The Correlative Research On Self Concept Time Management Disposition And Life Satisfaction Of University Students

530 university students from five universities in Fujian were measured on their self concept,time management disposition and life satisfaction by questionnaire. The results indicated thatfirst, moral-ethical self, family self, subjective life satisfaction and ordinary life satisfaction offemale students were significant higher than male students. Self criticism is difference on gender.On time management, female students were inclined to the planning and male students pay moreattention to the efficiency. Second, moral-ethical self, social self, self satisfaction and economicsatisfaction of students from cities were much better than students from villages and towns. Bycontrary, students from villages and towns were better on the health satisfaction. Third, the soreof excellent university students were significant higher than ordinary university students on thetotal positive, time management disposition and ordinary life satisfaction. Fourth, the conditionof science students was poorest on the self criticism and time monitor, and there was significantdifference on goal establishing, time distributing and feedback. At last, we found out there wassignificant positive correlation among self concept, time management disposition and lifesatisfaction. Through regression analysis, the conclusion showed that the three components oftime management disposition were predictors of self concept and ordinary life satisfaction; thesocial self had partially intermediation between the time monitor and the time efficacy and theordinary life satisfaction.According to the conclusion, the author gave some advices that university should enhance tocultivate time management disposition of university students and the activities for improving selfconcept should be in full swing, with bringing out the effect of the excellent students. In short,this paper was organized for enriching the research on life satisfaction and offering somefoundations to the positive model of mental health education in university.