【摘要】 目的考察社会支持在生活事件和主观幸福感关系间的中介作用及缓冲作用,为高校教师的心理健康教育工作提供依据。方法运用主观幸福感问卷、生活事件量表和社会支持评定量表对800名高校教师进行问卷调查。结果生活事件对高校教师主观幸福感存在一定的影响,可以解释主观幸福感及各指标8.7%~17.7%的变异,生活事件各因子和社会支持各因子的交互项解释了主效应以外的一小部分独特变异,社会支持与生活事件各因子对生活满意度的解释分别由10.9%、14.0%、19.0%、9.2%、12.0%、13.3%、11.4%、10.3%、12.2%增加到14.0%、15.0%、21.8%、10.8%、13.1%、14.7%、14.1%、13.2%、13.9%;对正性情感的解释分别由14.1%、14.0%、15.1%、9.0%、7.9%增加到15.2%、15.0%、16.6%、9.8%、8.9%;对负性情感的解释分别由15.9%、16.4%、13.8%、13.1%增加到17.3%、17.6%、14.8%、14.6%,增量都具有统计学意义。结论生活事件对主观幸福感及各指标都有不同程度的贡献;社会支持在生活事件和主观幸福感关系中存在中介作用;社会支持对生活事件和主观幸福感的关系具有缓冲作用。更多还原

【Abstract】 Objective To study the intermediation and buffering function of social support between life events and subjective well-being providing proofs for psychology health work of college teachers.Method 800 college teachers were tested with the Subject Well-being Survey Questionnaire,life event scale and social support scale.Results All the interaction of various factors of life events and social support explained a small part of variation other than the main effect,social support and factors of life events on the interpretation of life satisfaction by 10.9%,14.0%,19.0%, 9.2%,12.0%,13.3%,11.4%,10.3%,12.2% to 14.0%,15.0%,21.8%,10.8%,13.1%, 14.7%,14.1%,13.2%,13.9%;on the positive emotion explained by 14.1%,14.0%,15.1%,9.0%,7.9% to 15.2%,15.0%,16.6%,9.8%,8.9%;negative emotion on the interpretation by 15.9%,16.4%,13.8%,13.1% to 17.3%,17.6%,14.8%,14.6%,the increments are significant.Conclusion:Life events makes in various degree contribution to the factors of subjective well-being;The social support was a mediating factor between life events and subjective well-being;The social support has buffering function on the relation of life events and subjective well-being.更多还原