A Research On The Relationship Among Learning Self-efifcacy, Locus Of Control And Subjective Weil-being Of The Senior School Students

This study focused on the correlation of senior school students locus of control,learning self-efficacy and subjective well-being. We do in-depth study of seniorschool students subjective sense of happiness and its influence factors, includingeight factors of subjective well-being: positive emotions, negative emotions,firendship satisfaction, family satisfaction, school satisfaction, academic satisfaction,freedom satisfaction and environmental satisfaction, and the different performance inth’eir influence factors. The aims are to explore the status of senior school studentssubjectivewell-being and analyze the impact of locus of control and learningself-efficacy on subjective well-being. It provides practical evidence for senior schoolstudents to improve the subjective well-being, level of their lives, learning satisfactionand positive emotions.In this study, the Subjective Weil-Being Questionnaire of Youth made byXi’nggui Zhang, Xinghua Zengs Learning Self-efficacy Questionnaire and theInternal-External Locus of Control Scale designed by Robert were used to measuresenior school students of subjective well-being, learning self-efficacy and locus ofcontrol.The results are as follows:(1)Seniorschool students subjective well-being is significantly different ingender, family residence, grade and parental education degree. And there is significantdifference between the students of liberal arts and science. Th’e students academicperformance is also significant difference in senior school students subjectivewell-being.(2)Learning self-efficacy is significantly different in the grade and academicperformance ranking. Difference exists between learning self-eiffcacy and subjectivewell-being of senior schoo students of subjective well-being. Students who ownhigher learning self-eiffcacy is relatively high i’n students subjective well-being, andvice versa.(3)Learning self-efficacy and locus of control are significantly correlated. And external control type exists a significant positive correlation, while the internal controltype is significant negative correlated.(4) Learning self-efficacy and locus of control plays an important role in theimpact on subjective well-being. It has a strong predictive power. Learningself-efficacy and locus of control are significantly different. The model of impactingfactors on high school student’s subjective well-being is: learning self-eiffcacydirectly affects the subjective well-being, locus of control affect subjective well-beingby the mediating vairables of learning self-efficacy.