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为了考密初中生学习主观幸福感的特点并比较不同学习成绩评价初中生学习主观幸福感的差异,同时为丰富学校教育评价体系提供实证性支持,本研究在文献梳理﹑理论构建和问卷调查的基础上,以529名初中生为被试,探讨了初中生学习主观幸福感的结构。探索性因子分析结果表明,初中生学习主观幸福感由现有成绩感受﹑学习体验﹑环境激励﹑希望学习成绩等四个因素构成。可见,本研究所编制的《初中生学习主观幸福感量表》在总问卷及各因子上的信﹑效度均良好,可以作为初中生学习主观幸福感的评估工具。
In order to test junior middle school students’ learning subjective well-being and compare their differences in learning performance, this study provides empirical support for enriching the evaluation system of school education. This study is based on literature review, theoretical construction and questionnaire survey Based on 529 junior high school students as subjects, this paper explores the structure of junior high school students learning subjective well-being. Exploratory factor analysis showed that junior high school students’ learning subjective well-being was composed of four factors: the existing performance experience, learning experience, environmental motivation, and hopeful achievement. Therefore, the scale of subjective well-being of junior high school students prepared by this study is good and can be used as an assessment tool for junior high school students to learn subjective well-being.