在高中教育过渡期间的情感福祉轨迹:一项测量突发研究
Anne Grünert1, Stacey B Scott2, Joshua M Smyth3
1Institute of Psychology, RWTH Aachen Universityhttps://ror.org/04xfq0f34, Germany.
Development and psychopathology
|February 27, 2026
概括
高中毕业后,幸福感最初上升,但随后下降,对学校后路径的动机无法预测这些变化. 了解这种转变需要多次评估.
科学领域:
- 心理学 心理学 心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 从中学教育过渡到学后生活,对青少年的福祉带来了重大挑战.
- 了解这个时期的幸福轨迹对于开发支持性干预至关重要.
研究的目的:
- 调查在高中教育过渡期间情感福祉的变化.
- 检查学校后途径 (如大学,职业培训) 的动机作为幸福轨迹的预测因素的作用.
主要方法:
- 与874名德语语的高中毕业生 (16-20岁) 进行了纵向研究.
- 利用多达四个全球调查和三周的经验抽样阶段来评估日常幸福感.
- 采用潜变化模型来分析随时间推移的福祉动态.
主要成果:
- 毕业后观察到幸福感的初始增长,随后是混合轨迹,积极和消极影响的平均下降.
- 与每日报告相比,在全球评估中,幸福感变化更为显著.
- 对于学校后途径的动机和福祉轨迹之间没有发现任何显著的关联.
结论:
- 中学教育后的福利过渡是复杂的,表现出最初的增加,然后下降.
- 对于学后路径的动机似乎并不能预测这些福祉变化中的个人差异.
- 该研究强调了使用多个时间点和评估方法的重要性,以全面了解这一关键发育时期的福祉动态.
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