A Co-relational Study Of Core Self-eveluation、Classroom Environment And Subject Well Being Of Middle School Studens

In recent years, middle-school student’s psychologically healthy level showing an upward trend gradually, exploring the influence factor of psychologically healthy as well as the corresponding countermeasure has been imminent. Along with positive psychology’s starting, we will locate our study emphasis on middle-school student’s subjective well being. This research adopts the overall stratified sampling the method, selects19classes in QuZhou Middle school stochastically, total760students, effective questionnaires are644. Core Self-evaluation Scale (CSES),my Class Inventory,questionnaire of Adolescent life satisfaction,and Happiness questionnaire (Chinese version) are used in this research. The results show as followings:1. The Core Self-Evaluations Scale which is translated and revised in the research includes eight items. The reliability and validity of translated scale are good, reached the level of statistical.2. Core self-evaluation of Middle-school students meets the positive skewness distribution. Class environment meets negative skewness distribution. The life satisfaction and subjective well being accord with Normal distribution. The mean scores of positive emotions are higher than negative emotion. On positive emotions dimensions, the only-child children have significantly higher scores than only children. The life satisfaction and negative emotion are all have significant difference on different grade.3. There are significant correlations among core self-evaluations, class environment and subjective well being. Among them, significant negative correlations are exist between core self-evaluations and leaning burden, negative emotion. In addition, there are significant positive correlations between core self-evaluations and the other dimensions of class environment and subjective well being. The relationship between teachers and students and the relationship among students themselves all have no significant correlations with negative emotion. The learning burden also has no significant correlations with self satisfaction, life satisfaction and subjective well being. In addition, the other dimensions of class environment and other dimensions of subjective well being all have significant correlations.4. The relationship among students themselves, the relationship between teachers and students, discipline and order,competition all not only can direct prediction subjective well being, but can indirect prediction subjective well-being through the core self-evaluation.Core self-evaluation is a mediating variable on the effect of class environment on subjective well being of middle-school students, especially that relationship among students themselves Which is one dimensions of class environment has got great the mediating effect value(0.357).