学业自我效能感、社交焦虑对大学生主观幸福感的影响研究

目的探讨大学生学业自我效能感、社交焦虑和主观幸福感的关系。方法采用主观幸福感量表、学业自我效能感问卷和社交焦虑量表对294名大学生进行测量。结果①主观幸福感、学业自我效能感、社交焦虑在各年级之间差异不显著(P>0.05);②在学业自我效能感对主观幸福感的影响中,社交焦虑的中介效应非常显著(P<0.01);③社交焦虑和学业自我效能感可以较好地预测主观幸福感(F(3,290)=51.38,P<0.001);④随着对学习满意度的增加,学生的学业自我效能感(F(1,289)=69.79,P<0.001)和主观幸福感(χ2(4)=19.77,P=0.001)随之增长,社交焦虑呈下降趋势(F(1,289)=10.83,P=0.001)。结论社交焦虑在大学生学业自我效能感和主观幸福感的关系中有着重要的中介作用;大学生学习满意度的提高将有利于其社交焦虑的降低和主观幸福感的增强。

The Effects of Academic Self-efficacy ,Social Anxiety on Subjective Well-being of College Students

Objective To explore the relationship between academic self-efficacy,social anxiety and subjective well-being of college students.Methods A total of 294 college students were surveyed using the scales of academic self-efficacy,social anxiety,subjective well-being.Results ①Subjective well-being,academic self-efficacy and social anxiety were not significant during the different grade（P〉0.05）.②For the effect of learning ability self-efficacy on subjective well-being,the mediator effects of social anxiety was significant（P〈0.01）.③Social anxiety and learning ability self-efficacy could forecast subjective well-being（F（3,290）=51.38,P〈0.001）.④ Along with the increase of learning satisfaction,students’ self-efficacy（F（1,289）=69.79,P〈0.001） and subjective well-being（χ2（4）=19.77,P=0.001） grew,social anxiety to drop（F（1,289）=10.83,P=0.001）.Conclusion Social anxiety plays an important mediating role in the relationship between academic self-efficacy and subjective well-being.