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中国青少年幸福感与学业成就的关系——基于PISA2018数据的潜在剖面分析
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Abstract:
学业成就和主观心理幸福感都是积极心理的重要指标，也是青少年心理研究中的重要主题。当前，主观幸福感和学业成就两者关系密切已经得到大部分研究的肯定，但两者的确切关系和内在机制仍有待进一步探讨。本研究使用PISA2018数据，对中国大陆四省市学生进行剖面分析，探索中学生主观幸福感的潜在类别，并探究我国中学生的主观幸福感类别与学业成就之间的关系。其结果显示：根据我国中学生在幸福感各维度上的表现可以分为低感受认知、中感受认知、高感受认知三种幸福感类型。三种幸福感类型的学业成绩在量与质的方面均存在显著差异，且幸福感表现在各科表现上并不一致。总体来说，低感受认知组的学业整体表现最好，中感受认知组最差。
Academic achievement and subjective psychological well-being are important indicators of posi-tive psychology and important topics in adolescent psychological research. At present, the close relationship between subjective well-being and academic achievement has been affirmed by most studies, but the exact relationship and internal mechanism of the two need to be further explored. This study used PISA2018 data to conduct cross-sectional analysis of students in four provinces and cities in Chinese mainland, explore the potential categories of subjective well-being of middle school students, and explore the relationship between subjective well-being categories and academic achievement of middle school students in China. The results show that according to the performance of Chinese middle school students in various dimensions of well-being, it can be divided into three types of happiness: low sensory cognition, medium sensory cognition, and high sensory cognition. There were significant differences in academic achievement between the three types of well-being, and the performance of well-being was not consistent across subjects. Overall, the low-sensory cognitive group performed best overall, and the medium-sensory cognitive group was the worst.
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