The Relationship Between Socioeconomic Status And Subjective Well-Being Among Left-Behind Children

In recent years,happiness has been a hot topic.Well-being refers to the satisfaction of life in specific areas,that is,the subjective well-being of left-behind middle school students mainly includes six dimensions of friendship satisfaction,family satisfaction,school satisfaction,environmental satisfaction,academic satisfaction and freedom satisfaction.A large number of studies have shown that,due to the lack of family companionship and effective guardianship,left-behind children usually have lower subjective well-being than others.For rural left-behind children,the acquisition of subjective well-being is extremely important for their development in disadvantaged situations,and the lack of subjective well-being will increase the risk of their academic maladjustment and problem behaviors.According to the ecosystem theory,the external environment and the internal psychological resources of the individual affect the subjective well-being of left-behind children.Parents of left-behind children go out to work,do their best to provide their children with good living conditions economically,and individual resources can be used as a near-end factor,both of which affect the growth of left-behind children.From this perspective,socioeconomic status may affect the subjective well-being of left-behind children through psychological capital.Current research on left-behind children mostly focuses on negative psychological problems,such as depression and anxiety,but only solving the psychological problems of left-behind middle school students cannot promote their prosperity and growth.Therefore,this study adopts the literature method and questionnaire survey method,takes left-behind middle school students as the research object,pays attention to the development characteristics of left-behind middle school students’ subjective well-being and its relationship with family socio-economic status,and further investigates the subjective socio-economic status and psychological capital in it.Mediating Role.This study is divided into two sub-studies.Study one explored the development characteristics of left-behind middle school students’ socioeconomic status,psychological capital,and subjective well-being through descriptive statistical analysis and difference test analysis;Study two explored family socioeconomic status and subjective society through correlation analysis and mediation analysis The correlation between economic status,psychological capital and subjective well-being,and further investigated the mediating mechanism between the subjective socio-economic status of left-behind middle school students and psychological capital between family socio-economic status and subjective well-being.Research 1 and Research 2 stratified sampling selected 3100 left-behind middle school students from the first grade to the third grade of two middle schools in Fengdu district of Chongqing as the research objects.The "Family Socioeconomic Status Questionnaire","Subjective Socioeconomic Status Questionnaire" and "Psychological Capital Questionnaire survey of selected subjects was conducted on the Scale and Subjective Well-being Scale for Adolescents,and the data were analyzed and sorted using SPSS 21.0 statistical software and PROCESS plug-in.After research,the following conclusions are reached:1.The overall status of the left-behind middle school students’ family socioeconomic status is poor,and the overall perceived family socioeconomic status is also poor,and there are significant differences in gender,grade,parents’ working time and the frequency of contact with their parents.2.The psychological capital development of left-behind middle school students is good,and there are significant differences in gender,grade and frequency of contact with their parents,and there is no significant difference in the time their parents go out to work.3.The subjective well-being of left-behind middle school students is in good condition,and there are significant differences in gender,grade,parent working time and frequency of contact with parents.4.Family socioeconomic status,subjective socioeconomic status,psychological capital and subjective well-being are positively correlated.5.Subjective socioeconomic status and psychological capital play a chain-like intermediary role between family socioeconomic status and subjective well-being.In summary,for the improvement of the subjective well-being of left-behind middle school students,we can not only improve their attitudes and cognition of their family’s socioeconomic status,but also promote their subjective well-being by improving the psychological capital of left-behind middle school students.