A Study On The Relationship Between College Students' Time Management Tendency, Learning Input And Subjective Well - Being

Subjective well-being as influence the psychological health level of an importantfactor that has been the focus of research scholars. Students actively participate in theactivities of behavior results will make the individual experience more happiness, at thesame time, the learning activity is an important part of college students’ life, the investmentlevel of learning affects the individual’s happiness level. This study intended to collegestudents subjective well-being as the research point, the introduction of time managementdisposition, the study into the two variables, analysis of the relationship between them andtheir influence on subjective well-being is discussed in this paper. Hope some significantresearch conclusions, to promote the students more active to grasp the time, make good useof time to provide reference to enhance the level of college students’ subjective well-being.This study used questionnaire survey, a total of500college students as the researchobject, using statistical software SPSS17.0and AMOS7.0to recoup the471valid data ofmulti-factor analysis of variance, correlation analysis and structural equation modelanalysis, the main results were as follows:1. College students’ subjective well-being and overall is good, on the total score,grade and school significant difference, gender difference was not significant; On lifesatisfaction dimensions, sophomore girls scored higher than boys, the first year of collegestudents scored significantly higher than sophomore students.2. The college students’ time management disposition better overall, significant gradedifferences, no significant differences in gender and school.3. The college students’ learning input levels. In learning into total score for the gradeand school significant difference, gender difference was not significant; On the dynamicdimension, grade and school significant difference, gender difference was not significant;Dedication dimensions and focus on dimensions, significant difference was found in theschool. 4. Time management tendency every part dimension and learning and its differentdimensions were significantly positive correlation; Time management tendency to eachdimension, learning investment and its dimensions and subjective well-being, lifesatisfaction and positive emotions significantly positive correlation, and negative emotionis significantly negative correlation.5. Time management tendency of each dimension and learning inputs and eachdimension can significantly predict subjective well-being.6. Time management disposition has a direct influence on subjective well-being, canalso through the learning into indirect influence on subjective well-being.