初中生认知与情感幸福感发展趋势及影响因素: 基于潜变量增长模型分析

doi:10.16187/j.cnki.issn1001-4918.2024.05.05

摘要/Abstract

摘要： 围绕初中生认知和情感幸福感的发展趋势及影响因素,以483名初中生为调查群体,进行3次追踪测查。得出以下结论:(1)认知幸福感和积极情感均呈线性增长趋势,消极情感呈线性下降趋势;(2)性别显著预测认知幸福感和情感幸福感的初始水平,主观社会经济地位显著预测积极情感和认知幸福感的初始水平和增长速率,学业成绩显著预测认知幸福感和情感幸福感的初始水平及情感幸福感的增长速率;(3)家庭支持对认知幸福感和情感幸福感均存在显著影响,而朋友支持倾向于影响认知幸福感,他人支持倾向于影响积极情感和认知幸福感。该研究促进了对我国初中生主观幸福感发展趋势的理解,并为基于认知和情感的视角提升该群体的幸福感提供重要实证支持。

关键词: 主观幸福感, 初中生, 人口学变量, 学业成绩, 社会支持

Abstract: Focusing on the developmental trajectories and influencing factors of cognitive and affective well-being, a three-wave longitudinal study was conducted among 483 junior high school students. Results revealed that: (1) Both cognitive well-being and positive affect showed linear growth trends, and negative affect showed linear decrease trend; (2) Academic achievement significantly predicted the initial level of cognitive and affective well-being and the growth rate of affective well-being. Subjective socioeconomic status significantly predicted the initial level and growth rate of cognitive well-being and positive affect. Academic achievement significantly predicted the initial level and the growth rate of cognitive and affective well-being; (3) Family support had a significant effect on both cognitive well-being and affective well-being, while friend support mainly acted on cognitive well-being and the role of others’ support mainly affected positive affect and cognitive well-being. These findings not only promote our understanding of the development of well-being among junior students in China but provide an empirical foundation for enhancing their well-being from cognitive and affective perspectives.

Key words: subjective well-being, junior students, demographic variables, academic achievements, social support

中图分类号:

B844

向燕辉, 马丽平. 初中生认知与情感幸福感发展趋势及影响因素: 基于潜变量增长模型分析[J]. 心理发展与教育, 2024, 40(5): 645-657.

XIANG Yanhui, MA Liping. Developmental Trajectories of Cognitive and Affective Well-being among Junior Students: A Latent Growth Curve Analysis[J]. Psychological Development and Education, 2024, 40(5): 645-657.

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