Junior High School Students' Interpersonal Relationship And Subjective Well-being - A Mediating Model Of Adjustment

As a subjective experience, SWB determines whether people's happy life. Teacher-student relationship and peer relationship has been confirmed important factors of SWB. But the study aimed at juniour high school students may be scarce, and most of researchs explore their mutual relations from within level, and these results could not promote a higher level of value. Therefore, this study choose junior high school students as the object, and to explore the impact of class relationships on SWB from between level and within level. this article refered to the definition of class relationships include class teacher support atmosphere(between level) and peer acceptance(within level).Students in the school's main activity is the study, since junior high school students facing more learning pressure, more and more students showed burnout or engagement in their study, studies have shown that interpersonal relationship is a influential factor of burnout or engagement, and it will be an antecedent variables affect mental health of the individual. Therefore, this study added Burnout and engagement to study the internal mechanism of interpersonal relationship influence on subjective well-being.While relationships can directly and/or indirectly influence on subjective well-being, but this effect may have some individual differences. With the immigrants influx into the city, migrant teenagers constitute a fast-growing, large educated population, since they left the original living environment, the family economic status, living environment, education and other resources generally worse than urban children after they came to the city, Studies on migrant children's personality traits found that, compared with non-migrant children, migrant children emotional instability, more sensitive, anxiety, depression, repression, and low self-esteem(Zhang Xiuqin, Wang Ting, Wang Bei,2014). Therefore, the relationship between the study will consider whether the regulation is flow.In this study, junior high school students were selected as research objects, completed Teacher Emotional Support and Conflict Iventory, Friend Nomination, The Schoolwork Engagement Inventory, School Burnout Inventory, and Index of Well-being. The results indicated that:(1)The level of Subjective well-being's development was satisfactory. Gender and Whether flow difference was no found in teenager SWB. Grade difference was significant.(2)School burnout played a mediating effect in the relation between class teacher support atmosphere and SWB.(3)Whether flow moderated the mediated path that peer acceptance influence SWB through school burnout and engagement, and for migrant teenagers, this mediated path was established, but for non-migrant teenagers, the indirect effect was not significant.