Correlation Study Of Senior High School Students’ Learning Subjective Well-being, Interpersonal Relationship And Learning Engagement

Learning Subjective Well-Being refers to the state awareness and assessment forlearning and their emotional experience in the learning process, it includes learningcognition and learning emotion. The study focus on the theory, structure, the presentsituation, the characteristics and the influence factors of senior high school students’learning subjective Well-Being. It not only enrich the research content of learningsubjective Well-Being, but also provide basis and guidance for improving the learningsubjective Well-Being.The study conduct a system explore for senior high school students’ learningsubjective Well-Being by using document analysis, questionnaires and other methods.First, it reviewed the previous research and discussed the structure of senior high schoolstudents’ learning subjective Well-Being. Second, the preliminary questionnaire ofsenior high school students’ learning subjective Well-Being was designed according toprevious results and suggestions of professional people, with which280senior highschool students were investigated. After investigating496senior high school studentswith formal questionnaire, the model turned out to be legitimate and fitting by means ofthe confirmatory factor analysis and so on. The Questionnaire of Senior High SchoolStudents’ learning subjective Well-Being has good validity and reliability according tothe examination. Finally, explored the characteristics of Senior High School Students’learning subjective Well-Being, also studied the relationship of InterpersonalRelationship and Learning Engagement with learning subjective Well-Being. Severalsignificant conclusions were drawn as following:(1) Learning subjective Well-Being is a structure system with multi-dimensions,including learning achievement, learning positive experience, learning value andlearning negative experience. Among them, learning achievement and learning valuecan be classified as learning cognition; learning positive experience and learningnegative experience can be classified as learning emotion. (2)Self-edit Questionnaire of Senior High School Students’ Learning SubjectiveWell-Being has good reliability and validity, it can be used as a measurement tool forsenior high school students’ learning subjective Well-Being.(3)Generally, the level of senior high school students’ learning subjectiveWell-Being is in the middle level.(4)There are no significant differences of senior high school students’ learningsubjective Well-Being in variables as grade, family region (city or town), whether or notthe only child and class cadre. But it has significant difference in variables as gender,school type and family atmosphere.(5)Senior high school students’ interpersonal relationship and learning subjectiveWell-Being have significant correlation, Regression analysis showed that interpersonalrelationship could predict learning subjective Well-Being.(6)There is significant correlation between learning subjective Well-Being andlearning engagement. Learning subjective Well-Being can predict the learningengagement.(7)Senior high school students’ learning subjective Well-Being play the part ofpartial mediation effect between interpersonal relationship and learning engagement.