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目的:探讨初中农民工子女学习成绩、孤独感和主观幸福感之间的关系。方法:从福州市某区3所接收农民工子女的中学抽取初一、初二年级的农民工子女学生178人,进行UCLA孤独量表和GWB总体幸福感量表测验,并通过班主任收集学生的学习成绩等级。结果:除担心因子外,初中农民工子女的学习成绩与孤独感(r=-0.326)、满足兴趣(r=0.247)、精力(r=0.281)、心境(r=0.170)、控制(r=0.268)、松弛-紧张(r=0.273)之间相关显著;采用结构方程模型验证发现,初中农民工子女的孤独感在学习成绩与主观幸福感的关系中起部分中介作用。结论:初中农民工子女学习成绩不但能够直接影响他们的主观幸福感,还能通过影响他们的孤独感而间接影响主观幸福感。
Objective: To explore the relationship between children’s learning achievement, loneliness and subjective well-being of junior middle school migrant children. Methods: A total of 178 migrant workers’ children from the first trimester and the second grade were sampled from 3 secondary schools receiving migrant children in a certain district of Fuzhou City. The UCLA loneliness scale and GWB overall well-being scale test were conducted. Learning grade level. Results: In addition to the worry factor, the children’s learning achievement and loneliness (r = -0.326), interest satisfaction (r = 0.247), energy (r = 0.281), mood (r = 0.170) 0.268), and relaxation-tension (r = 0.273). Using structural equation modeling, it was found that the sense of loneliness of migrant children in junior middle schools played an intermediary role in the relationship between academic performance and subjective well-being. Conclusion: The learning achievement of children of migrant workers in junior middle school can not only directly affect their subjective well-being, but also influence the subjective well-being indirectly by influencing their sense of loneliness.