Personality Traits Parenting Styles And School Climate For Learning And Well-being Of Senior High School Students

Adolescents represent the future of the country. They had been given a lot of expectationsfrom parents, teachers and the social, and burdened with the heavy pressure of the learning. Withthe continuous improvement of the standard of living, people’s educational philosophy had beensteadily progressing. The parents not only wanted their children academically, but also more andmore concerned about their psychological feeling in their learning, and their learning subjectivewell-being.How about the learning subjective well-being of high school students? What factors wouldaffect the subjective well-being? The related researches were still at an early stage. According tothe theories of subjective well-being, personality and environmental factors were importantfactors for the subjective well-being. The author hoped to carry out specific research and analysisfor these factors.Through a questionnaire survey, this study randomly selected more than400high schoolstudents from5different high schools in Beijing, and investigated the relationship between thelearning subjective well-being and personality characteristics, family rearing patterns and schoolatmosphere about the high school students.The results showed that the learning subjective well-being experienced by students wasoverall positive. In the seven dimensions of the learning subjective well-being, the scores of sixdimensions were higher than the average and only the dimension of the academic achievementhad lower score than the mean. What’s more, the learning subjective well-being of high schoolstudents didn’t show the difference in gender.The Study had shown that the school atmosphere, personality and family rearing patterns allhad significant correlations with the learning subjective well-being of high school students.Among them, the correlation between the teacher-student relationship in school atmosphere andthe learning subjective well-being was the strongest, and the stability (neuroticism) ofpersonality was the second.In addition, the study also found that the learning subjective well-being of students in starsigh schools was superior to the ordinary schools’, and their learning pressure in star sigh schoolswas less than the ordinary schools’.