教育硕士社会支持的特征及其与一般自我效能感和主观幸福感的关系

目的:探讨教育硕士社会支持的特征及其与一般自我效能感、主观幸福感之间的关系。方法:采用社会支持量表、一般自我效能感量表和青少年主观幸福感量表对80名教育硕士进行问卷调查。结果:(1)教育硕士的主观支持在性别、婚否、是否独生子女及是否有工作经历上均存在显著差异(t=2.263,3.092,-2.418,2.215;P0.05),客观支持在专业上存在显著差异(t=2.519,P0.05),在婚否及是否有工作经历上均存在极其显著的差异(t=4.180,3.74;P0.001),社会支持总分在是否有工作经历上存在非常显著的差异(t=2.816,P0.01),在婚否上存在显著差异(t=2.941,P0.05);(2)教育硕士社会支持与一般自我效能感(r=0.279,P0.05)、主观幸福感(r=0.424,P0.01)之间存在显著相关。结论:教育硕士社会支持与一般自我效能感、主观幸福感存在显著相关。

The Characteristics of Social Support and Its Relationship with General Self Efficacy and Subjective Well Being of Master of Education

Objective:to study the characteristics of master of education social support and its relationship between.general self efficacy,subjective well being.Methods:Social support scale,general self-efficacy scale and adoles-cent subjective well being scale questionnaire survey was conducted on 80 master of education.Results:The subjec rive education master's support in gender,marital status,whether the one--child and whether to have work experience were significantly different(t=2.263,3.092,2.418,2.215;P＜0.05),and objective support on major existed significant difference(t=2.519,P＜0.05),on the marital status and whether to have workexperience(t 4.180,3.74,P＜0.001),total score of social support on working experience existed significant difference(t =2.816,P＜0.01),there were significant differences in marital status(t =2.941,P＜0.05);Education master's degree of social support was significantly related with general self-efficacy(r =0.279,P＜0.05),subjective well-being(r=0.424,P＜0.01).Conclusion:Education master's social support and general self-efficacy,subjective well-being exist significant correlation.