在校青少年阅读量对主观幸福感的影响--基于CFPS数据的实证分析  

Influence of Reading Amount on Subjective Well-being of Adolescents in School: An Empirical Analysis Based on CFPS

作　　者：王秀红[1,2] 潘皓天 邢汝川 Wang Xiuhong;Pan Haotian;Xing Ruchuan(Jiangsu University Institute of Science and Technology Information,Zhenjiang 212013,China;Jiangsu University Library,Zhenjiang 212013,China)

机构地区：[1]江苏大学科技信息研究所,镇江212013 [2]江苏大学图书馆,镇江212013

出　　处：《图书情报研究》2023年第4期74-80,共7页Library and Information Studies

摘　　要：[目的/意义]探究青少年在校生阅读量对主观幸福感的影响,帮助图书馆更好地服务在校青少年群体,提升其从阅读中获得的幸福感。[方法/过程]基于家庭追踪调查(CFPS)2018年数据,采用Oprobit回归、中介效应检验等方法,探究13~18岁在校青少年群体阅读量对其主观幸福感的影响及其作用机制。[结果/结论]研究发现,有悖于人们一般认知,应试教育背景下在校青少年现有阅读对主观幸福感产生显著负向影响;青少年与父母关系、自我效能感在这一影响过程中发挥了部分中介作用。提出图书馆如何在青少年现有的“应试阅读”和“兴趣阅读”中注入“素质阅读”,以及必要时的“疗愈阅读”服务,从而提升主观幸福感与心理健康水平,为图书馆干预青少年阅读提供新视角和思路。[Purpose/significance]This study aims to investigate the effect of reading on the subjective well-being of adolescent students in school,and to help libraries better serve the adolescent population in school and enhance their well-being from reading.[Method/process]Based on the data of Chinese Family Panel Studies(CFPS)in 2018,Oprobit regression and mediating effect test were used to explore the influence of reading amount on subjective wellbeing of adolescents aged 13-18 years and its mechanism.[Result/conclusion]The results show that,contrary to people’s general cognition,the existing reading has a significant negative impact on the subjective well-being of adolescents under the background of examination-oriented education.The relationship between adolescents and their parents and self-efficacy plays a part of mediating role in this process.Suggestions are given to the library,such as how to inject“quality reading” into the existing “exam-oriented reading” and “interest reading” of teenagers, as well as “healing reading” service when necessary, so as to improve subjective well-being and mental health level, and provide new perspectives and ideas for library to intervene teenagers’ reading.

关 键 词：在校青少年 阅读 主观幸福感 图书馆服务 

分 类 号：G251[文化科学—图书馆学]