The Relationship Between School Belonging And Subjective Well-being Of Secondary Technical School Students And Its Intervention Study

In recent years, with the development of the occupation education, our country pay much more attention to occupation education, secondary occupation education has developed much faster. All walks of life to the worker’s quality requirements are increasingly high, while the medium occupation schools are directly responsible for qualified technical workers. Secondary technical schools are in the transition period of the physical and mental development. However, some of the students are always in low spirits, all day in the blues, some inferior students often close up. Those students are indifferent to everything and won’t willing to be serious. They also lack of the enthusiasm to life, so they rarely experience happiness and satisfaction of the mood. Those cause the level of subjective well-being happiness is low. A large number of relevant research shows that there is a significant and positive correlation between school belonging and subjective well-being which has significant predictive effect. The development of good school belonging and subjective well-being of the students is good to the improve of physical and mental health. The school group guidance faces all school students and usually take a class as unit to organize activities. Through carrying out group activities, it can cultivate students’ observation, learning ability and help students solve the problems in the progress of self-awareness, interpersonal communication and emotion regulation. Therefore, secondary vocational schools with group guidance activities is feasible to improve the students’ sense of school belonging and subjective well-being level.The study is divided into three parts: Study 1,to examine the differences in Secondary vocational school students’ school belonging in the demographic variables(gender, grade, major, origin of students, the only child or not);Study 2,to investigate the correlation between secondary vocational school students’ school belonging and subjective well-being. At the same time the school belonging as a predictor, subjective well-being as the dependent variable, examine the role of school belonging to predict subjective well-being; Study 3,Design the secondary vocational school students’ school belonging intervention program, inspect the results of the group guidance to secondary vocational school students’ school belonging. Further validate the effectiveness of intervention programs by increasing the level of school belonging to influence the level of their subjective well-being. Study 1 and Study 2 using cluster sampling method to select 430 students at shijiazhuang railway transportation school conduct a questionnaire survey, the research tools are PSSM and Adolesent Student Life Satisfaction Scales. Study 3 randomly selected two homogeneous classes in one grade at a vocational college as experimental class(36 people) and control class(34 people). Using the intervention program designed in this study to intervene the school belonging and using the experimental class and the control class pre-test and post-test experimental design. Before the intervention test two class members of the school belonging and subjective well-being to obtain former measurement data. The experimental class accept for a period of 8 group guidance and the control class have no group guidance. After the group guidance activities all over, test the 2 class members of the school belonging and subjective well-being to obtain post-test data. At last test the differences between post-test and pre-test data difference.The following conclusions: First, there are significant differences in gender, grade, origin of students on school belonging of secondary vocational school students, and there are no significant difference in major, the only child or not. Second, between school belonging and subjective well-being of secondary vocational school students there exists a significant positive correlation. And school belonging has the role of predicting subjective well-being. Third, the secondary vocational school students’ sense of school belonging intervention program is feasible and effective.