本文關鍵詞： 高中生 領悟社會支持 樂觀 學校生活滿意度　出處：《山東師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：當今社會,青少年的總體生活滿意度受到學校生活滿意度的重要影響,學校生活是他們特殊且重要的一種生活。因為他們不僅可以在學校學到知識,同時還能在學校里不斷成長。有研究已經(jīng)證實學校生活滿意度和樂觀受到領悟社會支持的影響,因此,本研究主要考察高中生領悟社會支持、樂觀和學校生活滿意度的特點,探討三者的關系。本研究可以充實有關高中生領悟社會支持、樂觀和學校生活滿意度的理論研究。為學校培養(yǎng)學生健全健康的心理素質(zhì),促進學生積極發(fā)展和提高學校幸福感提供理論依據(jù)。本研究采用嚴標賓等人修訂的量表《領悟社會支持量表》(PSSS)、李逸龍等人修訂的《樂觀人格量表》(OPS)以及田麗麗編制的《青少年在校積極情感和消極情感問卷》對522名高中生進行問卷調(diào)查。研究結(jié)果如下:1.高中生領悟社會支持的總體水平比較高。成績排名前1/3的高中生的家庭支持、領悟社會支持的水平高于成績排名后1/3的高中生;成績排名中間的高中生的領悟社會支持的水平高于成績排名后1/3的高中生。在性別、生源地、是否獨生、年級人口學變量上,高中生的領悟社會支持水平差異不明顯。2.高中生樂觀的總體水平比較高。在性別、生源地、是否獨生、年級和成績?nèi)丝趯W變量上,高中生的樂觀水平差異不明顯。3.高中生學校生活滿意度水平總體比較高。高一學生校積極情感均低于高二學生。在性別、生源地、是否獨生子女和成績?nèi)丝趯W變量上,高中生的學校生活滿意度差異不明顯。4.領悟社會支持總分及各維度、樂觀總分及各維度以學校生活滿意度各維度之間兩兩顯著相關。5.樂觀在領悟社會支持和學校生活滿意度之間起部分中介作用。6.樂觀在家庭支持與在校情感、朋友支持與在校情感、其他支持與在校情感之間均起部分中介作用;結(jié)論:家庭、朋友和學校在給予學生力所能及的支持時,要著重提高他們對社會支持的認知和理解能力,培養(yǎng)他們養(yǎng)成積極、樂觀的心理狀態(tài),為學校生活滿意度的提高打下良好的心理素質(zhì)基礎。
[Abstract]:In today's society, the overall life satisfaction of teenagers is greatly influenced by the satisfaction of school life. School life is a special and important life for them, because they can not only learn knowledge in school, Some studies have proved that school life satisfaction and optimism are influenced by perceived social support. Therefore, this study mainly examines the characteristics of high school students' perceived social support, optimism and school life satisfaction. This study can enrich the theoretical research on perceived social support, optimism and school life satisfaction of high school students. To promote the positive development of students and improve the school well-being to provide theoretical basis. This study uses the scale revised by Yan Baobin et al. < perceived Social support scale > PSSSX, Li Yilong et al.'s optimistic Personality scale (OPS) and Tian Lili's compilation. 522 senior high school students were surveyed by the questionnaire on positive and negative emotions in School. The results were as follows: 1. The overall level of perceived social support was higher in senior high school students. The family support of the top 1/3 high school students, The level of perceived social support was higher than that of the 1/3 at the bottom of the ranking; the level of perceived social support in the middle of the ranking was higher than that in the 1/3 at the bottom of the score. There is no significant difference in perceived social support among senior high school students. 2. The overall level of optimism among senior high school students is relatively high. In terms of gender, place of origin of students, single child, grade and achievement demographic variables, The level of high school students' satisfaction with school life is generally high. The positive emotion of high school students is lower than that of sophomore students. In terms of gender, place of origin of students, whether only child or not, and achievement demographics variable, high school students' positive emotion is lower than that of sophomore students. The difference of school life satisfaction of senior high school students is not obvious. 4. Understanding the total score of social support and each dimension, The total score of optimism and its dimensions are significantly correlated with each dimension of school life satisfaction. 5. optimism plays a part of intermediary role between perceived social support and school life satisfaction. 6. Optimism plays a role in family support and school emotion. Friends support and school emotion, other support and school emotion play a part intermediary role. Conclusion: family, friends and schools should focus on improving their cognition and understanding of social support when giving students the support they can. Cultivate them to develop positive and optimistic psychological state, and lay a good psychological quality foundation for the improvement of school life satisfaction.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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本文編號：1542075