高中生积极心理资本、元情绪及生活满意度的关系及对教育的启示

发布时间：2018-05-29 14:49

  本文选题：高中生 + 积极心理资本　； 参考：《天津师范大学》2012年硕士论文

【摘要】：积极心理资本是当今的热点研究之一,是从积极心理学和积极组织行为学的框架为出发点考虑,国内外开始对此进行丰富的研究,但对于积极心理资本在教育领域里的研究还比较少。元情绪是情绪智力的重要组成部分,是指人们对于自己情绪活动产生的情绪反应,研究表明它和主观幸福感相关,而衡量主观幸福感包括对于过去、现在未来生活满意度几个方面。本研究共选取了辽宁省沈阳市552名高中生作为研究对象,通过问卷调查的情况研究高中生积极心理资本的现状,采用方差分析、相关分析、验证性因素分析、中介效应分析等方法研究积极心理资本与元情绪、生活满意度之间的关系,从而为积极心理资本以及元情绪的的研究提供了实证材料。研究结果表明： 1.高中生的积极心理资本水平在性别间不存在显著差异。在年级上整体得分不存在显著差异,但是在分维度自我效能、乐观上存在显著差异,在希望维度上存在着极其显著的差异,高二年级得分低于高一年级。父母文化程度的不同对于高中生的积极心理资本存在着显著的差异。 2.高中生的元情绪总分整体水平略高。在性别与年级上不存在显著差异。不同生源地和是否独生对于高中生元情绪水平没有影响。父母文化程度不同对于元情绪水平不存在显著的差异,但父亲学历的不同对于元情绪的表达维度上存在差异。 3.高中生的生活满意度处于高分段的人比较多。生活满意度在性别方面不存在显著的差异,但在年级方面存在显著的差异；不同生源地与是否独生方面对于高中生生活满意度不存在显著的差异。父亲文化程度的不同对于高中生生活满意度存在着极其显著差异,但母亲文化程度的不同对其并无影响。 4.高中生积极心理资本、元情绪与生活满意度两两之间存在显著相关关系。 5.元情绪在积极心理资本与生活满意度之间存在中介作用。
[Abstract]:Positive psychological capital is one of the hot research topics nowadays. It is considered from the frame of positive psychology and positive organizational behavior. However, the study of positive psychological capital in the field of education is relatively small. Meta-emotion is an important part of emotional intelligence. It refers to people's emotional reaction to their emotional activities. Studies have shown that it is related to subjective well-being, and the measurement of subjective well-being includes the past There are several aspects of life satisfaction in the future. In this study, 552 senior high school students in Shenyang City, Liaoning Province were selected as the research objects. The present situation of positive psychological capital of senior high school students was studied by questionnaire survey, and the analysis of variance, correlation analysis and confirmatory factor analysis were used to analyze the positive psychological capital of senior high school students. This paper studies the relationship between positive psychological capital, meta-emotion and life satisfaction by means of intermediary effect analysis, which provides empirical materials for the study of positive psychological capital and meta-emotion. The results show that: 1. There is no significant difference in the level of positive psychological capital between the sexes. There is no significant difference in the overall score in grade, but there is significant difference in self-efficacy, optimism and hope dimension. The score of grade two is lower than that of grade one. There are significant differences in the positive psychological capital of high school students between parents' education level. 2. The overall level of meta-emotional score of high school students is slightly higher. There was no significant difference between gender and grade. There is no effect on the meta-emotional level of high school students from different places and only students. There was no significant difference in the level of meta-emotion between parents with different education level, but there were differences in the dimensions of expression of meta-emotion with the difference of father's education. 3. High school students' life satisfaction is in the high score more people. There was no significant difference in life satisfaction in gender, but significant difference in grade, and there was no significant difference in life satisfaction of high school students in different places and only students. The difference of father's education level has significant difference on high school students' life satisfaction, but the difference of mother's education level has no effect on it. 4. There is a significant correlation among positive psychological capital, meta-emotion and life satisfaction of high school students. 5. Meta-emotion plays an intermediary role between positive psychological capital and life satisfaction.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G442

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