The Study On Middle School Students' Learning Subjective Well-being And Questionnaire

Objectives:In this study, based on the analysis in the existing literature, established middle school students learning subjective well-being scale, this evaluation tool for the students to learn about the current status of subjective well-being, healthy personality development of students so that learning and life are happy with reference.Methods:On the base of analysis of the existing literature, using factor analysis method and logical analysis method, I have established middle school students learning subjective well-being scale, and the formal investigation was conducted on a sample of 873 students from 7different schools in Zhengzhou city, the test was measured five weeks later. All data was input and analyzed with SPSS13.0 and LISREL8.51 software.Results:Through item analysis and factor analysis, middle school students learning subjective well-being scale including seven parts:academic achievement, learning pressure, learning espectations, peer relationship, school environment, parents support and freedom.The retest reliability among the factor is 0.594～0.774, Cronbach a reliability is 0.672～0.875. It can explain the scale has better reliability. Validity of content validity, structural validity and criterion validity are good, It can explain the scale has better validity.Conclusions:(1) Middle school students learning subjective well-being scale has good reliability and validity, and it can be used as a survey of subjective well-being students learning measuring tool.(2) Learning subjective well-being is low generally.(3) There is significant difference between grades, family income, family structure and academic achievement.(4) There isn't significant difference between gender and type of schools.(5) Academic achievement, family atmosphere, family income, parenting style and learning motivation significantly affect subjective well-being.