The Class Characteristic Measurement And Core Self Evaluation, Subjective Well-being Relations

The research to the university students as the research object, aims to develop a classfeature measurement tools, and to explore the development of class collectivecharacteristics, at the same time to inspect a class collective characteristics, core selfevaluation, subjective well-being. In research methods, first in the foreign relevantresearch foundation, according to the Chinese social cultural background of our classconstruction characteristics of the structure, through the use of item analysis,exploratory factor analysis and confirmatory factor analysis of the questionnaire forstructural exploration and test, at the same time using letters, validity andpsychometric indexes on questionnaire to carry out strict inspection, developed the"class characteristics questionnaire", and then as a measurement tool of bachelor’sdegree class of collective development characteristics, and the analysis of classcollective characteristics, core self evaluation, subjective well-being of. Theconclusions are as follows:1." Class characteristics questionnaire" is a sense ofbelonging, cohesion, interpersonal support, collective identity four subscales.2making the" class" feature questionnaire has good reliability, validity, consistent withpsychometric requirements, can be used as a measuring tool class features.3core selfevaluation of higher subjective well-being of students is significantly higher than thatof core self evaluation of low student; core self evaluation high student classcollective feelings were significantly higher than that of core self evaluation lowpacket; core self evaluation high student class collective characteristics questionnairefor each dimension was significantly higher than low packet core self evaluation.4inclass feel good students subjective well-being was significantly higher than in theclass feel not good student; in the class feel good students’ core self-evaluation issignificantly higher than in the class feel not good student; in the class feel good thestudents’ positive emotions was significantly higher than in class the collectivefeelings not good student; in the class feel good students’ negative mood wassignificantly lower than that in the class feel not good student; in the class feel goodstudents’ life satisfaction was significantly higher than in the class feel not goodstudent; in the class feel good students’ self-esteem, self-efficacy were significantlyhigher than in the class feel not good student; in the class the students feel goodinternal control is more, in the class feel not good student external control more.