A Study On The Relationship Of Attachment、Emotional Intelligence And Subjective Well-being Of Rural Junior School Students

Clinical psychology always traditionally concerns about the mentally defectivesand incapacity, it pays little attention to patient’s self-healing and self-renewalcapacity. This research was designed to explore the relationship of attachment、emotional intelligence and subjective well-being in rural junior school students fromthe perspective of positive psychology by the purpose of improving their levels inattachment, emotional intelligence and subjective well-being. This study used aquestionnaire survey, and it contained materials of400rural junior school studentsfrom Suichuan, Jiangxi Province. Descriptive statistics, difference comparison,correlation analysis、and regression analysis were adopted in order to study therelationships between the three factors. The results showed that:(1) The level of subjective well-being is in normal distribution.(2) There is no significant gender difference in the levels of subjectivewell-being and attachments of rural junior school students, but there is a significantgrade difference. The grade difference of subjective well-being level shows that thereis no significant difference between grade one and grade two, and the subjectivewell-being levels in grade one and grade two are significantly higher than that ingrade three(3) The attachment levels of rural junior school students are significantlyinterrelated to the level of subjective well-being; The emotional intelligence level ofrural junior school students is significantly interrelated to the level of subjectivewell-being; The levels of attachment of rural junior school students are significantlyinterrelated to the emotional intelligence level.(4) The subjective well-being level is influenced by attachment levels of ruraljunior school students through the intermediary role of emotional intelligence.