Factors Development Characteristics Of Middle School Students And Influence Of SWB

Subjective well-being of psychological Under the influence of positive psychology research is one of the most important part of a field of positive psychology and Subjective well-being is the individual subjective reflection of real life and the individual on the basis of the actual life about own existence condition of a positive psychological experience and satisfaction. At present a lot of research discusses the connotation and structure of adult subjective well-being and Its influencing factors. However, studies of middle school students’subjective well-being is very limited, especially the lack of development characteristics of middle school students’subjective well-being and effect mechanism of the system research. As middle school students should not only increase knowledge, developing ability and all aspects of quality, at the same time, should learn to be happy. Students’ happiness itself can also affect the healthy growth of students. Therefore, the paper, in combing the subjective well-being, on the basis of relevant theory and empirical study, analyzes the problems existing in the current middle school students’ subjective well-being research and deficiencies, to personality and environment interaction theory as the guide, through the middle school students’ subjective well-being questionnaire, big five personality questionnaire, self-esteem scale, parenting style questionnaire, questionnaire and peer relationship between teachers and students relations questionnaire, life event questionnaire, parents version of parent-child communication questionnaire and other related questionnaires,922ordinary middle school students and571parents,293left-behind middle school students(and extract264ordinary middle school students as control group),107middle school students(and extract161ordinary middle school students as control group) carries on the questionnaire survey research, discusses the characteristics and the impact on the development of middle school students subjective well-being. The results are as follows:(1) Middle school students’ life satisfaction,positive emotion does not exist significant differences in gender, but middle school students negative emotion is significantly higher than male students; High school students life satisfaction and negative emotions exist significant difference on grade, positive emotions do not exist significant differences in grade; Only child’s positive emotions, positive emotions significantly more than the one child policy Middle school students life satisfaction have significant negative correlation with their age, and middle school students negative emotion has a significant positive correlation with their age.(2) Extroversion and cautious for middle school students have significant positive influence on life satisfaction, and emotionality and open-ended for middle school students life satisfaction have a significant negative impact; Extroversion and cautious about positive emotions have a significant positive influence on middle school students; Extroversion and cautious negative affection on high school students have significant negative impact, and emotionality and open-ended will negative emotions have a significant positive influence on high school students.(3) The father’s emotional warmth and understanding in the way of middle school students have significant positive influence on life satisfaction, negative affection on high school students have significant negative impact, excessive protection of father’s parenting students negative emotion have a significant positive impact; Mother upbringing of emotional warmth and understanding will be significantly positive influence on middle school students’ life satisfaction; Parent-child communication for middle school students life satisfaction and positive emotions have a significant positive influence, and negative emotions on high school students have a significant negative impact.(4) The relationship between teachers and students of middle school students have significant positive influence on life satisfaction, relationship between teachers and students of middle school students’ negative emotions have a significant negative impact; With gender relations and the relationship with the opposite sex will be significant positive influence on middle school students’ life satisfaction, with the same gender relations will be negative affection on high school students have significant negative impact, but with gender relations and the relationship with the opposite sex are not significant influence on middle school students’ positive emotions.(5) Life events for middle school students life satisfaction have significant negative impact, and negative emotions have a significant positive influence on high school students, but not significant influence on middle school students’ positive emotions. (6) Self-esteem take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students and peer relations affect in middle school students’ life satisfaction; Big five personality take the process of the partial intermediary role in the parent-child communication, relationship between teachers and students, peer relations affect in middle school students’life satisfaction; Big five personality take the process of playing a fully mediating role in parenting influence on middle school students’ life satisfaction; Life events, interpersonal relationship and parent-child communication to varying degrees impact on positive affection and negative affection.(7) Left-behind students life satisfaction were significantly lower than ordinary middle school students life satisfaction level, the ordinary middle school students positive emotions significantly more than the left-behind students, and the negative affection left-behind middle school students is more than that of common middle school students; Agreeableness, cautious and self-esteem whether all can significantly adjust the left and middle school students’ life satisfaction, the relationship between the father’s emotional warmth and understanding, father’s punishment and severe father, rejection and denial can significantly adjust whether staying with middle school students’ life satisfaction, the relationship between the mother’s emotional warmth and understanding, mother’s punishment and severe whether can significantly adjust the left and the relationship between middle school students’ life satisfaction, whether the relationship between teachers and students to stay and the relationship between middle school students’ life satisfaction significantly adjust action, and whether same-sex relationships will stay with the relationship between the middle school students’negative emotions have a significant adjustment.(8) Flow of negative emotion significantly less than the ordinary students negative emotion, but in terms of life satisfaction and positive emotions, the two have no obvious difference; Does mother excessive interference and protection to flow with the relationship between middle school students’ life satisfaction, positive emotions play a significant regulatory role, status difference whether to flow between teachers and students of the relationship between middle school students’ life satisfaction, negative affection and play a significant regulatory role, whether heterosexual relationships will flow with middle school students’ life satisfaction, positive emotion, negative emotion regulation of relationship play a significant role. In general, the development characteristic of subjective well-being of middle school students has its uniqueness. Personality as an effective prediction variables, subjective well-being can be affected by other variables and strengthen or weaken the students’ subjective well-being level, their common affect middle school students’ subjective well-being; The influence mechanism of disadvantaged students subjective well-being has its particularity.