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目的分析高师贫困生自我效能感、主观幸福感的特点及关系,为心理健康教育提供依据。方法采用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高师贫困生生活满意度、快乐感显著低于非贫困生(t=4.811,P<0.001;t=2.504,P<0.05),自我效能感差异不显著。2高师贫困生自我效能感存在性别差异(t=2.117,P<0.05),男生的自我效能感显著高于女生;生活满意度年级差异显著(F=3.547,P<0.05),大一学生的生活满意度显著高于大二和大三学生,大二和大三之间的差异不显著。3高师贫困生自我效能感与生活满意度、快乐感呈显著正相关(r=0.349,P<0.01;r=0.436,P<0.01)。自我效能感水平越高,幸福感越强。结论高师贫困生主观幸福感相对较低,自我效能感与主观幸福感显著相关,通过提升自我效能感水平可以增强主观幸福感。
Objective To analyze the characteristics and relationships of self-efficacy and subjective well-being of impoverished students in normal university and provide basis for mental health education. Methods The general self-efficacy scale, life satisfaction scale and happiness scale were used to examine 218 poor students and 216 non-poor students. Results 1 The life satisfaction and happiness of impoverished students in normal university were significantly lower than that of non-impoverished students (t = 4.811, P <0.001; t = 2.504, P <0.05). There was a significant difference in the self-efficacy of impoverished students in normal college (t = 2.117, P <0.05). The self-efficacy of boys was significantly higher than that of the girls in the normal college. The grade of life satisfaction was significantly different (F = 3.547, P <0.05) Life satisfaction was significantly higher than the sophomore and junior students, sophomore and junior differences was not significant. There was a significant positive correlation between self-efficacy and life satisfaction and happiness of poor college students (r = 0.349, P <0.01; r = 0.436, P <0.01). The higher the level of self-efficacy, the stronger the sense of happiness. Conclusion The subjective well-being of poor college students is relatively low, self-efficacy and subjective well-being are significantly correlated, and the subjective well-being can be enhanced by improving the level of self-efficacy.