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1、高师贫困生自我效能感及主观幸福感特点及关系探究【摘要】目的分析高师贫困生自我效能感、主观幸福感的特点及关系，为心理健康教育提供依据。方法采用一般自我效能感量表、生活满意度量表、快乐感量表，对218名贫困生和216名非贫困生进行测查。结果①高师贫困生生活满意度、快乐感显著低于非贫困生(t=4.811，P<0.001；t=2.504,P<0.05)，自我效能感差异不显著。②高师贫困生自我效能感存在性别差异(t=2.117,P<0.05)，男生的自我效能感显著高于女生；生活满意度年级差异显著(F=3.547,P<0.05),大一学生的生活满意度显著高于大二和大三学生，大二和大三之间的差异不显著。③高
2、师贫困生自我效能感与生活满意度、快乐感呈显著正相关(r=0.349，P<0.01；r=0.436,P<0.01)。自我效能感水平越高，幸福感越强。结论高师贫困生主观幸福感相对较低，自我效能感与主观幸福感显著相关，通过提升自我效能感水平可以增强主观幸福感。【关键词】高师贫困生；自我效能感；生活满意度；快乐感AResearchonCharacteristicsandRelationshipbetweenSelf-efficacyandSubjectiveWell-beingoftheImpoverishedStudentsinNormalUniversity.TanXueqing.Departme
3、ntofEducationalSciences,HubeiNormalUniversity,Huangshi435002,P.R.China【Abstract】ObjectiveToexplorethecharacteristicsandrelationshipbetweenself-efficacyandsubjectivewell-beingoftheimpoverishedstudentsinnormaluniversity,andtoprovidesubstantialevidencesformentalhealtheducation.MethodsGeneralSelf-Effica
4、cyScale,LifeSatisfactionScaleandHappinessScalewereusedforexamining218impoverishedstudentsand216non-impoverishedstudents.Results(1)Impoverishedstudents'lifesatisfactionandhappinessweresignificantlylowerthanthosenon-impoverishedstudents’(t=4.811,P<0.001；t=2.504,P<0.05),butsignificantdifferenceinself-e
5、fficacynotfound.(2)Therewassignificantgenderdifferencesinimpoverishedstudents?self-efficacy(t=2.117,P<0.05),malewashigherthanfemale.Therewassignificantgradesdifferencesinimpoverishedstudents'lifesatisfaction(F=3.547,P<0.05),Grade1studentshavesignifcantlyhigherlifesatisfactionlevelthanstudentofotherg
6、rade,differencesofgrade2andgrade3werenotsignificant.(3)Correlativeanalysisshowedself-efficacypositivecorrelatedsignificantlywithlifesatisfactionandhappiness(r=0.349,P<0.01;r=0.436,P<0.01).Individualswithhighself-efficacyexperiencedmoresubjectivewell-being.ConclusionImpoverishedstudentsscoredsignific
7、antlylowerthantheirpeersonsubjectivewell-being.Self-efficacywasrelatedtosubjectivewell-being,Sowecanpromotetheirsubjectivewell-beingthroughimprovingtheirself-efficacylevel.【Keywords】Impoverishedstuden
