The Influence Of Family Socioeconomic Status On Children And Adolescents’ Subjective Well-being

"Happiness" has always been one of the goals pursued by mankind.As an important indicator of happiness,subjective well-being is also an important component and research content of positive psychology.Positive psychology advocates the use of scientific methods and methods to study people’s well-being,advocates the study of people’s positive qualities and pays attention to people’s healthy and harmonious development.Faced with the pressure of learning,the requirements for development and quality improvement,children and adolescents will face many difficulties and challenges in the process of growing up.Happiness is essential to their growth and mental health.As the most important environment in the lives of children and adolescents,the family will have a huge impact on the happiness of children and adolescents.The role of parents in family education and the establishment of different parenting alliances will also have an impact on subjective well-being.However,in the middle and late stages of childhood and early adolescence,as well as in the positive psychological indicators,previous studies have been less involved and the conclusions are inconsistent.This research aims to explore the relationship between family socioeconomic status and children and adolescents’ subjective well-being,and introduces two variables,co-parenting and parent-child relationship.Explain the mechanism of co-parenting and parent-child relationship in the influence of family socioeconomic status on children and adolescents’ subjective well-being.Help children and adolescents obtain good psychological development and improve their own happiness level.This study uses questionnaire surveys and selects 1481 students from grades 3 to9 in many ordinary primary and secondary schools in Shanxi Province as the research objects.It uses the Family Socioeconomic Status Questionnaire,co-parenting Scale,Parent-Child Relationship Scale and Subjective Well-being The scale is used as a research tool,and came to the following conclusions:(1)The subjective well-being of children and adolescents is generally at an upper-middle level,and there is an overall downward trend from the third grade to the ninth grade.There are significant differences in different genders,school stages,whether they are an only child,the location of the family’s household registration,and the matching degree of home-school SES.Specifically,the overall level of subjective well-being of boys is significantly higher than that of girls;the overall level of subjective well-being of primary school students is significantly higher than that of junior high school students;the level of subjective well-being of only children is significantly higher than that of non-only children;the subjective well-being of children and adolescents in urban areas Children and adolescents in rural areas have significantly higher scores on their sense of feeling;Students whose family SES is higher than the school average SES have significantly higher scores in life satisfaction,overall affective index,and subjective well-being than those whose family SES is lower than the school average SES and the students whose home-school SES matches are consistent.(2)Parents of children and adolescents have higher scores for active co-parenting(unity,consistency),and lower scores for negative co-parenting(depreciation,conflict),and the overall co-parenting situation is relatively good.And there are significant differences in different genders,school stages,whether they are an only child,the location of the family’s household registration,and the degree of matching between home and school SES.The specific performance is as follows: co-parenting consistency scores for boys is significantly higher than that of girls;co-parenting unity and consistency scores for primary school children are significantly higher than junior high school students,co-parenting unity and consistency scores for elementary school children are significantly higher than junior high school students.Primary school mothers’ degrading co-parenting scores are significantly lower than those of junior high school students;fathers and mothers’ co-parenting unity and consistency scores for only-children are significantly higher than those of junior high school students;for the only child,the scores of the parents’ cooperative parenting,unity and consistency are significantly higher than those of the non-only child;urban fathers and mothers have significantly higher scores for the unity and consistency of co-parenting than parents whose household registration is in the countryside,in terms of father’s co-parenting conflict dimension,rural households with registered permanent residence score significantly lower than urban households;Mothers are significantly higher than their fathers in the unity,conflict and depreciation of co-parenting;in terms of parents’ active collaborative parenting(unity,consistency),the family SES is higher than the average SES of schools Student scores were significantly higher than those with consistent home-school SES matching and home-school SES lower than the school’s average SES.(3)The total score of parent-child relationship is in the upper middle level,indicating that the level of parent-child relationship is good.And there are significant differences in different school stages,whether they are an only child,the location of the family’s household registration,and the degree of matching between home and school SES.Specifically,the scores of parent-child relationship of elementary school students are significantly higher than those of junior high school students;the scores of parent-child relationship of only-children are significantly higher than those of non-only children;the scores of parent-child relationship of children and adolescents in urban areas are significantly higher than those of children and adolescents in rural areas;Students whose family SES is higher than the school average SES have significantly higher parent-child relationship scores than those whose home-school SES matches and the family SES is lower than the school average SES.(4)The socioeconomic status of the family is significantly positively correlated with the dimensions of parental coordination,coherence,parent-child relationship,and subjective happiness.There is a significant negative correlation between the conflict dimension and depreciation dimension of mothers’ cooperative parenting and parent-child relationship.The father’s cooperative parenting conflict dimension has a significant negative correlation with parent-child relationship and subjective well-being.(5)The parent-child relationship plays a part of the mediating role between the family’s socioeconomic status and the subjective well-being of children and adolescents;the coordinated parenting and parent-child relationship between the family plays a chained mediating role between the family’s socioeconomic status and the subjective well-being of children.