주관적 사회계층이 중국 예비교사의 행복감에 미치는 영향

Abstract

Objectives This study aims to identity the relationship between subjective class status, self-identity and happiness perceived by Chinese pre-service teachers. And furthermore to confirm the mediating effect of self-identity in the relationship between subjective class status and happiness.
 Methods An online survey was conducted to Chinese pre-service teachers attending H University and W University located in Zhejiang Province, China. A total of 398 questionnaires were used for frequency, descriptive statistical analysis and Pearson's correlation coefficient data analysis. Then a hierarchical regression analysis and path analysis for mediating verification were conducted.
 Results First, according to analyse the correlation between Chinese pre-service teachers' subjective class status, happiness, and self-identity, it was found that subjective class status perception and self-identity had a positive correlation with pre-service teachers' happiness. Second, it was found that subjective class status, self-identity and its sub-factors had a significant effect on pre-service teachers' happiness. Finally, in the effect of subjective class status on happiness, self-identity showed a partial mediating effect.
 Conclusions The higher the subjective perception of social class is, the higher the self-identity status is developed, so the pre-service teachers' happiness is higher. Therefore, in order to enhance the happiness of pre-service teachers with low social status awareness, help them achieve self-identity through planning and implementation of related programs in and out school.