【摘要】： 心理學中關于幸福感心理學的研究始于二十世紀五六十年代,之后國外學者便對其進行了大量的研究,至今已是碩果累累。國內對于主觀幸福感的研究始于上世紀80年代,近10年來對青少年的研究逐漸熱起來,但是單獨深入地研究高中學生群體的研究還較少。 為了豐富國內主觀幸福感研究,本研究采用訪談、開放式問卷編制了高中生主觀幸福感問卷,包括生活滿意度問卷和情感問卷,并對河南兩所高中的474名高中生進行測試。探索性因素分析(EFA)結果表明,青少年生活滿意度包括友誼、家庭、師生、學業(yè)、學校教育環(huán)境和家庭經(jīng)濟滿意度六個維度,其中友誼滿意度和家庭滿意度與Huebner(1994)中的相同。驗證性因子分析(CFA)檢驗結果表明,問卷具有良好的信度和效度。研究結果表明高中生的主觀幸福感處于中等水平,并且在具體生活滿意度中,友誼滿意度最高,學業(yè)滿意度最低。 情緒智力自提出以來受到了學術界的普遍關注,關于能力情緒智力和特質情緒智力之間的差異也越來越引起學者的關注。本研究從主觀幸福感的內部影響因素角度出發(fā),探討了主觀幸福感與人格特質、情緒智力、認知智力的關系,以及能力情緒智力和特質情緒智力之間的差異和關系,同時兩者與人格特質、認知智力之間的關系。參與者來自河南兩所高級中學的495名學生,調查數(shù)據(jù)使用SPSS13.0 for Windows、LISREL進行分析。結果發(fā)現(xiàn):特質情緒智力量表比能力情緒智力量表具有更好的信度和效度。能力情緒智力是不同于認知智力、人格特質的心理范疇,它所測量的既不是個體一貫的行為表現(xiàn)即特質,也不是個體所具有的一般能力即智力,而是一種新的事物。而特質情緒智力與人格有重疊,與智力也有重疊。 神經(jīng)質與生活滿意度呈正相關,與消極情感呈負相關,外傾性分別與生活滿意度和積極情感呈顯著正相關,與消極情感存在負相關。能力情緒智力中個別維度與主觀幸福感中的認知成分即生活滿意度存在相關,與積極情感和消極情緒之間不存在相關。而特質情緒智力中幾乎所有的維度均與主觀幸福感感中的認知成分存在相關,與積極情感存在正相關,與消極情感存在負相關。能力情緒智力對主觀幸福感沒有預測作用:特質情緒智力和認知智力對主觀幸福感有顯著預測作用,特質情緒智力對主觀幸福感的影響最大,預測力最強;人格特質在引入特質情緒智力后對主觀幸福感的影響由顯著變?yōu)椴伙@著。特質情緒智力通過積極情感和消極情感作用于生活滿意度,使生活滿意度顯著提高。
[Abstract]:The research on the psychology of well-being in psychology began in the 1950s and 1960s. Since then, many foreign scholars have done a lot of research on it, which has been fruitful till now. The study of subjective well-being in China began in the 1980s. In the last 10 years, the research on adolescents has become more and more hot, but the study of high school students in depth alone is still rare. In order to enrich the study of subjective well-being in China, the questionnaire of subjective well-being of senior high school students, including life satisfaction questionnaire and emotion questionnaire, was developed by interview and open questionnaire, and 474 high school students in Henan province were tested. The results of exploratory factor analysis (EFA) showed that adolescents' life satisfaction included six dimensions: friendship, family, teachers and students, study, school education environment and family economic satisfaction. Friendship satisfaction and family satisfaction are the same as those in Huebner (1994). Confirmatory factor analysis (CFA) test results show that the questionnaire has good reliability and validity. The results show that the subjective well-being of senior high school students is in the middle level, and in the specific life satisfaction, friendship satisfaction is the highest and academic satisfaction is the lowest. Since it was put forward, the emotional intelligence has been paid more and more attention by the academic circles, and the difference between the ability emotional intelligence and the idiosyncratic emotional intelligence has attracted more and more attention from the scholars. This study discusses the relationship between subjective well-being and personality traits, emotional intelligence, cognitive intelligence, as well as the differences and relationships between ability emotional intelligence and trait emotional intelligence from the angle of internal influencing factors of subjective well-being. At the same time, the relationship between them and personality traits, cognitive intelligence. Participants were 495 students from two senior middle schools in Henan. The data were analyzed using SPSS13.0 for Windows,LISREL. The results showed that the trait emotion intelligence scale had better reliability and validity than the ability emotion intelligence scale. Ability emotional intelligence is a kind of psychological category which is different from cognitive intelligence and personality trait. What it measures is neither the individual's consistent behavior or trait, nor the general ability of the individual, that is, intelligence, but a new thing. And trait emotion intelligence and personality overlap, also have overlap with intelligence. Neuroticism was positively correlated with life satisfaction, negatively with negative emotion, extroversion was positively correlated with life satisfaction and positive emotion respectively, and negatively correlated with negative emotion. There is a correlation between individual dimensions of ability emotional intelligence and the cognitive component of subjective well-being, namely life satisfaction, but not between positive emotion and negative emotion. Almost all dimensions of trait emotional intelligence are related to the cognitive component of subjective well-being, positive correlation with positive emotion, negative correlation with negative emotion. Ability emotional intelligence has no predictive effect on subjective well-being: trait emotional intelligence and cognitive intelligence have significant predictive effect on subjective well-being, and trait emotional intelligence has the greatest influence on subjective well-being and the strongest predictive power; The effect of personality trait on subjective well-being changed from significant to insignificant after introducing trait emotional intelligence. Trait emotional intelligence plays an important role in life satisfaction through positive emotion and negative emotion.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：B844.2

【引證文獻】

相關碩士學位論文 前4條

1 裴菁菁;中學生學校歸屬感、人格特質與學業(yè)成績的關系研究[D];陜西師范大學;2011年

2 李壯;大學生戀愛心理成熟度的測量及其與主觀幸福感的關系研究[D];上海師范大學;2011年

3 戚志勇;小學生情感素養(yǎng)干預研究[D];上海師范大學;2011年

4 李子鵬;武警士兵情緒智力問卷的初步編制[D];湖南師范大學;2011年

，

本文編號：2457387