Pupil’s Subjective Well-being,and Its Relations With Teacher Evaluation And Academic Achievement

With people’s material life and spiritual life growing rich, higher quality of life andindividual happiness have become the ultimate goal of contemporary people. One of the mostimportant indicators of well-being from the perspective of psychology is subjective happiness,also known as the happiness, the overall evaluation of the individual’s own living conditions. Theinternationally accepted measure of happiness is including three indicators: life satisfaction,positive emotional experience and negative emotional experiences. The pursuit of happiness is aright of every person, pupils is no exception. Since pupils are the future of the motherland, andtheir lower survivability, parents and educators have been given the responsibility of maintainingtheir healthy and making them lived in a happy way. Normally, family and school constitutespupils’ main living and development environment. Because of pupils’ age and grade increasing, aswell as parents’ less time for children in today’s competitive society, school life has played anindispensible role in pupils’ daily life. On campus, teachers have great influence over his or herpupils, so teachers’ valuation to the students is very important,because it is not only the objectiveevaluation of reaction pupils school life, more is the reaction of the teachers’ views andexpectations of students. However, students in the school’s main purpose is to learn, academicachievement would be a important factor in affecting school life adjustment, which brings a strongconcern by teachers, parents, and students themselves. Teacher evaluation, academic achievementis one of the important factors affect students subjective well-being, the discretion of the teacherevaluation and academic performance，to a certain extent, affects the primary experience ofhappiness. Exploration of this paper is an investigation of primary school students subjectivewell-being and teacher evaluation, academic achievement, and the relationship between them.Using longitudinal data, this research explored the relationships among teachers’ evaluation,children’s academic achievement and subjective well-being across a year. Third and fifth gradersfrom Qingzhou (N=356) participated in the study. The results indicated:1.There is no significant gender and grade differences in pupil’s subjective well-being, whichmeans the subjective well-being of pupils is stable. 2.Positive correlations were found between pupils’ positive emotional experience and teacherevaluation, academic achievement. However, no significant correlations were found betweennegative emotional experience and teacher evaluation, academic achievement, as well as the lifesatisfaction.3.Teacher evaluation predicted subjective well-being positively．4.Academic achievement predicted subjective well-being positively．5. Pupils’ teacher evaluation and academic achievement could predict each othersignificantly and positively, which means they could interact with each other．...