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1.
高中生生活事件与心理健康及主观幸福感的相关研究 总被引：12，自引：0，他引：12
采用青少年生活事件量表、中学生心理健康问卷、青少年主观幸福感量表对468名高中学生进行测查，结果表明(1)高中生的心理健康水平整体情况良好，生活满意度整体处于中等以上的水平，其体验到较多的友谊满意感和家庭满意感，较低的学业满意感；(2)生活事件在心理健康水平和主观幸福感各个纬度上均存在显相关；(3)影响高中生心理健康的主要因素有学习压力、消极情感、其他生活事件、自由满意度、家庭满意度、人际关系、积极情感、受惩罚、健康适应。 相似文献
2.
运用问卷调查研究初中生的社会支持与主观幸福感的关系,结果显示：社会支持与主观幸福感存在显著的正相关;客观支持、主观支持和对支持的利用度对主观幸福感均具有显著的预测作用（P〈0．01）;普通中学的初中生的社会支持和主观幸福感都显著地高于重点中学的初中生;性别之间在社会支持上不存在显著差异,在主观幸福感方面存在显著差异;多重比较发现,社会支持和主观幸福感在年级之间不存在显著差异。 相似文献
3.
Henri Tilga Vello Hein Andre Koka Martin S. Hagger 《Scandinavian Journal of Educational Research》2020,64(5):661-676
ABSTRACT Grounded in self-determination theory (SDT), this cross-sectional study tested relations of students’ perceptions of autonomy-supportive and controlling behaviour from teachers in physical education with students’ health-related quality of life (HRQoL), and the potential role of students’ perceived need satisfaction and need frustration as a mediator of these relationships. School students (N?=?1031) completed self-report measures of perceived autonomy support, perceived teachers’ controlling behaviour, students’ need satisfaction and need frustration, and HRQoL. Results indicated that students’ perceptions of autonomy support from teachers was positively associated with HRQoL through need satisfaction. Students’ perceptions of controlling behaviour from teachers was negatively related with HRQoL through need frustration. There was no significant association between autonomy support and need frustration, or between controlling behaviour and need satisfaction. Findings provide evidence that perceived autonomy support and controlling behaviour from the teacher in PE contributes to students’ HRQoL through unique pathways. 相似文献
4.
Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs. 相似文献
5.
通过对250名女大学生分班测验,采用核心自我评价量表和略作修改的大学生主观幸福感量表,使用SPSS11.5软件处理全部数据,分析核心自我评价与女大学生主观幸福感总分的相关性和差异性检验,证实女大学生主观幸福感与自我满意、家庭满意、负性情绪、精力、生活满意、社会行为评价和人际关系7项因子皆相关,与正性情绪不相关,确认了核心自我评价可以很好地预测女性的主观幸福感的结论,并就二者之间的正确确立与联动予以了延伸探讨。 相似文献
6.
Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The current study analyzes the effect of gender, parents’ education, and family income level on social support perceived by Spanish university students. The sample consisted of 575 women and 280 men, of average age 18.02 years (SD?=?0.52) enrolled in the first year of degree courses at the University of Santiago de Compostela (Spain). Three measures were used to assess various facets of perceived social support, namely perceived acceptance, social provisions, and support availability and satisfaction. Gender differences were identified for several perceived social support dimensions; women reported a wider social network, which should cover more diverse needs of social support. In addition, differences related to mother’s education and family income level emerged for the availability of support and perceived acceptance. The results highlight the different role of gender and family background in several dimensions of perceived social support during the transition to emerging adulthood. 相似文献
7.
《Journal of Further & Higher Education》2012,36(9):1181-1195
ABSTRACTThe National Student Survey (NSS) seeks to measure how ‘satisfied’ students are with their programmes of study and educational experience. Ongoing NSS data demonstrates that global satisfaction scores are increasing; however, when this is separated into disabled and non-disabled students, downward satisfaction trends for disabled students are apparent. Around half of these students will have dyslexia. This ‘snapshot’ documentary analysis evaluates the currently publicly available information outlining the support services that are available for students with dyslexia. The survey focuses upon a sample of higher education institutions (HEIs) in England. Findings indicate that there are notable differences in the types and consistency of support offered across the sample institutions. The most frequently used model is that of additional learning support (ALS), where support is provided outside of the usual class contact time. Mentoring provides benefits for students with dyslexia but fewer than half of the institutions surveyed offered this. Subject specialist mentoring is particularly beneficial but there is little evidence of this taking place. There is a level of support in all the institutions that appears to meet the requirements of the Equality Act (2010) but this does not necessarily indicate that dyslexic students are supported in the most effective way. 相似文献
8.
In developed countries, healthy retirees can fulfill their life, but may fear growing old. Yet, there is little empirical data on the relationship between this fear and life satisfaction. This cross-sectional, correlational survey study tested whether a new, summated measure of Fears About Growing Old (FAGO)—derived from exemplifications of Laslett, who posited the theory of the Third Age—significantly predicted life satisfaction and retirement satisfaction after adjusting for significant social participation covariates. A total of 190 Canadian retirees at three senior centers in Ontario, Canada, completed surveys. A pilot study established the reliability and validity of the scales, including the FAGO, used to assess the independent variable. In a regression analysis, fear (R 2 change = .06) was found to be a statistically significant predictor of life satisfaction when controlling for five covariates (current activity, circumstance and pursuing own interest as two reasons for retirement, postretirement work, and perceived social support); overall R 2 = .26. For retirement satisfaction, fear significantly explained variance in the outcome (R 2 change = .04) while controlling for two significant covariates (current activity and perceived social support); overall R 2 = .14. A work by gender interaction on satisfaction was not found. Other than fear about loss of mobility, men rated loss of partner very high; women rated mortal disease very high. The lowest fear was loss of retirement income for men and loss of earning-power for women. Canada's poverty preventive programs successfully supported senior postretirement life. The FAGO was useful to find senior needs. 相似文献
9.
Roddy Begg 《Tertiary Education and Management》2013,19(2):89-90
Abstract Based on a recently completed alumni study of 522 graduates at a private college in the northeastern Unites States, this paper presents a model for designing alumni research to assess higher education's effectiveness in preparing graduates for work and life. Results revealed substantial variation in alumni evaluation of their education. While alumni reported a high level of satisfaction with the academic programme and career preparation, their feedback suggests they seek more from their college experience. Results reveal that students who feel a sense of community are more satisfied with their overall college experience and those who are satisfied with their social life are more likely to recommend the college to prospective students. 相似文献
10.
ABSTRACT University participation has increased in many countries in recent years in response to the requirement for a strong knowledge economy. While this has provided additional access opportunities, not all students enter university with the same transferrable social capital. To counter this, educational institutions could play a strategic role in the development of networks and connections that provide students with valuable information, support and a sense of belonging. This research project explored the development of social capital, and its impact upon university life satisfaction and wellbeing, within an Australian university course undertaken by all first-year students regardless of programme or discipline. A survey of students was conducted three times over one semester. The results suggested that peer-level social capital indicators of trust, social support and relatedness changed over the semester, while other social capital indicators begin high and remain stable. Bridging social capital and peer social support predicted university life satisfaction. The relationship between social capital and wellbeing was found to be more complex. In a competitive, global tertiary environment, institutions could maximise the satisfaction and success of increasingly diverse student cohorts through strategies that facilitate social capital development. 相似文献
11.
The aim of this study examines the relationship between quality of life, satisfaction with life and multidimensional perceived social support in people aged 65 years and older. The implementation part of the study was carried out with elderly people living in the city center of Burdur, Turkey. Data were collected in March 2018 from 517 participants and then assessed. The results of the analyses revealed that perceived social support explained 11.7% of the total variance in the satisfaction with life, 22.1% of the total variance in the quality of life. In addition to, the perceived social support and the quality of life explained 28.6% of the total variance in the satisfaction with life. And the quality of life was the most influential variable on the satisfaction with life. The findings of this study suggest that making improvements to the elderly people social support and quality of life will increase their satisfaction with life. 相似文献
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13.
AbstractThe aim of this study is to analyse the relationships between intercultural sensitivity, empathy, self-concept and satisfaction with life in upper level primary school students. Possible gender differences in these variables are analysed, and their results on self-concept, empathy and satisfaction with life are compared in students with higher and lower levels of intercultural sensitivity. The sample is composed of 473 students (52% boys and 48% girls) between 10 and 13 years old (M = 10.79, SD = 0.74). The results show more intercultural sensitivity, emotional empathy and academic self-concept in girls compared with boys, and higher levels of emotional empathy, social self-concept and satisfaction with life in students with more intercultural sensitivity. These results and their possible implications for the development of intervention programs in intercultural education are discussed. 相似文献
14.
吴双双 《潍坊教育学院学报》2013,26(1):42-45
为了考察大学生领悟社会支持与生活满意度之间的关系,本文采用《领悟社会支持量表》(PSSS)和《生活满意度量表》(SLS)对368名被试大学生进行问卷调查。结果如下:(1)领悟社会支持和生活满意度在人口学变量上的分析表明,性别在领悟社会支持及其各要素上存在主效应;性别和专业在家庭支持上存在交互效应;专业在生活满意度上存在主效应。(2)领悟社会支持和生活满意度的相关分析表明,大学生的生活满意度与领悟社会支持总分、家庭支持、朋友支持及其他支持均呈显著正相关。(3)生活满意度对领悟社会支持及各因素的回归分析表明,家庭支持、朋友支持和其他支持均能显著预测大学生的生活满意度。通过分析,得出如下结论:大学生领悟社会支持是大学生生活满意度的重要影响因素。 相似文献
15.
We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work. 相似文献
16.
Anika Bürgermeister Tobias Ringeisen Diana Raufelder 《Teaching in Higher Education》2016,21(8):990-1005
Using a longitudinal design, the present study examined whether two teaching concepts that varied in their capacity to foster students’ self-determination affected students’ sense of social relatedness and their perceived moderation competence, as well as the interplay between these two components and the students’ performance during a moderation exam. We conducted a quasi-experimental field study with university students (N?=?160), who were evenly distributed between an experimental (EG) and a control group (CG). The results of multi-group path analysis suggest that simultaneously fostering autonomy, competence, and relatedness (EG), in comparison to providing autonomy and competence support only (CG), leads to a stronger link between perceived competence and social relatedness. If students experience moderation competence, they in turn feel socially related to their teacher, which leads to an even higher competence perception thereafter. The crucial role of teachers’ behaviour, in particular relatedness support, in learning development is discussed. 相似文献
17.
Returning women students over 50, although growing in number, have been largely ignored as a unique group by both educational gerontologists and scholars interested in non‐traditional women students. Matched groups (N = 106) of student (outwardly oriented) and non‐student (home oriented) women (mean age = 55.67, s.d. = 5.25) were compared on measures of subjective age and attitudes toward age, perceived happiness and satisfaction, perceived physical health, number and severity of depressive symptoms, self‐esteem and autonomy. The student group was found to report better health, fewer and less severe depressive symptoms and higher autonomy. Psychological transitions facing mid‐life women are discussed. Possibilities of educational participation as preventive of mid‐life depression for women are discussed. Future longitudinal, cohort‐sequential research should focus on mid‐life and older women students as a unique group. 相似文献
18.
《International journal for the advancement of counseling》2011,33(2):79-87
The purpose of this study was to investigate the predictive value of optimism, perceived support from family and perceived
support from faculty in determining life satisfaction of college students in Turkey. One hundred and thirty three students
completed the Satisfaction with Life Scale (Diener et al., Journal of Personality Assessment 49(1):71–75, 1985), Perceived Social Support Scale-Revised (Yıldırım, Eğitim Araştırmaları–Eurasian, Journal of Educational Research 17:221–236,
2004), and Life Orientation Test (Scheier and Carver, Health Psychology 4(3):219–247, 1985) and provided demographic information about themselves. Independent samples t-test, correlation, and multiple regression analyses were performed for data analysis. Significant relationships were found
among the variables, with regression analysis indicating that perceived support from family, perceived faculty support, and
optimism were statistically significant predictors of life satisfaction. The implications of these results are discussed and
suggestions made for counseling practice and future research. 相似文献
19.
Holly L. Stack‐Cutler Rauno K. Parrila Minna Torppa 《Learning disabilities research & practice》2016,31(1):45-55
We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self‐reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the number of comorbid difficulties in addition to reading difficulty, life satisfaction, and academic achievement (grade point average). Results supported a main effect model in which the number of comorbid difficulties and social, but not community, support predicted life satisfaction. Social and community support did not moderate the relationship between the number of comorbid difficulties and life satisfaction, lending no support to the buffering effect hypothesis. However, a mediation model showed that social support partially mediated the relationship between the number of comorbid difficulties and life satisfaction. Academic achievement did not correlate with any included variable. 相似文献
20.
幸福中国视域下大学生思想政治教育需关注幸福观教育 总被引：1，自引：0，他引：1
追求幸福是人类生活的主题。在幸福中国视域下,加强大学生幸福观教育对于大学生个人的健康成长、思想政治教育的完善发展和幸福中国的建设有重要意义。思想政治教育开展幸福观教育的途径是:思想政治教育工作者要转变教育理念,提高对幸福观教育的认识;构建以马克思主义幸福观教育为主导、借鉴中华民族优良传统文化的理论讲堂;搭建培养大学生创造幸福意识和提高其创造幸福能力的实践平台。 相似文献