初中生主观幸福感与学业成绩的关系研究

目的研究初中生主观幸福感与学业成绩是否相关以及主观幸福感是否存在年级、性别、成绩及学校差异,为初中生心理健康教育提供依据。方法采用分层抽样法选取大同市两所中学里的150名初中生作为研究对象,利用总体幸福感量表(GeneralWellBeingSchedule,Fazio,1977,简称GWB)进行问卷调查,将调查数据与每个同学的期中考试成绩一同用SPSS11.5进行相关分析、方差分析、方差齐性检验、t检验等。结果初中生主观幸福感较高,男生均分为79.75,女生均分为79.88分(全国常模男性为75分,女性为71分);初中生主观幸福感不存在年级、性别、成绩及学校差异;他们的主观幸福感与学业成绩呈负相关,且与单科的语文成绩呈负相关,差异具有统计学意义,相关系数为-0.183(P﹤0.05)。结论初中生主观幸福感与学业成绩呈负相关;学业成绩优异的初中生,其主观幸福感反而较低,应引起足够的重视。

Relationship between subjective well-being of junior high school students and their academic achievement

OBJECTIVE To research on the relationship between satisfaction and academic achievement,and whether there is significant difference in the satisfaction between different grade,sex,academic achievement and schools,so as to provide scientific basis for mental health of junior high school students. METHODS 150 junior high students from the two middle schools of Datong were selected by using stratified sampling method,and they were investigated with General Well Being Schedule(General Well Being Schedule,Fazio,1977,referred to GWB),and the results of the investigation and the midterm exam scores of 150 junior high students were analyzed with SPSS11.5. The analysts included correlation analysis,variance analysis,homogeneity of variance test,T test and so on. RESULTS Junior high school students had higher scores of subjective well-being,and the average score of male was 79.75 and 79.88 in females(the national norm score of subjective well-being for males was75,and was 71 for females);Subjective well-being in different schools,grade,gender,and academic achievement had no significant difference. There was negative correlation with their subjective well-being and academic performance,and there were significant negative correlation between their subjective well-being and their language scores,and correlation coefficient was -0.183(P﹤0.05). CONCLUSION There was negative correlation between subjective well-being of junior high school students and their academic performance,but this situation should be taken seriously enough that junior high school students achieving excellent academic performance had lower subjective well-being,