The Relationship Between Perceived Social Support And Learning Subjective Well-being Of Mountain Resident Students

In the field of education,we strongly encourage students to live a complete and happy educational life.For junior high school students in the mountain boarding system,they are studying and living far away from their parents in school,face a series of problems alone,such as adolescence and the pressure of further education,compared with day students,they have their own unique mental health status,so it is one of the important contents of boarding school education to pay attention to their mental health status and promoting happiness.Learning is the primary task of students,but the learning situation is worrying of mountain boarding students,how to enhance students' subjective happiness experience in learning is the focus of this study.Considering the particularity of the social support system for boarding students in mountainous areas,and given that previous research has found that social support is closely related to learning subjective well-being,self-esteem and academic self-efficacy can predict student' learning subjective well-being,therefore this study explores the relationship between perceived social support,self-esteem,academic self-efficacy,and learning subjective well-being,and some feasible suggestions are provided for educators to improve the mental health level of junior high school students in mountainous boarding schools and improve their happiness.This paper adopts the cluster random sampling method,using the "Perceived Social Support Scale","Self-Esteem Scale","Academic Self-Efficacy Questionnaire" and "Junior Middle School Learning Subjective Well-being Questionnaire" to survey 475 students in a mountain boarding school,to explores the relationship between perceived social support,self-esteem,academic self-efficacy,and subjective well-being in learning of junior high school students.Turn out:1.The perceived social support of junior high school students is at the upper-middle level;In the dimension of friend support,the second grade is significantly higher than the first grade but not significantly different from the third grade,and the students of the general family are significantly higher than those of the poor families;In the dimensionsof other support,girls are significantly higher than boys;In the dimensions of family support,students with poor grades are significantly higher than those with medium grades.2.The self-esteem of junior high school students is at the upper-middle level;The students in the second and third grades are significantly higher than those in the first grade;Students with good and middle grades are significantly higher than those with poor grades;Students from rich families are significantly higher than those from poor families.3.The academic self-efficacy of junior high school students is at a moderately low level;Girls are significantly higher than boys;Students with good grades are significantly higher than those with low and medium grades.4.The Learning subjective well-being of junior high school students is at the middle-to-upper level,but the dimension of current achievements feeling is at the middle-to-lower level;In terms of total subjective well-being,girls are significantly higher than boys;Students with good grades are significantly higher than students with poor grades.5.There is a positive correlation relationship between junior high school students' perceived social support,self-esteem,academic self-efficacy and subjective happiness in learning.6.Self-esteem and academic self-efficacy play an partial mediation role in perceived social support and learning subjective well-being.perceived social support can directly affect learning subjective well-being,and can affect learning subjectivity through self-esteem and academic self-efficacy paths,respectively,and can also affect learning subjective well-being through the combined effect of self-esteem and academic self-efficacy.