摘要
该研究通过开设班级辅导和"列举恩惠"活动,采用不同的干预方式对初一年级学生进行感戴干预研究,考察不同感戴干预方式对主观幸福感的影响。结果显示,实验班1学生在感戴、生活满意度、积极情感方面的提高水平高于实验班2和控制班;实验班2学生在感戴、生活满意度、积极情感方面的提高水平高于控制班。因此,得出结论:班级辅导和"列举恩惠"活动相结合的干预方式与仅采用"列举恩惠"活动的干预方式都可以提高学生感戴和主观幸福感,但是前者比后者的效果好。
This study offer the group tutorship and counting blessing.Then,we intervened the different skill and investigated how the different skill of gratitude influence subjective well-being. The results showed that： the first experiment class is higher than the second experiment class and the control class in gratitude, the satisfaction of life and positive emotion. The second experiment class is higher than the control class in gratitude, the satisfaction of life and positive emotion. Hence,the conclusion：the combination of the group tutorship and counting blessing and counting blessing activity can increase gratitude and subjective well-being ,but the effect of former is better than later.
出处
《心理研究》
2008年第3期34-37,共4页
Psychological Research
关键词
初中生
感戴
主观幸福感
the junior middle school students
gratitude
subjective well-being
