Most of the researches of youth's subjective well-being were conducted in the theoretical model of adult's subjective well-being. For individuals of different ages,well-being may have different constructs. According to the future-oriented characteristic,we integrated"future"as a time dimension to the subjective well-being model of adolescent. Based on the Broaden-and-Build Theory of Positive Emotions,this study used the questionnaire survey to investigate the effect of the well-being on the youth's school engage-ment and academic achievements. A sample of 283 adolescents from grade 8 participated in this study,they completed the questionnaires separately at three time point. This 5 months longitudinal study found that:(1)when we investigated the effect of different well-being elements on youth's school engagement at the same time,the result showed that only the future-oriented well-being could significant-ly predict adolescents'academic achievement.(2)School engagement played a completely mediating role in the relation between future-oriented well-being and academic achievement. It indicated that future-oriented well-being could benefit the further school en-gagement and academic achievement of adolescents.%当前青少年幸福感的研究普遍采用与成人相同的理论模型,忽略了幸福感的发展性特征.本研究将"未来"作为时间维度纳入青少年幸福感模型,以积极情绪的扩展建构理论为基础,考察指向当下和指向未来的幸福感对青少年学业发展的影响.研究选取283名初中生进行问卷调查,在T1、T2和T3时间点分别测量被试的幸福感、学校投入和学业成就.通过5个月的追踪发现:(1)当同时考虑指向当下和未来的幸福感对学校投入的影响时,只有指向未来的幸福感能够显著预测其学校投入;(2)指向未来的幸福感通过学校投入影响学业成就,学校投入在指向未来的幸福感和学业成就间发挥完全中介作用.
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