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目的:探讨中学聋生的主观幸福感与自我效能感状况及两者的关系。方法:采用主观幸福感量表和一般自我效能感量表对180名中学聋生进行调查。结果:初三聋生的生活满意度和自我效能感最低;父母受教育程度高、与母亲共同生活的以及家庭经济条件好的聋生的生活满意度、正性情感和自我效能感显著高于其他聋生;高自我效能感组聋生的正性情感及生活满意度极显著高于低自我效能感组的;被试的自我效能感对其主观幸福感的影响达到显著水平。结论:自我效能感对被试主观幸福感的影响作用不容忽视,特教工作者要特别关注初三阶段、与母亲分开居住、经济条件较困难的聋生,提高他们的自我效能感,从而提升其主观幸福感水平。
Objective: To explore the relationship between subjective well-being and self-efficacy of deaf students in middle school and their relationship. Methods: Subjective well-being scale and general self-efficacy scale were used to investigate 180 middle school deaf students. Results: The life satisfaction and self-efficacy of the deaf students in the first three years were the lowest. The life satisfaction, positive emotions and self-efficacy of deaf students with high education level, living with their mothers and those with good family economics were significantly higher than those with deaf students In other deaf students, the positive emotion and life satisfaction of deaf students with high self-efficacy group were significantly higher than those with low self-efficacy group. The subjects’ self-efficacy had a significant impact on their subjective well-being. Conclusion: The effect of self-efficacy on subjects’ subjective well-being can not be ignored. Special education workers should pay special attention to deaf students who live separately from their mothers and whose financial conditions are more difficult, so as to enhance their self-efficacy and enhance their sense of self-efficacy The level of subjective well-being.