perceived social support. Therefore, this study mainly examines the characteristics of high school students' perceived social support, optimism and school life satisfaction. This study can enrich the theoretical research on perceived social support, optimism and school life satisfaction of high school students. To promote the positive development of students and improve the school well-being to provide theoretical basis. This study uses the scale revised by Yan Baobin et al. < perceived Social support scale > PSSSX, Li Yilong et al.'s optimistic Personality scale (OPS) and Tian Lili's compilation. 522 senior high school students were surveyed by the questionnaire on positive and negative emotions in School. The results were as follows: 1. The overall level of perceived social support was higher in senior high school students. The family support of the top 1/3 high school students, The level of perceived social support was higher than that of the 1/3 at the bottom of the ranking; the level of perceived social support in the middle of the ranking was higher than that in the 1/3 at the bottom of the score. There is no significant difference in perceived social support among senior high school students. 2. The overall level of optimism among senior high school students is relatively high. In terms of gender, place of origin of students, single child, grade and achievement demographic variables, The level of high school students' satisfaction with school life is generally high. The positive emotion of high school students is lower than that of sophomore students. In terms of gender, place of origin of students, whether only child or not, and achievement demographics variable, high school students' positive emotion is lower than that of sophomore students. The difference of school life satisfaction of senior high school students is not obvious. 4. Understanding the total score of social support and each dimension, The total score of optimism and its dimensions are significantly correlated with each dimension of school life satisfaction. 5. optimism plays a part of intermediary role between perceived social support and school life satisfaction. 6. Optimism plays a role in family support and school emotion. Friends support and school emotion, other support and school emotion play a part intermediary role. Conclusion: family, friends and schools should focus on improving their cognition and understanding of social support when giving students the support they can. Cultivate them to develop positive and optimistic psychological state, and lay a good psychological quality foundation for the improvement of school life satisfaction.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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本文編號：1542075