The Relationship Between Autonomy And Subjective Well-being Of High School Student

Subjective well-being has always been the focus of psychological research,which plays a very important role in individual mental health.Since the outbreak of COVID-19 in 2019,people have been paying increasing attention to psychology,and the psychological changes of senior high school students in the post-epidemic era have attracted more attention from parents,schools and all sectors of society.Online learning and online social interaction come into this group’s life along with containment and isolation.Senior high school students not only have to face great learning pressure,but also have to keep a stable state of mind under repeated stress of the epidemic,which is a great test for them.Therefore,it is necessary to discuss the influencing factors and mechanism of senior high school students’ subjective well-being during this period.According to self-determination theory,the satisfaction of autonomy contributes to the improvement of individual subjective well-being,and the motivation orientation of autonomy is related to emotion regulation.Individuals with high autonomy tend to adopt positive emotion regulation when facing negative events.At the same time,narrative theory points out that the process of seeking meaning from one’s own significant events is usually accompanied by positive adjustment to avoid the destructive impact of negative events on individual well-being.Therefore,this study explores the relationship between autonomy and subjective well-being of senior high school students,and examines the role of emotion regulation difficulty and meaning making in the relationship between them.A total of 795 senior high school students from two middle schools were tested using the Questionnaire of Autonomy of Middle School Students,Life Satisfaction Scale,Positive and Negative Emotion Scale and Emotion Regulation Difficulty Scale.Meanwhile,the level of meaning making was measured by meaning making coding score in individual custom memory.SPSS was used for data processing.The main results are as follows:(1)Senior high School students’ subjective well-being has a significant differences in grades;Senior high School students’ meaning making has a significant differences in gender,and the ability of meaning making in male students is higher than that in female students.(2)Autonomy can positively predict senior high school students’ subjective well-being.(3)The emotion regulation difficulty plays a partially mediating role in the relationship between autonomy and subjective well-being of senior high school students.(4)The mediating path of autonomy affecting senior high school students’ subjective well-being through emotion regulation difficulty is moderated by meaning making.Specifically,meaning making plays a moderating role in the relationship between autonomy and emotion regulation difficulty,and between emotion regulation difficulty and senior high school students’ subjective well-being.(5)Autonomy,senior high school students’ subjective well-being,emotion regulation difficulty and meaning making form a moderated mediating effect.Meaning making moderates the path of the first and second half of the mediation process.This study focuses on the subjective well-being of senior high school students,and the research results further explain the relationship between autonomy and subjective well-being of senior high school students,providing a new perspective for the society to care for the psychological actions of senior high school students.This study examined the mediating role of emotional regulation difficulty in autonomy and subjective well-being of senior high school students,and the moderating role of meaning making in the first half and the second half of the path.The whole study is also of great significance for the understanding of the current situation of subjective well-being of senior high school students and intervention research.