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目的:探讨有留守经历高职生主观幸福感特点及其与自我价值感的关系。方法:采用主观幸福感指数量表及自我价值感量表对238名有留守经历高职生进行测量,并与250名无留守经历高职生对照。结果:(1)有留守经历高职生主观幸福感和自我价值感均处于中等偏上水平;(2)有留守经历高职生主观幸福感在性别、年级、专业和经济状况等维度差异不显著;在性格和是否担任学生干部维度差异显著,外向学生主观幸福感显著高于内向学生,学生干部的主观幸福感显著高于非学生干部;(3)有留守经历高职生主观幸福感略低于无留守经历高职生,但差异不显著;(4)自我价值感与主观幸福感呈显著正相关,个人取向一般自我价值感和社会取向特殊自我价值感显著正向预测主观幸福感,其中个人取向一般自我价值感预测力更强。结论:性别、年级、专业和经济状况不影响有留守经历高职生的幸福感,性格、是否担任学生干部以及自我价值感对主观幸福感有显著影响。
Objective: To explore the relationship between the characteristics of subjective well-being and the sense of self-worth of the students with left-behind experience. Methods: Subjective well-being index scale and self-worth scale were used to measure 238 college students who stayed behind and were compared with 250 college students without leaving history. Results: (1) Students who stayed behind had subjective well-being and sense of self-worth of upper vocational students were in the upper middle level; (2) There was no difference in the dimensions of gender, grade, major and economic status Significant; subjective well-being of personality and whether or not as a student cadre significantly different, subjective well-being of extroverted students was significantly higher than introverted students, the subjective well-being of student cadres was significantly higher than non-student cadres; (4) There was a significant positive correlation between self-worth and subjective well-being. The self-worth of individuals and the special self-worth of social orientation significantly positively predicted subjective well-being, Among them, personal self-esteem is more predictable. Conclusions: Gender, grade, specialty and economic status do not affect the happiness, personality, student cadre or self-worth having left behind experience higher vocational students have a significant impact on subjective well-being.