汉羌彝青少年主观幸福比较研究

探讨民族对青少年主观幸福感的作用特点．采用青少年主观幸福感量表测量了900名汉、羌、彝族青少年的主观幸福感现状，并进行了不同层次的分析．结果表明：汉、羌、彝族青少年的主观幸福感属中等偏上水平．在整体生活满意度、家庭满意度、学校满意度上，彝族青少年均显著高于汉、羌族青少年（P〈0．01）；在学业满意度上，羌族和彝族青少年显著高于汉族青少年（P〈0．01）；在自由满意度上，羌族青少年明显低于彝族青少年（P〈0．05）；在负性情感上，彝族青少年的消极体验显著高于汉、羌族青少年（P〈0．001）．友谊、学校、学业和自由满意度在年级之间和学习成绩优、良、中、差之间均有显著差异，环境满意度在青少年母亲职业上有主效应，主观幸福感各因子在性别、父母亲受教育程度和从事职业上主效应均不明显．从交互作用看，主观幸福感的不同维度在性别与年级、性别与学习成绩、年级与学习成绩之间和青少年父母亲受教育程度、父母亲职业之间的交互作用明显，主观幸福感各维度在性别、年级和学习成绩之间均无交互作用．

Subjective Well-being of Adolescents from Han,Qiang and Yi Nationalities

Objective： To study the characteristics of the effects that the different ethnic identity might bring upon the adolesents＇ subjective well-- being. Methods： 900 adolescents from Han, Qiang and Yi nationalities were assessed with China Adolescent Multidimensional Life Satisfaction Scale. Results： In general, adolescents from the three nationalities were at an upper middle level with their subjective well being. The Yi were significantly more satisfied than their peers from Han and Qiang nationality with regard to the overall life satisfaction, family satisfaction, school satisfaction（P~0.01）. Yet in regard of academic satisfaction, Qiang and Yi adolescents were significantly higher than the Han peers（P〈〈0.01）. The Qiang adoles- cents were significantly lower than the Yi in respect of the freedom satisfaction（P~0.05）. In the negative emotions, the Yi~s negative experience is significantly higher than that of the Han and Qiang nationality（P% 0. 001 ）; while in respects of the friendship satisfaction, school satisfaction, academic satisfaction and freedom satisfaction, there exist significant differences be- tween different grades and different academic achievements（ graded as excellent, good, fair and poor）. And the mother＇s occu- pation is found to have main effect upon the environment satisfaction of an adolescent. No obvious main effect upon the SWB factors is observed in respects of the gender, educational level and occupation of their parents. In view of interaction, a strong interaction is observed in all the dimensions of the subjective well-being, whether it is between the genders and the grades, between genders and academic performance, between grades and academic performance, or it is between the adolescent＇s parental educational levels and parental occupations. In the various dimensions of subjective well-being there is no interaction lying in between genders, grades and academic achievements.