【摘要】：被重視感是指個體感知到他人對自己的關(guān)注,同時認(rèn)為自己對他人有重要影響且被他人需要,它作為一種主觀感受和行為動機,對個體發(fā)展的作用受到了高度的重視。大學(xué)階段是個體生理成熟和心理發(fā)展的關(guān)鍵時期,大學(xué)生需要獲得來自家人、老師和同學(xué)等人的支持和認(rèn)同,從而形成學(xué)校歸屬感,提高主觀幸福感水平,以便更好地對生活質(zhì)量進行整體性評估。大學(xué)生被重視感和學(xué)校歸屬感的高低,不僅僅會影響到主觀幸福感的體驗,更關(guān)系到他們的心理健康發(fā)展。因此,對大學(xué)生被重視感、學(xué)校歸屬感和主觀幸福感的關(guān)系進行研究的必要性是不言而喻的。本文使用趙必華、袁穎編制的大學(xué)生被重視感量表、Cheung和Hui修訂的中文版學(xué)校歸屬感問卷和Diener等人編制的主觀幸福感問卷,隨機選取山東省、河南省、四川省和重慶市4個省市的400名大學(xué)生作為研究對象。利用SPSS和Amos統(tǒng)計分析軟件對數(shù)據(jù)進行定性分析和定量分析。在此基礎(chǔ)之上,了解大學(xué)生的被重視感、學(xué)校歸屬感和主觀幸福感的基本狀況,探討學(xué)校歸屬感在被重視感與主觀幸福感之間是否存在中介作用,并借鑒國內(nèi)外的教育經(jīng)驗,相應(yīng)地提出提高大學(xué)生被重視感程度、學(xué)校歸屬感狀況和主觀幸福感水平的建議。研究結(jié)果表明:1、大學(xué)生被重視感處于中等偏上水平,呈現(xiàn)出顯著的性別、專業(yè)、生源地、獨生子女和年級差異。2、大學(xué)生學(xué)校歸屬感處于中等偏上水平,在性別、專業(yè)、獨生子女和年級上呈現(xiàn)出顯著差異,生源地差異不具有統(tǒng)計學(xué)上的意義。3、大學(xué)生主觀幸福感處于中等偏上水平,呈現(xiàn)出顯著的性別、專業(yè)、生源地和年級差異,不存在顯著的獨生子女差異。4、大學(xué)生被重視感、學(xué)校歸屬感和主觀幸福感三個變量兩兩之間存在顯著的相關(guān)關(guān)系。5、被重視感可以分別有效地正向預(yù)測學(xué)校歸屬感和主觀幸福感;學(xué)校歸屬感可以有效地正向預(yù)測主觀幸福感;被重視感和學(xué)校歸屬感可以有效地正向預(yù)測主觀幸福感。6、學(xué)校歸屬感是被重視感和主觀幸福感之間的中介變量,部分中介效應(yīng)顯著。針對本研究結(jié)果,建議在教育中做到以下幾點:1、在被重視感方面,個人樹立正確的自我意識,學(xué)校定期開展肯定性訓(xùn)練,家庭培養(yǎng)高自尊水平。2、在學(xué)校歸屬感方面,個人形成良好的同伴關(guān)系,學(xué)校發(fā)展和諧的師生關(guān)系,家庭主張民主型教養(yǎng)方式。3、在主觀幸福感方面,個人尋求社會支持,學(xué)校重視學(xué)生的心理健康,家庭塑造積極的人格特征。
[Abstract]:The sense of being valued means that the individual perceives the attention of others to himself and thinks that he has important influence on others and is needed by others. As a kind of subjective feeling and behavioral motivation, it is highly valued to the role of individual development. The university stage is the key period of individual physical maturity and psychological development. College students need the support and recognition from their families, teachers and classmates, so as to form a sense of belonging and improve the level of subjective well-being. In order to better assess the overall quality of life. The level of college students' sense of being valued and school belonging will not only affect the experience of subjective well-being, but also affect their mental health development. Therefore, the necessity of studying the relationship between college students' sense of being valued, school belonging and subjective well-being is self-evident. In this paper, we selected randomly Shandong Province, Henan Province, using Zhao Bihua, Yuan Ying's sense of importance scale, Cheung and Hui's revised Chinese version of school sense of belonging questionnaire and Diener's subjective Well-being questionnaire, which were compiled by Zhao Bihua and Yuan Ying, respectively. A total of 400 college students from four provinces and cities of Sichuan and Chongqing were studied. The qualitative analysis and quantitative analysis of the data are carried out by using SPSS and Amos statistical analysis software. On this basis, we understand the basic situation of college students' sense of being valued, school belonging and subjective well-being, and discuss whether there is an intermediary role between school belonging and subjective well-being, and learn from domestic and foreign educational experience. Some suggestions are put forward to improve college students' sense of being valued, school sense of belonging and subjective well-being. The results show that: 1, college students' sense of being valued is at the middle level, showing significant gender, specialty, student origin, only child and grade difference. 2. College students' sense of belonging in school is in the upper middle level, in gender, specialty, There were significant differences between the only child and the grade, but there was no statistical significance in the difference of the origin of students. 3. The subjective well-being of college students was at the middle and upper level, showing significant gender, major, student origin and grade differences. There is no significant difference in the only child. 4. There is a significant correlation between college students' sense of being valued, school sense of belonging and subjective well-being. 5. The sense of being valued can effectively predict the sense of school belonging and subjective well-being respectively. School sense of belonging can effectively positively predict subjective well-being, and sense of being valued and school belonging can effectively positively predict subjective well-being. 6. School sense of belonging is the intermediate variable between being valued and subjective well-being. Part of the intermediary effect was significant. In view of the results of this study, it is suggested that the following points should be achieved in education: 1. In the aspect of being valued, individuals establish correct self-awareness, schools regularly carry out affirmative training, families develop high self-esteem level, and in school sense of belonging, Individuals form good peer relationships, schools develop harmonious teacher-student relations, and families advocate democratic upbringing. 3. In terms of subjective well-being, individuals seek social support, and schools attach importance to students' mental health. Families shape positive personality traits.
【學(xué)位授予單位】：西華師范大學(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：2265969