The Influence Of Peer Attachment On Subjective Well-being Of Senior High School Students

In recent years schools have been gradually paying more attention to students’ psychological problems,compared to the lack of attention to their positive psychological qualities.Subjective well-being,as an individual’s overall assessment of the quality of life,is important for the development of students’ personality and sociality.Peer support is the most important social support system for adolescents.The objective of this research is to investigate how peer attachment affects subjective well-being and the role of emotional regulation self-efficacy in this relationship.Moreover,an intervention study will be conducted on this foundation.The present research comprised of two parts.The first part involved selecting443 first-grade high school students from Chongqing and assessing their levels of peer attachment,emotional regulation self-efficacy,satisfaction with life,and affective balance using the Peer Attachment Subscale of the Parental Peer Attachment Inventory(IPPA),the Emotion Regulation Self-Efficacy Scale(SRESE),the Satisfaction with Life Scale(SWLS),and the Affective Balance Scale(PANAS),along with epidata and SPSS24.0 for data analysis.The primary objective of this part was to examine the relationship between peer attachment,emotion regulation self-efficacy,and subjective well-being among high school students.the second part of the survey was conducted through a series of emotion regulation self-efficacy mental health programs to enhance it,and to observe its effect on the level of subjective well-being.The first part of the program was designed based on two first-order factors of emotion regulation self-efficacy,and their emotion regulation self-efficacy and subjective well-being levels were measured before and after the intervention,and the data collected before and after the intervention were processed and analyzed using paired-samples t-tests.The specific results were as follows.(1)The high school students had moderate levels of peer attachment,moderate to high levels of emotion regulation self-efficacy,and moderate to high levels of subjective well-being.(2)Peer attachment,emotion regulation self-efficacy and subjective well-being were significantly correlated with each other positively.(3)Peer attachment significantly and positively predicted emotion regulation self-efficacy;peer attachment significantly and positively predicted subjective well-being;emotion regulation self-efficacy significantly and positively predicted subjective well-being.(4)Emotion regulation self-efficacy and its sub-dimensions partially mediated the relationship between peer attachment and subjective well-being in high school students.(5)A series of emotional regulation self-efficacy mental health courses can significantly improve the level of high school students’ emotional regulation self-efficacy,but can not improve their subjective well-being.