University of South Carolina, Department of Psychology, University of South Carolina, Columbia, SC 29208, USA.
Am J Orthopsychiatry. 2012 Jan;82(1):50-60. doi: 10.1111/j.1939-0025.2011.01130.x.
The tripartite model of subjective well-being (SWB) incorporates 3 components: frequent positive emotions, infrequent negative emotions, and an overall positive evaluation of life circumstances (Diener, Suh, Lucas, & Smith, 1999). In light of the large amount of time that youth spend in school, this study investigated a tripartite model of school-related SWB among adolescents, based on 3 measures of SWB appropriate for adolescents. The measures included a measure of school satisfaction (SS) and measures of positive and negative emotions experienced specifically during school hours. Confirmatory factor analysis was conducted to analyze the factorial validity of 3- and 4-factor models of school-related SWB in a sample of 921 adolescents. Results indicated that a 4-factor model comprised of positive emotions, negative emotions, fear-related negative emotions, and SS best described the structure of school-related SWB in the current sample. Results also revealed a comparable factor structure for male and female students. The study points to the possible benefits of a contextualized approach to SWB that takes into account the specific environments in which adolescents live.
主观幸福感（SWB）的三分模型包括 3 个组成部分：频繁的积极情绪、不频繁的消极情绪和对生活环境的总体积极评价（Diener、Suh、Lucas 和 Smith，1999）。鉴于青少年在学校度过了大量的时间，本研究基于适用于青少年的 3 种幸福感衡量标准，调查了青少年与学校相关的幸福感三分模型。这些衡量标准包括对学校的满意度（SS）和在学校特定时间经历的积极和消极情绪的衡量标准。在 921 名青少年的样本中，进行了验证性因素分析，以分析与学校相关的 SWB 的 3 因子和 4 因子模型的因子有效性。结果表明，由积极情绪、消极情绪、与恐惧相关的消极情绪和 SS 组成的 4 因子模型最能描述当前样本中与学校相关的 SWB 的结构。结果还显示了男女学生相似的因素结构。该研究指出，采用考虑到青少年生活的特定环境的情境化方法来评估幸福感可能具有益处。
