| Purpose:1,Through a wide range of survey of randomly selected college students as the research object, to master the college students’ subjective well-being, the condition of interpersonal communication and understanding social support status quo and to explore the role of this a few relations.2, To understand the status of the interpersonal relationship between the role of the college students’ subjective well-being after using interpersonal course as a tool of intervention, research and interpersonal situation, grasp interaction between social support and subjective well-being of college students and to explore whether influenced by interpersonal training between them.Object:The investigation and study by cluster sampling method, 15 classes of a university in the first grade of random professional 600 students as the research object. Intervention study were randomly selected from the class in the two classes of the same grade as the research object, respectively, as the intervention group and control group, intervention group was 40, the control group of 42 people.Methods:Study adopts questionnaire survey, by trained investigators classrooms, the students according to the unified to make a survey of college students’ subjective well-being and its influencing factors. Content includes college students subjectivewell-being scale, interpersonal comprehensive diagnostic scale questionnaire,understanding social support scale, and demographic data. Multivariate analysis and path analysis method is used to discuss the relationship between happiness and the related influencing factors. Intervention study adopts the method of control study, the above-mentioned intervention group for two months, a total of nine section of the interpersonal communication training courses, once a week, about two hours. The control group students don’t participate in the training course. Compare interpersonal training between the two groups and intervention group in college students’ subjective well-being scale and relative scale score difference.Results:1,The results of investigation:(1)College students’ gender differences exist in energy relationships family satisfaction in general. Specific performance in: in the energy dimension scores of men than women; in the interpersonal dimension, women score higher than male; in the family satisfaction scores than male, female.(2)In the total score, the subjective well-being of college students exist differences between urban and rural areas, city college students score higher than rural students. In the self satisfaction and life satisfaction, interpersonal relationship, family satisfaction, there are differences between urban and rural college students subjective well-being, are thecity college students scores are higher than the rural students.(3) Between different family income levels of subjective well-being of college students exists difference, family monthly income is 1000 yuan of the following students’ subjective well-being level minimum, family monthly income in1000-3000 yuan between college students subjective well-being level is the highest.(4) In addition to energy dimension and family satisfaction of College Students’ interpersonal relationship the way one gets along with people and subjective well-being of college students has no significant correlation, interpersonal relationshipand subjective well-being of college students in all other dimensions and total scores showed different degrees of negative correlation.(5)The college students’ subjective well-being and perceived social support scale for each of the two order were significantly related to perceived higher, degree of social support, subjective well-being is higher.(6) The path analysis showed that directly affect the interpersonal communication on happiness maximum, perceived social support play an indirect effect.2,Intervention studies:(1) After the intervention, intervention group of college students’ subjective well-being scores and each dimension score is significantly higher than the control group; College students’ subjective well-being scores after intervention, and most of the dimension score is significantly higher than before. Different point of repeated measurement, according to the results of variance analysis in self satisfaction,negative emotions, social behavior, interpersonal dimension treatment effect, time effect and processing and time effect on the interaction of the significant difference;On life satisfaction, energy, and family satisfaction dimension intervention group in front of the measured before and immediately after the test, measurement and delay between income after test score difference was statistically significant, while the control group at different time points on the score difference was not significant.(2) After intervention, intervention group interpersonal comprehensive diagnostic scale scores and dating problems of communicating with people, communication difficulties, treat people dimension gained points gained points has significant difference compared with control group(p < 0.05), but in the opposite sex problem dimension gained points there was no significant difference(p > 0.05). Different point of repeated measurement, according to the results of variance analysis on interpersonal distress scores, intervention group in pretest and immediately after the test, a pretest and delay between income after test score difference was statistically significant, while the control group no significant difference at different time points.(3) After intervention, intervention intervention group after understanding social support score and friends support and other income of support dimension score is significantly higher than control group(p < 0.05); Intervention group after the intervention of social support score and friends support dimension score significantly higher than that before intervention(p < 0.01). Different point of repeated measurement, according to the results of variance analysis in understanding social support score, intervention group in front of the measured before and immediately after the test, measurement and delay between income after test score difference was statistically significant, while the control group no significant difference at different time points.(4) Subjective well-being change quantity(- a pretest) immediately after the test for the Y value regression analysis, the categories, measuring level before negative emotions, interpersonal distress scores change quantity(immediately after the test- a pretest) included in the regression. Category, measuring level before negative emotion,interpersonal relationship score changes(immediately after the test- a pretest)respectively to explain the subjective well-being change quantity(- a pretest)immediately after the test the variation of 31.7%, 9.1% and 7.7%, respectively.Visible, subjective well-being change quantity(- a pretest) immediately after the test is mainly caused by intervention.Conclusion:The college students’ subjective well-being is above the middle level. Influence of interpersonal communication on subjective well-being in addition to the direct effect, influence is also supported by the indirect effect of perceived social. An intervention study was conducted in600 sampling objects show, interpersonal training can improve the perceived social support and improve the subjective well-being of College students. |
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