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目的:探讨卫校生的核心自我评价、社会支持与主观幸福感的关系。方法:使用社会支持、核心自我评价以及主观幸福感量表对420名卫校生进行问卷调查。结果:(1)卫校生的主观幸福感和核心自我评价得分分别为(3.79±0.61)、(2.80±0.44)分,属于中等偏下水平。社会支持得分为(3.12±0.61)属于中等偏上水平;(2)三年级卫校生的主观幸福感高于一年级(F=3.793,P<0.05),生活满意度上男生高于女生(t=2.657,P<0.01)、城市高于农村(t=3.293,P<0.01);二年级感受到的社会支持高于一年级(F=3.687,P<0.05),二年级感受到的朋友支持高于一、三年级(F=6.133,P<0.01);男生的核心自我评价高于女生(t=3.405,P<0.01),独生子女的核心自我评价高于非独生子女(t=2.005,P<0.05);(3)结构方程模型表明,卫校生的核心自我评价在社会支持与主观幸福感之间存在部分中介效应,核心自我评价和社会支持对主观幸福感的联合解释变异量R2为52%。结论:社会支持既可以直接影响卫校生的主观幸福感,也可以通过积极的核心自我评价间接影响其主观幸福感。
Objective: To explore the core self-assessment of health school students, the relationship between social support and subjective well-being. Methods: 420 health students were surveyed using social support, core self-assessment and subjective well-being scales. Results: (1) The score of subjective well-being and core self-evaluation of health school students were (3.79 ± 0.61) and (2.80 ± 0.44) points respectively, belonging to the middle-lower level. The social support score was (3.12 ± 0.61) in the upper middle class. (2) The third-grade health school students had higher subjective well-being than the first grade (F = 3.793, P <0.05) = 2.657, P <0.01), the urban area was higher than that of the rural areas (t = 3.293, P <0.01); the social support felt in the second grade was higher than the first grade (F = 3.687, P <0.05) (T = 3.405, P <0.01). The core self-evaluation of the only-child children was higher than that of the non-only children (t = 2.005, P <0.05). (3) The structural equation model shows that the core self-assessment of health school students has partial mediation effect between social support and subjective well-being. The co-interpretation variation R2 of core self-evaluation and social support to subjective well- 52%. Conclusion: Social support can not only directly affect the students’ subjective well-being, but also affect their subjective well-being indirectly through active core self-evaluation.