The Influence Of Subjective Well-being On Academic Achievement In Adolescents

Teenagers are in the critical period of life development,with high subjective well-being and academic achievement,which has more positive significance for their physical and mental health and development.This study used the method of questionnaire survey,with 403 junior high school students and 429 high school students as the subjects.To explore the basic characteristics of subjective well-being,self-efficacy,self-esteem and self-identity development,and to explain the mechanism of subjective well-being on academic achievement,the following research results were obtained:(1)The subjective well-being of young people in both the junior and high school groups is at the upper middle level,the difference of subjective well-being,self-efficacy,self-esteem,self-identity acquisition state,delay state and early closed state in junior middle school group and high school group was significant.The average scores of subjective well-being,self-efficacy,identity acquisition state,identity delay state,identity early closed state and self-esteem in the junior middle school group were higher than those in the senior high school group.(2)In the demographic variables analysis of subjective well-being,self-efficacy,self-esteem,self-identity and academic achievement,such as gender,urban and rural areas,parental divorce and one-child situation,it was found that there were significant gender differences in self-efficacy,self-esteem and self-identity acquisition status of adolescents in junior middle school group and senior high school group.The subjective well-being,self-identity acquisition state,early closed state and academic achievement of adolescents in junior and senior middle school groups were significantly different between only and non-only children.The subjective well-being,self-efficacy,self-identity diffusion state of adolescents in junior middle school group and subjective well-being,self-efficacy,self-esteem,self-identity acquisition,delay,early closure,diffusion state in senior high school group were significantly different in parental separation.Urban and rural problems have a great influence on the self-esteem of teenagers in the junior middle school group.(3)there are significant correlation between self-efficacy,self-identity state andself-esteem and subjective well-being,respectively.there are significant correlation between self-identity and self-esteem,subjective well-being,self-efficacy,self-identity state and self-esteem with academic achievement,respectively.(4)In the model of multiple mediating effects,adolescent self-efficacy,self-esteem,self-identity acquisition state and delay state are the mediating variables of the influence of subjective well-being on academic achievement.The mediating effects of the four paths were 48.70%,14.58%,26.09%,and the total mediating effect was 90.81% when the adolescents in the junior middle school group were in the state of self-identity acquisition,and the mediating effect of the four paths was44.57%,12.49%,25.31%,1.62%,and the total mediating effect was 83.97%.Among the adolescents in the high school group,the mediating effects of the four paths were50.29%,6.78%,17.85%,1.87%,p<0.01.The total mediating effect was 76.78%;the mediating effect of the four paths was 50.18%,7.08%,18.74%,1.50%,and the total mediating effect was 77.43% when the adolescents in the high school group were in the state of self-identity delay.(5)The direct effect of subjective well-being on academic achievement was higher than that of junior high school group.Subjective well-being ? self-efficacy? academic achievement were higher than those of junior high school group.Subjective well-being ? self-identity ? academic achievement and subjective well-being ? self-esteem and academic achievement were two indirect pathways.Based on the results of this study,the following conclusions are drawn:(1)The influence of self-efficacy,self-identity acquisition state and delay state,self-esteem on subjective well-being on academic achievement is mediated,whether in junior high school or high school students.(2)Subjective well-being in senior high school has a greater direct effect on academic achievement,self-efficacy of intermediary variables has a greater impact on senior high school students,and self-identity and self-esteem of intermediary variables have a greater impact on junior high school students.