Parental divorce, sibship size, family resources, and children’s academic performance

Using data from 19,839 adolescents from the National Education Longitudinal Study, this study investigates whether the effects of parental divorce on adolescents’ academic test performance vary by sibship size. Analyses show that the negative effect of divorce on adolescent performance attenuates as sibship size increases. On the other side of the interaction, the inverse relationship between sibship size and test performance is weaker in disrupted than in two-biological-parent families. Trends of such interactions are evident when sibship size is examined either as a continuous or a categorical measure. Finally, the observed interactions on adolescents’ academic performance are completely explained by variations in parental financial, human, cultural, and social resources. In sum, this study underlines the importance of treating the effect of parental divorce as a variable and calls for more research to identify child and family features that may change the magnitude of such an effect.     

Bad news indeed for Ryff’s six-factor model of well-being

Springer and Hauser (An Assessment of the Construct Validity of Ryff’s Scales of Psychological Well-Being: Method, Mode, and Measurement Effects. 2006. Social Science Research 35) tested one key aspect of the validity of Ryff’s six-factor model of psychological well-being (RPWB), namely, whether there is substantial independent variation among the six factors. In several large and heterogeneous samples, under a variety of model specifications, and using various sets of RPWB items, we found very high factor correlations among the dimensions of well-being, especially personal growth, purpose in life, self-acceptance, and environmental mastery. That is, the six-factor model makes theoretical claims that do not yield large or consistent empirical distinctions when standard measures and instrumentation are used. Where Ryff and Singer’s comment (Best News Yet on the Six-Factor Model of Well-Being. 2006. Social Science Research 35) refers directly to that analysis, their methodological discussion is most often irrelevant or incorrect. Their text largely ignores and fails to challenge our strong empirical findings about the factorial structure of well-being. In this response, we reinforce these findings and their implications for the (in)validity of the six-factor well-being model as implemented by Ryff. We also explain why Ryff and Singer’s lengthy review of studies that show differential relationships of RPWB factors with other variables should be interpreted with far greater caution than Ryff and Singer recognize. We offer recommendations for analyzing RPWB items in surveys that have already been conducted, but we also emphasize the need for a thorough rethinking of the measurement and dimensionality of psychological well-being.     

初中生学习主观幸福感的结构研究

为了考密初中生学习主观幸福感的特点并比较不同学习成绩评价初中生学习主观幸福感的差异,同时为丰富学校教育评价体系提供实证性支持,本研究在文献梳理﹑理论构建和问卷调查的基础上,以529名初中生为被试,探讨了初中生学习主观幸福感的结构。探索性因子分析结果表明,初中生学习主观幸福感由现有成绩感受﹑学习体验﹑环境激励﹑希望学习成绩等四个因素构成。可见,本研究所编制的《初中生学习主观幸福感量表》在总问卷及各因子上的信﹑效度均良好,可以作为初中生学习主观幸福感的评估工具。     

民生视角下的中国特色社会主义理论体系

中国特色社会主义理论体系中处处体现着民生关怀的深刻思想。社会主义本质论把实现人民的共同富裕作为社会主义的目标,＂三个代表＂重要思想以维护人民的根本利益为出发点和归宿,科学发展观坚持＂以人为本＂,而改善民生则是构建社会主义和谐社会的重要目标。     

高校青年女教师主观幸福感及其影响因素研究

目的：探讨高校青年女教师主观幸福感现状及其与社会支持、人格特征之间的关系。方法：采用总体幸福感量表、社会支持评定量表和“大五”人格问卷对合肥学院等三所高校171名35岁（包含35岁）以下青年女教师进行测查。结果：高校青年女教师的社会支持以及人格因素中的适应性和社交性对其主观幸福感有一定的预测作用。结论：不断完善自身人格、建立良好的社会支持系统,有助于提高高校青年女教师的主观幸福感。     

个人奋斗：研究幸福感的一种新取向

个人奋斗是西方心理学中一种新的幸福感研究取向。通过介绍个人奋斗的概念及测量方法,分析了个人奋斗与主观幸福感关系的相关理论以及国外的相关研究,指出个人奋斗代表了人格心理学的动机取向,有助于深入理解主观幸福感。     

河南省中学教师主观幸福感与社会支持的相关研究

目的探讨中学教师主观幸福感与社会支持的关系.方法使用综合幸福感问卷和社会支持评定量表对河南省659名中学教师进行调查.结果河南省中学教师正性情感较多,负性情感较少,生活满意度和主观幸福感的整体平均水平较高;主观幸福感各指数与社会支持各维度均有显著的相关关系;高、低社会支持组被试在主观幸福感各指数上均存在着极其显著的差异;主观支持对幸福感各个维度均有显著的预测作用,支持利用度对主观幸福感具有较好的预测作用,客观支持对主观幸福感具有一定的预测作用.结论中学教师的主观幸福感与社会支持存在显著的相关关系,不同属性的社会支持对主观幸福感各指数的预测作用不同.