亲密关系满意度对大学生主观幸福感的影响:一项日记追踪研究

doi:10.16187/j.cnki.issn1001-4918.2025.05.12

摘要/Abstract

摘要： 为考察大学生亲密关系满意度与主观幸福感的关系,并探究状态真实自我的多层中介效应,以107名大学生为被试,采用亲密关系满意度量表、状态真实自我量表、积极/消极情绪量表、生活满意度量表进行连续14天的日记法调查,并构建多层中介模型。结果表明:(1) 大学生亲密关系满意度显著正向预测积极情绪与生活满意度,显著负向预测消极情绪;(2) 状态真实自我在个体内层面的亲密关系满意度与主观幸福感之间起中介作用;(3) 状态真实自我在个体间层面的亲密关系满意度与主观幸福感之间起中介作用。研究结果从日常情境角度,支持并拓展多维结构内外动机连续体的自我决定理论,对中国大学生在亲密关系中如何提升幸福感水平具有一定启示意义。

关键词: 亲密关系满意度, 状态真实自我, 主观幸福感, 大学生, 日记法

Abstract: To investigate the relationship between intimate relationship satisfaction and subjective well-being of college students, and to explore the multilevel mediating effect of state real self. A total of 107 college students were selected as subjects, and the Relationship-Assessment Scale, the State Authenticity Scale, the Positive and Negative Affect Scale and the Satisfaction with Life Scale were used for 14 consecutive days, and a multilevel mediation model was built. The results indicated that: (1) The intimate relationship satisfaction of college students significantly and positively predicted positive emotion and life satisfaction, and significantly negatively predicted negative emotion; (2) State real self mediated the relationship between intimate relationship satisfaction and subjective well-being at the within-person level; (3) State real self mediated the relationship between intimate relationship satisfaction and subjective well-being at the between-person level. From the perspective of daily life, the results support and expand the self-determination theory of multidimensional structure of intrinsic and extrinsic motivation continuum, which has enlightening significance for promoting the happiness of Chinese college students in intimate relationships.

Key words: intimate relationship satisfaction, state real self, subjective well-being, college students, daily diary method

中图分类号:

B844

焦姣, 牡丹, 史璐. 亲密关系满意度对大学生主观幸福感的影响:一项日记追踪研究[J]. 心理发展与教育, 2025, 41(5): 720-729.

JIAO Jiao, MU Dan, SHI Lu. Intimate Relationship Satisfaction on College Students’ Subjective Well-being: A Diary Method Study[J]. Psychological Development and Education, 2025, 41(5): 720-729.

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