The Relationship Between Perfectionism And Subjective Well-being Of Junior Middle School Students

In order to enhance the level of mental health development and avoid the occurrence of psychological and behavioral problems,it is necessary to explore and analyze the subjective well-being and influencing factors in junior middle school in order to enhance the level of mental health development and to avoid the occurrence of psychological and behavioral problems.In the perfectionistundefineds view,things must be done without mistake,regardless of their priorities.With excessive fear of failure,they lose a lot of time in avoidance and hesitation,causing delays.In the heavy school stage,the delay in completing homework on time will be criticized by parents and teachers,which will make the students have negative emotions such as anxiety,worry and even depression,which will ultimately affect the subjective well-being of the students.In this study,the Chinese version of Frost perfectionism scale,the procrastination scale of students and adolescentsundefined subjective happiness scale were used to investigate the relationship between perfectionism,academic procrastination and subjective well-being in a middle school in Tianjin.A total of 544 valid questionnaires were obtained.SPSS22.0 was used for demographic analysis,T test,variance analysis,partial correlation analysis,regression analysis and intermediary effect test.(1)Some factors of perfectionism,academic procrastination and subjective well-being of junior high school students are significantly different in gender and grade.(2)Positive perfectionism of junior high school students has a positive predictive effect on subjective well-being.Negative perfectionism has a negative predictive effect on subjective well-being;the more serious the academic delay,the lower the subjective well-being level;positive perfectionism and academic delay Significant negative correlation.(3)Academic procrastination plays a partial intermediary role between positive perfectionism and life satisfaction,and the mediation effect is 24%,academic procrastination plays a partial intermediary role between positive perfectionism and positive emotion,and the mediation effect is 22%.Academic delays have a partial mediation between negative perfectionism and negative emotions,with a mediating effect of 9.4%.The whole results show that:(1)perfectionism,academic delay and subjective well-being of junior high school students have different characteristics in gender and age.(2)Positive perfectionism of junior high school students has a positive influence on subjective well-being and negative perfectionism has a negative influence on subjective well-being;academic delay has a negative influence on subjective well-being;(3)positive perfectionism of junior high school students can not only Directly predict life satisfaction,and indirectly predict life satisfaction through the intermediary role of academic procrastination;positive perfectionism can not only directly predict positive emotions,but also indirectly predict positive emotions through the intermediary role of academic procrastination;Not only can it directly predict negative emotions,but it can also indirectly predict negative emotions through the intermediary role of academic procrastination.