The Roles Of Autonomy Support From Parents And Head Teacher In Junior Middle School Students’ Learning Subjective Well-being And Its Strategies

Learning subjective well-being is a comprehensive evaluation index to measure the level of learning happiness of junior middle school students,including cognitive and emotional dimensions.Many researchers have found that family environment and school environment factors have a subtle effect on the cognitive and emotional aspects of junior middle school students’ learning process.In recent years,studies have shown that autonomous support is an important factor affecting the subjective well-being of middle school students.For middle school students,parents and head teachers are effective supporters in the learning process.The degree of autonomy of both supports affects the development of their subjective well-being in learning.Therefore,close attention and high attention should be paid to their autonomous support.In view of the above reasons,this study intends to search for the influence of parents’ autonomous support and head teacher’s autonomous support on middle school students’ learning subjective well-being.Combined with all the above contents,the research tests the role of self-regulated learning in the above relationship,and seek effective ways to improve middle school students’ learning subjective well-being,.Hope to be able to offer suggestions for the mental health education of junior high school students.In this study,1309 junior high school students in Hunan Province were investigated by using the autonomy support scale for parents,learning atmosphere questionnaire,self-regulated learning questionnaire and learning subjective well-being questionnaire.The effective rate of the questionnaire was 98.05%,in order to investigate the influence of autonomy support for parents and head teachers on learning subjective well-being of junior high school students and the role of self-regulated learning in the above relationship effect.The results show that:（1）There are significant differences in grade,family harmony and expectation of entering a higher school among parents’ self-support,head teacher’s self-support,self-regulated learning and learning subjective well-being;there are significant differences in parents’ self-support,learning subjective well-being and self-regulated learning,but there is no significant difference in head teacher’s self-support;there are significant differences in parents’ self-support,learning subjective well-being and self-regulated learning There was no significant gender difference in autonomy support,self-regulated learning and learning subjective well-being.（2）There is a significant positive correlation between the two factors: parents’ autonomy support,head teacher’s autonomy support,self-regulated learning and learning subjective well-being.（3）Autonomy support of parents and head teachers can directly and positively predict junior high school students’ learning subjective well-being,and can also indirectly predict their learning subjective well-being through self-regulated learning.Therefore,the main conclusions of this study are as follows: parents’ and head teacher’s self support can positively predict junior high school students’ learning subjective well-being,and self-regulated learning plays a mediating role between them.Therefore,we should pay close attention to the relevant factors that affect the subjective well-being of junior high school students,strive to improve their self-regulated learning ability,establish multiple strategies that focus on improving self-awareness,change educational concepts,take the construction of happiness education as an opportunity,and rely on improving family school communication,so as to reshape the concept of happiness learning,correct self-regulated learning,and develop positive psychology In order to promote the mental health development of junior high school students,we should explore the sustainable development path to enhance the subjective well-being of junior high school students by integrating the contents of society,school,family and individual.