Research on the Subjective Well-being of Junior High School Students

Li Tianwei

doi:doi:10.11648/j.pbs.20190806.14

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Research on the Subjective Well-being of Junior High School Students

Li Tianwei

Published in Psychology and Behavioral Sciences (Volume 8, Issue 6)

Received: 11 November 2019 Published: 3 December 2019

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Abstract

Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.

Published in	Psychology and Behavioral Sciences (Volume 8, Issue 6)
DOI	10.11648/j.pbs.20190806.14
Page(s)	166-172
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

High School Students, Subjective Well-being, Differences

References

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[2]	Costa P T，McCrac R R. Influence of Extraversion Subjective Well–being: Happy and Unhappy People. 4rd ed., vol. 38. Journal of Personality and Social psychology, 1980, pp. 133-156.
[3]	Diener E, Suh EM. Culture and Subjective Well-Being, Cambridge, MA: M IT press, 2000, pp. 87–112.
[4]	Huebner E S, Drane W, Valois R F. Levels and Demographic Correlates of Adolescent Life Satisfaction Reports. 3rd ed., vol. 21. School Psychology International, 2002, pp. 281–292.
[5]	Tang Lei. A Summary of the Research on subjective well-being [j]. Scientific and technological Information (basic Theory study), 2009, (18): 55-56.
[6]	Zhou Tianmei, Li Qunying. A comparative study on the subjective well-being of chinese and young people. Journal of Neijiang Normal University, 2010, 26 (2): 42.
[7]	Yang Hairong. A study on subjective well-being and Mental Health of Junior Middle School students and their related factors [J]. Chinese Journal of Health Psychology, 2004, 12 (6): 416-418.
[8]	Hu Qihong, Zhang Liang. The relationship between life events and subjective well-being of middle school students [J]. Journal of Yichun College: 2010, 32 (1): 77-79.
[9]	Wang Jisheng, Ding Xinhua. A study on the relationship between subjective well-being and Personality characteristics of Junior Middle School students [J]. Chinese journal of clinical psychology, 2003, (2): 96 / 98.
[10]	Wang Xiaojuan, Xia Chun. Research status and analysis of subjective well-being difference [J]. Social psychology; 2004, (3): 9-12.
[11]	Jiang Yuhan, Li Yian. A study on the relationship between psychological resilience and subjective well-being of senior high school students [J]. Chinese Journal of Health Psychology, 2011, 19 (11): 1357-1360.
[12]	Yang Hairong. The study of the subjective well-being and mental health of middle school students and their related factors. 6rd ed., vol. 12. Chinese Journal of Health Psychology. 2004, pp. 416-418.
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[14]	Zhao Yuzhen. The relationship between parenting style, mental toughness and subjective well-being of high school students. Central China Normal University 2014, pp. 32-38.
[15]	Xie Li, Ge Ming-gui. Study on the relationship between the style of the adolescent attribution, the psychological elasticity and the subjective well-being [J]. Journal of Shandong Agricultural University, 2019, 36 (07): 100-105.
[16]	Sun Yan, Liu Sha, Yang Lizhu. The influence of parental rearing style, peer acceptance and teacher expectation on pupils' personality. Psychological science. vol. 2, 2016, pp. 343-349.
[17]	Zhang Xingxu, Guo Haiying, Lin Danhua. A study on the relationship between parent-child, peer, teacher-student relationship and subjective well-being of adolescents [J]. Psychological development and education. 2019, 35 (04). Pp. 458-466.
[18]	Yan Biaobing, Zheng Xue, Qiu Lin. The influence of Family Economic income on the subjective well-being of College students. 2rd ed., vol. 10. Chinese Journal of Clinical Psychology. 2002, pp. 118-119.

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Li Tianwei. (2019). Research on the Subjective Well-being of Junior High School Students. Psychology and Behavioral Sciences, 8(6), 166-172. https://doi.org/10.11648/j.pbs.20190806.14

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ACS Style

Li Tianwei. Research on the Subjective Well-being of Junior High School Students. Psychol. Behav. Sci. 2019, 8(6), 166-172. doi: 10.11648/j.pbs.20190806.14

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AMA Style

Li Tianwei. Research on the Subjective Well-being of Junior High School Students. Psychol Behav Sci. 2019;8(6):166-172. doi: 10.11648/j.pbs.20190806.14

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@article{10.11648/j.pbs.20190806.14,
  author = {Li Tianwei},
  title = {Research on the Subjective Well-being of Junior High School Students},
  journal = {Psychology and Behavioral Sciences},
  volume = {8},
  number = {6},
  pages = {166-172},
  doi = {10.11648/j.pbs.20190806.14},
  url = {https://doi.org/10.11648/j.pbs.20190806.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20190806.14},
  abstract = {Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.},
 year = {2019}
}

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TY  - JOUR
T1  - Research on the Subjective Well-being of Junior High School Students
AU  - Li Tianwei
Y1  - 2019/12/03
PY  - 2019
N1  - https://doi.org/10.11648/j.pbs.20190806.14
DO  - 10.11648/j.pbs.20190806.14
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 166
EP  - 172
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20190806.14
AB  - Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.
VL  - 8
IS  - 6
ER  -

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Author Information

Li Tianwei

Counselling Centre of Psychological Health and Education, Southwest Forestry University, Kunming, China

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APA Style

Li Tianwei. (2019). Research on the Subjective Well-being of Junior High School Students. Psychology and Behavioral Sciences, 8(6), 166-172. https://doi.org/10.11648/j.pbs.20190806.14

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ACS Style

Li Tianwei. Research on the Subjective Well-being of Junior High School Students. Psychol. Behav. Sci. 2019, 8(6), 166-172. doi: 10.11648/j.pbs.20190806.14

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AMA Style

Li Tianwei. Research on the Subjective Well-being of Junior High School Students. Psychol Behav Sci. 2019;8(6):166-172. doi: 10.11648/j.pbs.20190806.14

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@article{10.11648/j.pbs.20190806.14,
  author = {Li Tianwei},
  title = {Research on the Subjective Well-being of Junior High School Students},
  journal = {Psychology and Behavioral Sciences},
  volume = {8},
  number = {6},
  pages = {166-172},
  doi = {10.11648/j.pbs.20190806.14},
  url = {https://doi.org/10.11648/j.pbs.20190806.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20190806.14},
  abstract = {Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Research on the Subjective Well-being of Junior High School Students
AU  - Li Tianwei
Y1  - 2019/12/03
PY  - 2019
N1  - https://doi.org/10.11648/j.pbs.20190806.14
DO  - 10.11648/j.pbs.20190806.14
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 166
EP  - 172
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20190806.14
AB  - Objective: The purpose of this study is to analyze the current situation of subjective well-being of junior high school students and its influencing factors, and to provide some practical data for school workers to develop Happiness Education. Methods: Using the method of literature review and quantitative analysis, a questionnaire survey was conducted among 132 junior high school students in a middle school in a town by subjective well-being scale for adolescents. Results: (1) The subjective well-being of junior middle school students is in the middle level (4.3738±0.6567); (2) On the gender factor, boys and girls were significantly different in school satisfaction (4.4608±1.3273, 5.1094±1.0687, t=-2.903, P<0.05) and positive emotions (3.3464±1.0852, 4.1589±1.1383, t=-3.882, P<0.05); (3) In terms of grade factors, there are significant differences in environmental satisfaction only. Through pair wise comparison after the event, it is found that there was a significant difference in environmental satisfaction between Grade7 students (4.9375±1.0398) and Grade9 students (4.1500±0.5871) (p≤0.003). The difference between other grades was not significant. (4) Through the analysis of different background data, it is shown that different background factors have different effects on the subjective well-being of junior high school students. Conclusion: The subjective well-being of junior high school students is at the middle level. In terms of gender factor, boys and girls were satisfied with school (4.4608±1.3273, 5.1094±1.0687, t=-2.903, p<0.05) and positive emotion (3.3464±1.0852, 4.1589±1.1383, t=-3.882, p<0. 05) there was significant difference in the difference. Different background factors affect the degree of subjective well-being of junior high school students, family atmosphere, the object of the two factors are the most important dimensions of subjective well-being of junior high school students. The subjective well-being of junior middle school students is basically satisfactory, and different background factors have different effects on their subjective well-being. Educators need to distinguish and guide students.
VL  - 8
IS  - 6
ER  -

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