Research On Subjective-well Being And Its Influencing Factors

Objective:From understanding the current situation of some of a middle school students’ subject well-being in the Henan city of Xuchang, this article explores the relationship between personality characteristics, coping styles, social support and subject well-being. This article aims at finding out the easy control factors that influence the middle school students’ subject well being so as to provide the basis of improving teenagers’ subject well-being.Methods: Each grade of the middle school students were selected by stratified sampling methods, and a field questionnaire survey involving population characteristics, subject well-being, personality trait(Big Five Personality questionnaire), coping style and social support questionnaire.Result:1.In terms of subjective well-being, there was no significant gender differences in subjective well-being in different junior high students. Under the p <0.05 level, the family satisfaction(F = 7.669, p = 0.001), school satisfaction(F = 6.394, p = 0.002), academic satisfaction(F = 25.508, p = 0.000), overall satisfaction(F = 9.564, p = 0.000)of junior high school students from different grades were significantly different, low-grade satisfaction is higher than high school;Under the p <0.05 level,the negative emotions(F = 4.147, p = 0.016), family satisfaction(F = 4.039, p = 0.018), school satisfaction(F = 4.143, p = 0.016), environment satisfaction(F = 3.624, p = 0.027), academic satisfaction(F = 20.937, p = 0.000) and overall satisfaction(F = 6.516, p = 0.002)of different academic achievement of the students were significantly different, academically excellent person can experience more of life satisfaction and fewer negative emotions. 2. In terms of personality traits, there are significant differences of the agreeableness, extra version between boys and girls(p<0.01),the girls are better than boys;There was a significant difference(p <0.05) between the different grades of the students on agreeableness, conscientiousness, neurotic ism and openness four dimensions, seventh grade has higher score than ninth grade in agreeableness terms(p<0.05);seventh grade has higher score than eight and ninth grade in strict terms(p<0.05);In terms of the openness of the eighth grade was significantly higher than ninth grade(p<0.05),But in terms of neurotic-ism scores were significantly lower than ninth grade(p<0.05); In agreeableness, conscientiousness and openness, the different academic achievement of the students score were significantly different(p<0.05),In agreeableness, conscientiousness and openness, the academic good group scored significantly higher than the difference between academic groups(p<0.05),and scored significantly higher than the middle grades group in the aspects of rigor, openness(p<0.05);Personality traits are correlated with the dimensions of subjective well-being。3. In terms of coping, there are significant differences in the vent and fantasy dimension of junior high school students of both sexes, here are significant differences in the vent and fantasy dimension between junior high school girls and boys(p<0.05);Different grades in problem solving, help, fantasy scores showed significant differences(p<0.01),Seventh grade scores higher on problem solving and help dimensions than the eighth grade and ninth grade score(p<0.01),and fantasy scores significantly lower than ninth grade(p<0.01);Assistance in terms of grade eight scored significantly lower than ninth grade(p<0.01);there is only different academic differences in problem solving significantly(p<0.05), High grouped in problem solving significantly higher than the low group(p<0.05);Coping is correlated with positive emotion, negative emotions and life satisfaction. 4. There are significant gender differences in the utilization of support between different junior high school students(p<0.05); different grades exist significant differences in subjective support, objective support, utilization of support and social support(p<0.01),seventh and eighth grade on subjective support and social support score significantly higher than ninth grade(p<0.01),f urthermore, seventh grade social support was significantly higher than the eighth grade(p<0.01);academic achievement in the use of different degrees of support and social support scores were significantly different(p<0.05),The rest have no significant difference in each dimension(p>0.05),In the total score and utilization of social support social aspects were good academically poor academic achievement and academic performance than those poor medium(p<0.05);the life satisfaction of SWB and overall satisfaction dimensions of social support were significantly the relevant each dimension at 0.01 level。5. If we make problem solving, seeking, avoidance, vent, fantasy, patience, support scores, agreeableness, conscientiousness, extraversion, neuroticism, openness as independent variables, and make respectively, positive emotions, negative emotions of subjective well-being and life satisfaction as the dependent variable multiple regression analysis, we found : Support total(9%), extraversion(5%), avoidance(2%), nervousness(1%), help(1%),the total five predictor variables explain 18% of the positive emotions of the variance, The coefficient of determination R2 is0.18,regression testing the integrity of the F value 21.48(p=0.000);nervousness(12%), agreeableness(1%),the two predictors total variance can explained the negative emotions of 13%, the coefficient of determination R2 is 0.13,regression model integrity test F is 39.59(p = 0.000); support scores(23%), rigor(11%), extraversion(5%), problem solving(1 percent), agreeableness(1 %),the total five predictor of life satisfaction can explain 41% of the variance, the coefficient of determination R2 is 0.41,regression model integrity test F is 69.93(p = 0.000)。Conclusion: There are significant differences in grade and academic achievement of middle school students’ subject well-being. Social support, personalities and coping style are the available predictors for their subject well-being. When studying the middle school students’ subject well-being, associated environment and self-factors should be considered as a whole. To help students promote their subject well-being, they should be guided to adopt positive styles to cope with hardship such as improving usage support, seeking support and solving problems and so on.