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1.
目的探讨高师贫困生自尊、自我效能感与主观幸福感的关系,为高师院校心理健康教育提供依据。方法采用自尊量表、一般自我效能感量表、生活满意度量表、快乐感量表对218名贫困生和216名非贫困生进行测查。结果(1)高师贫困生的自尊、生活满意度、正性情感显著低于非贫困生,自我效能感、负性情感差异不显著。(2)自尊、自我效能感与主观幸福感显著相关。(3)不同自尊、不同自我效能感的高师贫困生主观幸福感的差异显著。(4)自尊、自我效能感对生活满意度、正性情感具有一定的预测力,自尊对负性情感具有预测作用。结论贫困生自尊、主观幸福感相对较低,自尊、自我效能感能显著预测主观幸福感。  相似文献   

2.
目的探究男女大学生志愿者人格特征与其幸福感的差异状况。方法采用大五人格量表和总体幸福感量表对508名男女大学生志愿者进行测查研究。结果女大学生志愿者的宜人性、严谨性、外向性水平显著高于男性,男女大学生志愿者的人格特征与其总体幸福感之间存在显著的线性关系。结论严谨性是男大学生志愿者总体幸福感的最重要的预测变量,神经质是女大学生志愿者总体幸福感水平的最重要的预测变量,严谨性、外向性得分越高的女大学生志愿者,其幸福感水平则越高。  相似文献   

3.
大学生社会支持与主观幸福感的关系研究   总被引:1,自引:0,他引:1  
目的探讨大学生社会支持与主观幸福感的关系。方法采用人格量表、社会支持量表、主观幸福感量表对386名大学生进行问卷调查,对数据进行相关分析和回归分析。结果(1)人格中的积极因素与社会支持、主观幸福感呈显著正相关,人格中的消极因素与社会支持、主观幸福感呈显著负相关,社会支持、主观幸福感呈显著正相关;(2)进行回归分析,多数路径显著,建立了人格、社会支持、主观幸福感的模型。结论社会支持、主观幸福感和人格各因素呈显著正相关,建立人格因素、社会支持、心理弹性的模型。  相似文献   

4.
目的 了解硕士研究生主观幸福感及相关因素.方法 采用campell编制的<幸福感指数量表>、Bradhurn编制的<情感量表>、Diener编制的<生活满意度问卷>及郑日昌编制的<人际关系综合诊断量表>对南京地区226名硕士生进行测查.结果 硕士研究生幸福感指数存在显著的城乡差异(P<0.01),消极情感体验存在显著年级差异(P<0.01),有恋人或配偶者幸福感指数显著高于单身者(P<0.01),人际关系困扰中人际交谈困扰、待人接物困扰两个维度对幸福感指数为负向预测(B=-0.202,B=-0.201),人际交谈困扰、待人接物困扰及异性交往困扰三个维度对消极情感为正向预测(B=0.269,B=0.239,B=0.134).结论 城乡来源、婚恋状况及年级差异对硕士生主观幸福感具有一定的影响,人际关系困扰对主观幸福感具有一定的预测作用.  相似文献   

5.
目的探讨精神卫生专业、临床医学专业及护理本科专业大三学生主观幸福感的差异,旨在为心理咨询、心理健康教育和辅导工作提供实践指导。方法采取整群随机抽样方法,抽取某医科大学三年级学生275名,用一般状况调查表、总体幸福感量表分别调查社会人口学特征和幸福感。结果三年级医学生男、女生总体幸福感评分均高于常模(P<0.05);总体幸福感、忧郁或愉快的心境因子评分存在城乡差异(P<0.01);精神卫生专业学生的幸福感总分、对生活的满足与兴趣、精力、忧郁或愉快的心境、松弛与紧张因子评分均低于临床与护理专业者(P<0.01)。结论学习专业的不同是影响大学生幸福感的一个重要因素。  相似文献   

6.
目的探讨心理压力感与大学生网络攻击的关系以及主观幸福感和性别的作用,为降低大学生网络攻击提供参考。方法随机选取在校大学生500名,采用心理压力感量表(PSFS)、主观幸福感量表(GWB)和少年网络攻击行为评定量表(AOABS)进行评定,使用相关分析和回归分析探讨心理压力感、网络攻击和幸福感之间的关系。结果 (1)男性大学生GWB评分低于女性大学生(t=-3.218,P0.01),男性大学生AOABS评分高于女性大学生(t=2.002,P=0.046);(2)大学生PSFS评分与AOABS评分呈正相关(r=0.759,P0.01),GWB评分与AOABS评分呈负相关(r=-0.312,P0.01);(3)主观幸福感在心理压力感与大学生网络攻击之间的中介效应显著(Effect=-0.005,SE=0.002,Z=-2.170,P=0.030);(4)性别在GWB与AOABS评分之间起调节作用(b=-0.086,SE=0.037,t=-2.350,P0.05,95%CI:-0.1586~-0.0143)。结论主观幸福感在心理压力感与大学生网络攻击之间起中介作用,且该中介作用受性别因素的调节。  相似文献   

7.
1191例上海地区中学生主观幸福感调查及影响因素分析   总被引:2,自引:0,他引:2  
胡瑶 《上海精神医学》2008,20(4):223-225
目的调查上海地区中学生主观幸福感,分析其可能的影响因素,提出可提高该群体幸福感的可行的干预措施。方法2007年9月对上海地区初二、高二学生进行分层抽样调查,共抽取1204名中学生,进行"总体幸福感量表及相关影响因素"的问卷调查。结果上海地区中学生主观幸福感平均分为78.08±15.09;可能与幸福感相关的12项影响因素中,除性别以外,其余11项与中学生主观幸福感显著相关,5项进入多元逐步回归方程。结论年级、成绩、父母关心的程度、与老师的关系、朋友的多少等5项对中学生的主观幸福感有影响。通过干预其中的部分影响因素可能有助于提高中学生幸福感。  相似文献   

8.
目的探讨高校青年教师时间管理倾向与主观幸福感的现状及相互关系。方法采取整群随机取样方法,于2013年12月在四川省绵阳市、成都市、南充市三地5所高校选取410名高校青年教师,采用时间管理倾向量表(TMD)和总体幸福感量表(GWB)调查高校青年教师时间管理倾向与主观幸福感的现状及相互关系。结果1在时间效能感上,性别和职称的交互作用显著(F=3.238,df=3,P=0.022)。2高校青年教师时间管理倾向与主观幸福感的相关显著(r主观幸福感-时间价值感=0.148,P=0.003;r主观幸福感-时间监控观=0.252,P=0.000;r主观幸福感-时间效能感=0.278,P=0.000),且时间效能感对主观幸福感有一定的预测作用(F=11.718,P=0.000)。结论时间效能感在一定程度上影响高校青年教师的主观幸福感。  相似文献   

9.
大学生应对方式与主观幸福感的相关研究   总被引:3,自引:0,他引:3  
目的考查江西省大学生的应封方式与主观幸福感现状及二者的关系。方法采用总体幸福感量表(CWB)和简易应封方式问卷封江西省300名大学生进行调查。结果①大学生的主观幸福感的总体水平较高,男女没有显着差异,而且大多数采取积极应对方式;②消极应对与幸福感有非常明显的负相关,积极应对与幸福感有正相关但不显著。  相似文献   

10.
目的探讨高职院校学生主观幸福感的特点及与自尊的关系。方法采取整群随机抽样方法抽取江苏省三所高等职业院校2063名高职生,采用总体幸福感量表(GWB)和自尊量表(SES)调查高职生主观幸福感状况及其与自尊的关系。结果高职女生主观幸福感评分高于男生,差异有统计学意义(t=2.97,P<0.01);母亲是大学文化的高职生主观幸福感评分高于母亲是小学文化的高职生(t=3.88,P<0.01);人文艺术类与理工科类高职生的主观幸福感评分差异有统计学意义(t=3.13,P<0.01);高职生主观幸福感和自尊之间有正相关关系(r=0.17,P<0.01),自尊对主观幸福感有预测作用。结论性别、母亲受教育程度和专业类别对高职生主观幸福感有影响,尤以男生、母亲是小学受教育程度及理工类高职生主观幸福感较低,加强高职生的自尊有助于提高其主观幸福感。  相似文献   

11.
目的 研究抑郁症患者与正常对照之间主观幸福感及复原力的差异,并探讨幸福感及复原力之间的关系.方法 对门诊及病房的抑郁症患者及正常对照组的被试者进行幸福感指数问卷及Connor- Davidson韧性量表的测评,得分进行两组间的比较.结果 抑郁症患者幸福感指数及复原力得分明显低于正常对照组(P<0.01);正常被试者复原力与幸福感水平存在正相关关系(r=0.493,P<0.01),而抑郁症组二者之间无显著相关(r=0.149,P>0.05).结论 抑郁症患者的幸福感及复原力均明显低于正常人;在正常成年人群中,复原力与主观幸福感呈正相关,而本研究的抑郁症患者中并未发现此二者存在相关关系.  相似文献   

12.
The first part of this study explored the association between school climate and students’ well-being (i.e., school life satisfaction, academic satisfaction and perceived popularity) within the Chinese school context. Two hundred and twenty-one secondary school students in Hong Kong participated in this exploratory study. Due to the lack of culturally relevant instruments, school climate was measured with an adapted instrument that was evaluated by factor analyses. Findings revealed six dimensions of school climate, including positive student–teacher relationships, school order and environment, perceived academic competence, perceived privileges, learning interests and academic support. Preliminary results obtained from multiple regression analyses indicated that the dimension of school order and environment significantly predicted school life satisfaction. Perceived academic competence predicted not only academic satisfaction, but also perceived popularity. However, perceived privilege, learning interests and academic support were negatively related to school life satisfaction and perceived popularity. Interestingly, positive student–teacher relationships did not significantly predict overall well-being. The second part of this study adopted a qualitative approach to explore school climate in relation to well-being from students’ perspectives. The findings showed that learning-related issues, such as learning difficulties, were major contributors to students’ well-being. The findings are discussed from a cultural standpoint to inform educational practices and directions for future research.  相似文献   

13.
Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12–17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development.  相似文献   

14.
BackgroundCompulsive buying has become a severe problem among young people. The prominent role that psychological variables play in this phenomenon support their consideration in establishing a risk profile for compulsive buying that serves as a guide for the development of prevention and treatment programs with guarantees of effectiveness. However, there are only a small number of studies in existence which have explored the compulsive buying prevalence among students, and none of them have been conducted in a Mediterranean country.ObjectivesThis study aims to estimate the compulsive buying prevalence in a sample of university students from the region of Galicia (Spain). We also intend to determine if statistically significant differences exist between compulsive buyers and non-compulsive buyers in relation with gender, materialistic values, psychological distress symptoms and subjective well-being. Lastly, the clarification of which of the determinants examined represent risk or protection factors for compulsive buying constitutes another important objective of this paper.MethodsA total sample of 1448 university students participated in this study. They answered a battery of self-reports assessing gender, compulsive buying propensity, materialism, distress symptomatology, and well-being. Participants were initially classified as either compulsive buyers or non-compulsive buyers. Both groups were compared for the aforementioned variables through chi-square testing or variance analyses. Then, a multivariate logistic regression analysis was conducted to determine which of these determinants make up a risk profile for compulsive buying.ResultsThe estimated prevalence of compulsive buying in the sample of university students considered was 7.4%. Statistically significant differences between compulsive buyers and non-compulsive buyers were detected for gender, and each and every one of the psychological variables explored. Specifically, it was confirmed that compulsive buyers obtained significantly higher scores in materialism's dimensions of importance, success, and happiness, and in the psychological distress symptoms of anxiety, depression, obsession-compulsion, hostility, and somatization. On the contrary, they presented significantly lower levels in self-esteem, life satisfaction, and optimism. Results of the logistic regression analysis confirmed that high scores in the importance dimension of materialism, in combination with the experiencing of symptoms of anxiety, depression, obsession–compulsion, hostility, and somatization, would constitute risk factors in relation with this phenomenon, and high levels of life satisfaction would act as a protection factor as for compulsive buying in the sample of students considered.ConclusionsCurrent findings revealed that 7.4% of the large sample of Spanish university students considered were classified as compulsive buyers. Additionally, it was confirmed that while materialism and psychological distress symptoms would represent vulnerability determinants increasing the propensity for compulsive buying, the high scores in life satisfaction would act to decrease the likelihood of becoming a compulsive buyer. Accordingly, our results suggested that prevention and intervention efforts in relation with compulsive buying among young people should include specific components aimed at the reduction of the importance assigned to money and possessions, and also at the relief of psychological distress symptoms.  相似文献   

15.
The current study measures the influence of multitasking behavior and self-efficacy for self-regulated learning (SESRL) on perceptions of academic performance and views in university students during the COVID-19 pandemic in Mexico. 264 university students fulfilled an online questionnaire. It was observed that multitasking behavior negatively influences SESRL (−0.203), while SESRL showed a positive influence of 0.537 on perceptions of academic performance, and multitasking behavior had an influence of −0.097 on the perception of academic performance. Cronbach’s alpha and Average Variance Extracted values were 0.809 and 0.577 (multitasking behavior), 0.819 and 0.626 (SESRL), 0.873 and 0.725 (perceptions of academic performance), respectively. The results of the bootstrapping test showed that the path coefficients were significant. The study outcomes can support new plans in universities to ensure the best academic outcomes. Our study showed evidence of the COVID-19 impact on education behavior. This study’s novelty is based on using the partial least square structural equation modeling (PLS-SEM) technique to evaluate these variables.  相似文献   

16.
Vocteer is a university and community support agency collaborative program that matches undergraduate and graduate students with persons diagnosed with severe psychiatric disabilities in community-based volunteer positions. The program aims to improve self-esteem, community inclusion, and vocational skills of program participants. In addition, Vocteer helps participants develop skills necessary for employment or independent volunteering. The program, reports of participant satisfaction, and findings are described. Reports from the literature are presented and provide support for further exploration and development of such programs.  相似文献   

17.
OBJECTIVE: The aim of this study was to examine the direct and indirect relationships between emotional intelligence and subjective fatigue. METHODS: One hundred sixty seven university students completed questionnaires assessing subjective fatigue, emotional intelligence, and a range of other psychosocial factors. A series of regression analyses were used to examine the direct and indirect relationships between subjective fatigue and psychosocial factors. RESULTS: Higher emotional intelligence was associated with less fatigue. The psychosocial variables depression, anxiety, optimism, internal health locus of control, amount of social support, and satisfaction with social support each partially mediated between emotional intelligence and fatigue. Additionally, sleep quality partially mediated between emotional intelligence and fatigue. CONCLUSION: These findings regarding the association between subjective fatigue, emotional intelligence, and other psychosocial factors may facilitate an understanding of the aetiology of fatigue and contribute to future research examining interventions aimed at helping individuals cope with fatigue.  相似文献   

18.
目的 探讨复员退伍精神分裂症患者人格与幸福感的相关特征.方法 选取河北省荣军医院180例复员退伍精神分裂症患者进行自编一般情况调查表、艾森克人格问卷(EPQ)、阳性与阴性症状量表(PANSS)、总体幸福感量表(GWB)及自知力与治疗态度问卷(ITAQ)评定.结果 (1)EPQ的P维度、N维度与GWB呈负相关(r=-0.199,-0.381;P<0.01),E维度与GWB呈正相关(r=0.267,P<0.01);(2)GWB与PANSS总分及各因子、ITAQ均无相关性(P>0.05);(3)EPQ的E维度与PANSS总分、阴性因子及一般病理因子呈负相关(r =-0.282,0.267,-0.234;P<0.01),与其他因素无相关性(P>0.05);EPQ的P、N维度与PANSS总分及各因子、ITAQ均无相关性(P>0.05).影响幸福感因素的多元逐步回归分析,N、E维度进入方程:GWB=110.09-0.473×N+0.454×E.结论 复员退伍精神分裂症患者的人格与幸福感密切相关,并分别受到多种因素的影响,需广泛及深入地开展研究.  相似文献   

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