工读生主观幸福感与社会支持的相关研究  

On the Relationship Between Reform School Students' Subjective Well-Being and Social Support

作　　者：曾荣侠[1] 

机构地区：[1]河南教育学院教育系,郑州450046

出　　处：《中国特殊教育》2011年第12期92-96,共5页Chinese Journal of Special Education

摘　　要：为探讨工读生主观幸福感与社会支持的关系,本研究采用《总体幸福感量表》和《社会支持评定量表》对河南省工读生96人、普通学生141人进行调查。结果发现:工读生的主观幸福感显著低于普通学生,其社会支持状况也显著低于普通学生;工读生主观幸福感各指数与社会支持各维度均有显著的相关;高、低社会支持组被试几乎在主观幸福感各指数上(除松弛与紧张外)均存在显著的差异;主观支持、客观支持和支持利用度能较有力地预测主观幸福感。这说明工读生的主观幸福感与社会支持存在显著的相关,不同属性的社会支持对主观幸福感的预测作用不同。This study aims to probe into the relationship between reform school students＇ subjective well-be- ing （SWB） and social support, by using the General Well-Being Schedule and the Social Support Rating Scale to test 96 reform school students and 141 regular students from Henan Province. The results show the following： The reform school students show a significantly lower level of beth SWB and social support than the regular students; all the indexes to the reform school students＇ SWB are significantly correlated with the dimensions of social sup- port; there is a significant difference in almost all the indexes to SWB （except relaxation and tension） between those who achieved higher scores in social support and those who achieved lower scores in social support; and subjective social support, objective social support and the utilization of social support are powerful predictors of SWB. It is concluded that reform school students＇ SWB is significantly correlated with social support, and that social supports with different attributes play different roles in the prediction of SWB.

关 键 词：工读生 主观幸福感 社会支持 

分 类 号：G765[文化科学—特殊教育学]