The Relationship Among Students Of Normal University' Life Stress, Emotional Intelligence And Subjective Well-being

As future teachers, students'ability of Normal University to deal with stress in life and the level of their own well-being will have effects on the quality of education and teaching. The emotional intelligence may play an intermediary role between the subjective well-being and life stress. The purpose of this paper is to discuss an intermediary role; to discuss the differences among the stress in life, emotional intelligence and subjective well-being in demographic variables, which can provide demonstrative reference for the mental health education of the colleges and universities.In this study,435 effective subjects are selected in Shenyang Normal University, Northeast Normal University, Normal College and Shenyang in total, using random sampling, The preparation of the "Student Life Stress Questionnaire" by the U.S. Department of Psychology, East Texas State University professor BM Gadzella, the "Emotional Intelligence Scale" by American psychologist named Schutle, and the "SWB" by Diener et al, revised by ZhengXue et al are used in this study as a research tool to test all the subjects. It constructs a factor model of the interaction of the life stress, emotional intelligence and subjective well-being through the correlation and regression analysis after obtaining the data. The results show that:1,Students of Normal University have a low level of life stress, but a higher level of emotional intelligence and subjective well-being.2,There was a significantly negative correlation among life stress, emotional intelligence and subjective well-being, and a significantly positive correlation between emotional intelligence and subjective well-being significantly of students of Normal University.3,The scores of female students' the conflict, emotional self-regulation, the factors of life satisfaction were higher than the male students significantly in Normal University; The scores of male students on the negative emotion factor were significantly higher than the female significantly in Normal University.4,The scores of urban students' physiological responses, the overall well-being was higher than that of town and rural students significantly; The scores of town students on the pressure were higher than that of urban students and rural students significantly.5,The scores of the child's physiological response, stress response, the overall well-being were higher than non-only children significantly.6,In the conflict, the highest is the Grade2, and the lowest is Gradel, the fourth grade is higher than the third grade; in the behavioral response, the highest is the Grade2, and the lowest is Gradel, the third grade higher than the fourth grade; in emotional self-regulation, the use of mood and emotion intellectual, the highest is Grade4, the lowest is Grade2,the third grade higher than first-year; in the regulation of other emotional, the highest is Grade4, the lowest is Grade2, Gradel is higher than Grade3.7,As an intermediary variable, emotional intelligence plays an role between life stress and subjective well-being in students of Normal University; the setbacks, changes, behavioral responses have great affects on the students' SWB of Normal University; structural equation model test and modified by the degree of model fit well; the joint interpretation on subjective well being was 40.9% which is provided by life stress, emotional intelligence.