Subjective well-being of Sichuan adolescents from Han, Qiang and Yi nationalities

doi:10.4236/health.2010.210178

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Vol.2, No.10, 1208-1214 (2010) Health

doi:10.4236/health.2010.210178

Subjective well-being of Sichuan adolescents from Han,

Qiang and Yi nationalities*

Dingchu Wu1*, Tianmei Zhou2

1Institute of the Educational Science, Sichuan Normal University, Chengdu, China; *Corresponding Author: wudingchu@sina.com

2Institute of Educational Science, Neijiang Normal University, Neijiang, China

Received 20 June 2010; revised 5 July 2010; accepted 19 July 2010.

ABSTRACT

Using subjective well-being scale for adolesce-

nts, this article studies the subjective well-being

of 900 adolescents from Han, Qiang and Yi nati-

onalities in mainland of China. Results: In gene-

ral, the SWB of the adolescents from the three

nationalities is at the level of more than medium.

Their SWB is significant difference in the aspe-

cts of nationality, grade and academic records.

In view of interaction, their SWB is also of differ-

rent dimensions because the interrelated effects

are significant between genders and grades, be-

tween genders and academic records, between

grades and academic records, and even betwe-

en grades and their parental educational levels

and parental occupations.

Keywords: Adolescent; Subjective Well-Being;

Nationality; Scale

1. INTRODUCTION

Subjective Well-being (SWB) is an important and com-

prehensive psychological index that is used to measure

the quality of life for people [1]. It includes two funda-

mental components: cognitive component and emotional

component. Cognitive component mainly refers to life

satisfaction of individuality, including general life satis-

faction and specific aspect of life satisfaction. Whereas,

emotional component usually refers to emotional exper-

ience that one feels in real life, including positive emo-

tions and negative emotions [2]. Since 1976, Wanner

Wilson publishing Correlates of Avowed Happiness, the

research on SWB in western countries has developed

from description stage to construction stage of theory,

and now, it is approaching to the deepening stage of the-

ory [3]. However, compared with the research on adult

SWB, the research on adolescent SWB is relatively

much fewer. Moreover, at present, related work that has

been done still mainly focuses on the field of life satis-

faction [4]. In China, the research on SWB started in the

mid 1980’s. Now, the research is in the starting and ex-

ploring stage and further empirical study is needed. Note

that adolescent SWB is relatively fewer and it mainly

develops in two ways: 1) Exploring the well-being scale

for adolescents. According to the published documents

and applied examples, Life Satisfaction Scale for ado-

lescent, which is mainly formed by Zhang Xing-gui [5]

on the base of Huebner’s Multidimensional Life Satisfa-

ction Scale for Children (MSLSS), is widely used. On

the basis of Life Satisfaction Scale for Young Students,

life satisfaction for adolescent includes self satisfaction

and environment satisfaction. Self satisfaction consists

of four factors, namely friendship satisfaction, family sa-

tisfaction, school work satisfaction, and freedom satisfa-

ction; whereas environment satisfaction consists of two

factors, namely school satisfaction and social & natural

environment satisfaction. 2) Research on the present

situation of SWB for adolescents and influencing factors.

It mainly includes social relations, personality traits, and

concepts about self. And there is almost no research on

different nations’ or cross-cultural SWB.

Many intercultural researches have proved that culture

has great effect on SWB [6]. China is a multi-ethnic co-

untry and almost each nation has its distinctive religious

beliefs, traditional customs, and languages. Therefore, it

is inevitable to form a lot of different cultural backg-

rounds in China. But what is the difference of adolescent

SWB in different nations? So, discussing the conditions

of adolescent SWB in different nations of China can not

only enrich and deepen the research of SWB, but also

help adolescent to master the strategies to improve SWB

and to experience more well-being in specific conditions.

In this paper, we compare adolescent SWB of Han nati-

onality, Qiang nationality, and Yi nationality in western

*Foundation Item: Sichuan Provincial Education Department of hu-

manities and social sciences key research base a funded project in

Sichuan “Applied Psychology Research Center, Chengdu Medical

College” base (No: CSXL-092003).

D. C. Wu et al. / Health 2 (2010) 1208-1214

120

1209

China and discuss how national elements effected the

development and characteristic of adolescent SWB.

2. METHOD

2.1. Participants

We randomly chose eighteen classes in six grades from

junior middle schools to senior middle schools, which in-

cluded Liangshan where the Yi live together, Beichuan,

Mianyang where the Qiang live together, and Ziyang &

Neijiang where the Hans live together. We totally issued

900 questionnaires and regained 895 questionnaires. Re-

moving invalid questionnaires, we got 867 valid ques-

tionnaires, including 442 questionnaires of Han students,

231 questionnaires of Qiang students, 193 questionnaires

of Yi students; 352 questionnaires of male students, 515

questionnaires of female students; 300 questionnaires of

urban students, 565 questionnaires of rural students. The

numbers of questionnaires of six grades from Grade 7 to

Grade 12 are 122, 148, 134, 139, 232, and 91. Ages of

students are from 11 to 19 (15.6 ± 1.6).

2.2. Research Materials

Subjective Well-being Scale adopts Zhang Xinggui’s

CMSLSS (China Adolescent Multidimensional Life Sat-

isfaction Scale) [5] which consult Huebner (1994)’ MSL-

SS(Multidimensional Life Satisfaction scale) and Brad-

burn’s Affect Scales [7], CMSLSS which includes six di-

mensions and thirty seven items, such as school, school

work, friendship, family, environment, freedom satisfac-

tion and so on, is chosen to measure adolescent SWB.

The homogeneity reliability of CMSLSS varies from

0.87 to 0.93 and the stability reliabilities of total scale

and subscales vary from 0.80 to 0.85 during one month.

According to published documents and exploratory fac-

tor analysis, cumulative variance contribution rate of six

factors is 49.54% and confirmatory factor analysis also

proves the construct validity. CMSLSS adopts seven-po-

int system and for each test item, the lowest score is

1and the highest score is 7. More score means higher

level of life satisfaction. And in our test, for Cronbach’s

alpha of the CMSLSS, total score is 0.85. In Affect

Scales, there are ten items for true or false, including

five items to describe positive emotions and five items to

describe negative emotions. Answering “Yes” stands for

1 score and “No” stands for 0 score.

Demographic Variable Questionnaire

This questionnaire is mainly used to collect personal

information, including nationality, sex, grade, academic

record (outstanding, satisfactory, average, and poor), ed-

ucational background of parents (college and above, sen-

ior middle school, junior middle school and below), pro-

fession of parents (labor, peasant, and intellect).

2.3. Procedure

Using stratified cluster sampling method and anonymous

test by class, we regained questionnaires at once after

test. Before test, the examiners directed students how to

rightly fill the forms under the instructions. After stud-

ents had understood rules fully, the test began. The head

teacher of each class acted as examiner and was trained

in advance.

2.4. Data Analysis

In our study, data was processed and analyzed by SPSS

for Windows 13.0.

3. RESULTS

3.1. Descriptive Statistics

The average score of the total of CMSISS for adoles-

cents of Han, Qiang, and Yi nationalities is 4.55 ± 0.85.

From high to low, the scores of the six dimensions are:

family satisfaction (5.23 ± 0.86), friendship satisfaction

(4.96 ± 0.86), freedom satisfaction (4.64 ± 0.86), envi-

ronment satisfaction (4.45 ± 0.86), school satisfaction

(4.26 ± 0.86), and academic satisfaction (3.26 ± 0.87).

The score of negative emotions (3.12 ± 0.84) is higher

than that of positive emotions (2.82 ± 0.84). Hence, the

score on family satisfaction for adolescents of Han, Qi-

ang, and Yi nationalities is the highest, exceeding aver-

age level(4); whereas the score of school work satisfac-

tion is the lowest, below average level(4), with major

negative emotions.

3.2. Comparison of SWB for Adolescents of

Han, Qiang, and Yi Nationalities

Through analysis of variance for adolescents SWB of di-

fferent nationalities, the result is shown in Table 1. Bes-

ides friendship satisfaction, environment satisfaction and

positive emotions, the scores on other dimensions among

Han, Qiang, and Yi nationalities are obviously different.

Based on Table 1, multiple comparisons were proceed-

ing via least significant difference (LSD). The scores on

the total of CMSISS and the dimensions of family satis-

faction and school satisfaction for adolescents of Yi na-

tionality are obviously higher than that for adolescents of

Han and Qiang nationalities (P < 0.01). For the dimen-

sion of school work satisfaction, the scores for adoles-

cents of Qiang and Yi nationalities are higher than that

for adolescents of Han nationality (P < 0.01). For the

factor of freedom satisfaction, the score for adolescents

of Qiang nationality is lower than that for adolescents of

Yi nationality (P < 0.05). For negative emotions, the

scores for adolescents of Yi nationality are more than

D. C. Wu et al. / Health 2 (2010) 1208-1214

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those for adolescents of Qiang and Han nationalities.

3.3. Relationship between Demographic

Variables and SWB for Adolescents

of Han, Qiang, and Yi Nationalities

3.3.1. Study Results of SWB for Adolescents of

Han, Qiang, and Yi Nationalities Related to

Sex, Grade, and Academic Record Variables

Using the factors in CMSLSS and Affect Scales as de-

pendent variables, with MANOVA of such variables sex,

grade and academic record (Table 2), the results of Ta-

ble 2 show that: For main effects, there are obvious dif-

ferences in friendship satisfaction, school satisfaction,

school work satisfaction, and freedom satisfaction betw-

een different grade; for academic record (excellent, good,

fair and poor), there are also obvious differences in frie-

ndship satisfaction, family satisfaction, school satisfac-

tion, school work satisfaction, freedom satisfaction, and

negative emotions; for the factors of SWB, the differ-

ence in sex main effect is obscure. Considering interac-

tions, for school work satisfaction and environment satis-

faction, there are obvious interactions with sex and grade;

for sex and academic record, there are also obvious in-

teractions with friendship satisfaction, family satisfact-

ion, school satisfaction, school work satisfaction and fre-

edom satisfaction; for grade and academic record, there

are obvious interactions with friendship satisfaction and

school work satisfaction; for sex, grade and academic re-

cord, there are no interactions with the dimensions of

SWB.

Table 1. The comparison of SWB scores for adolescents of Han, Qiang, and Yi nationalities.

post-hoc comparisons (P < 0.01)

scale Han

(N = 442) ①

Qiang

(N = 231) ②

(N = 193) ③ F

①② ①③ ②③

the total of CMSISS 4.50 ± 0.69 4.49 ± 0.61 4.77 ± 1.73 5.30**

① < ③ ② < ③

family satisfaction 5.15 ± 1.26 5.17 ± 1.19 5.56 ± 1.10 8.23***

① < ③ ② < ③

friendship satisfaction 5.01 ± 0.82 4.89 ± 0.81 4.95 ± 0.73 1.91

school satisfaction 4.20 ± 0.73 4.23 ± 0.74 4.43 ± 0.74 6.84**

① < ③ ② < ③

school work satisfaction 3.48 ± 1.16 3.73 ± 1.10 3.80 ± 1.06 6.95** ① < ② ① < ③

freedom satisfaction 4.70 ± 1.19 4.47 ± 1.08 4.69 ± 1.03 3.49*

② < ③

environment satisfaction 4.46 ± 0.88 4.40 ± 0.81 4.47 ± 0.88 0.49

positive emotions 2.86 ± 0.97 2.81 ± 0.99 2.74 ± 1.02 0.87

Negative emotion 3.02 ± 1.43 3.04 ± 1.44 3.49 ± 1.33 7.92***

① < ③ ② < ③

Note: *P < 0.05; **P < 0.01; ***P < 0.001.

Table 2. ANOVA of sex, grade and academic record in SWB (F).

Variation Source a b c a × b a × c b × c a × b × c

the total of CMSISS 0.04 1.51 3.28* 1.12 2.01 0.86 0.93

friendship satisfaction 2.92 2.38* 13.58*** 1.17 3.36* 2.10** 1.38

family satisfaction 0.57 0.50 7.11*** 2.19 3.36* 0.93 0.65

school satisfaction 0.38 3.28** 2.93* 1.59 3.53* 1.00 1.23

school work satisfaction 0.01 11.03*** 13.65*** 2.41* 3.54* 2.32** 1.44

freedom satisfaction 0.12 3.45* 3.26* 1.82 3.09* 1.60 1.23

Environment satisfaction 0.94 1.14 1.98 2.53* 0.62 1.16 1.18

positive emotion 1.88 2.22 1.01 0.84 0.80 1.49 1.00

Negative emotion 0.00 1.36 3.70* 0.98 0.35 1.62 0.88

Note: a: gender, b: grade, c: academic record.; *P < 0.05; **P < 0.01; ***P < 0.001.

D. C. Wu et al. / Health 2 (2010) 1208-1214

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According to Figure 1, with the increase of grade, the

trend of the scores on the total of CMSISS and the di-

mensions of school satisfaction, school work satisfaction,

and negative emotions declines. The scores on friendship

satisfaction and freedom satisfaction vary like wave

crest and general trend is upward, from Grade7 to Grade

10, in which score of Grade 11 and Grade 12 is slightly

lower than that of Grade 10, and the scores of senior mi-

ddle school are higher than those of junior middle school.

With the increase of grade, trend of the scores on posi-

tive emotions is upward, too; trends of the scores on fa-

mily satisfaction and environment satisfaction are nearly

linear and parallel. According to Figure 2, for academic

record, except environment satisfaction, better of aca-

demic record leads to higher of the scores on other di-

mensions of SWB. In multiple comparison, through LSD,

we find that except environment satisfaction, life satis-

faction of adolescents with excellent or good academic

record is obviously higher than that of adolescents with

average or poor academic record (P < 0.05), and Nega-

tive emotions of adolescents with excellent or good aca-

demic record are much higher than those with average or

poor academic record (P < 0.01).

Figure 1. The trends of SWB scores for adolescents in different grade.

Figure 2. The trends of SWB scores for adolescents in different academic record.

D. C. Wu et al. / Health 2 (2010) 1208-1214

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3.3.2. Study Results of SWB for Adolescents of

Han, Qiang, and Yi Nationalities Related to

Education Background and Profession

Variables of Parents

Using the factors in CMSLSS and Affect Scales as dep-

endent variables, with MANOVA of such variables edu-

cational background and profession of parents .The resu-

lts show that only environment satisfaction has main ef-

fect with Mother’s profession (F = 4.40, P < 0.05) and

the other dimensions of SWB have no main effects with

education background and profession of parents. School

satisfaction has obvious interactions with education bac-

kground and profession of mother (F = 2.53, P < 0.05),

profession of father (F = 2.65, P < 0.05), education back-

ground and profession of father (F = 3.66, P < 0.05), and

education background of father and profession of parents

(F = 3.25, P < 0.05). Friendship satisfaction has obvious

interactions with education background of mother and

profession of parents (F = 4.52, P < 0.01). Family satisfa-

ction has obvious interactions with profession of parents

(F = 3.54, P < 0.01), education background of mother,

profession of parents (F = 6.01, P < 0.001). Negative

emotions has obvious interactions with profession of pa-

rents (F = 2.65, P < 0.05).

Through multiple comparison based on LSD, we can

draw conclusions that for adolescents whose mothers are

with senior middle school education background, school

satisfaction is obviously lower than those whose mothers

are with junior middle school or lower education back-

ground (P < 0.05); for adolescents whose parents are

with senior middle school education background or are

intellects, friendship satisfaction is obviously higher than

those whose parents are with junior middle school educ-

ation background or are Farmers (P < 0.05); for adolesc-

ents whose parents are Farmers, family satisfaction is ob-

viously higher than those whose fathers are labors or

mothers are intellects (P < 0.05); for adolescents whose

mothers are with college education background, positive

emotions are obviously higher than those whose mothers

are with junior middle school education background (P

< 0.05); for adolescents whose fathers are intellects,

negative emotions are obviously lower than those whose

fathers are Farmers (P < 0.05).

4. DISCUSSIONS

4.1. Fundamental State of SWB for

Adolescents of Han, Qiang, and

Yi Nationalities

According to our research, the general life conditions for

adolescents of Han, Qiang, and Yi nationalities are rath-

er satisfying and in the dimensions of SWB, for adoles-

cents, family satisfaction and friendship satisfaction are

highest and school work satisfaction is lowest, with rath-

er more negative emotions. So the level of SWB for ad-

olescents is higher than the average level and it is roug-

hly consistent with the domestic and international res-

earch result [8-10]. We can draw conclusions that Chin-

ese adolescents can get a lot of supports and acceptances

from their parents and with the increase of ages, adolesc-

ents can comprehend and understand friendship deeply

and fully. So the friendship becomes more stable and

deeper. Nevertheless, the lowest school work satisfaction

and rather more negative emotions may have close rela-

tionship with study pressure of adolescents.

4.2. Difference of SWB Related to

Nationality

According to our study, nationality acts as an important

factor in SWB of adolescents. For adolescents of Yi na-

tionality, the total of CMSISS and negative emotions are

obviously higher than those of adolescents for Han,

Qiang nationalities. For adolescents of Qiang and Yi

nationalities, school work satisfaction is higher than that

of adolescents for Han nationality. For adolescents of Yi

nationality, freedom satisfaction is obviously lower than

that of adolescents for Qiang nationality. Maybe differ-

ent nationality populations stand for different sets of cul-

tures, social norms, values, socioeconomic statuses, fam-

ily parenting patterns, partner attitude and school educa-

tions. And these different sets constitute of the social ba-

ckground or social reference group, namely mainstream

attitude, for adolescents to estimate SWB, reflecting the

intercultural differences of SWB. A lot of related emp-

irical study has proved that culture is an important factor

of SWB. Many researchers believe that different indivi-

duals in different cultures have differences in life satisfa-

ction, emotion satisfaction, social orientation, value, and

judgment criterion [6]. For example, the Hans with edifi-

cation of Confucianism believe in that the worth of other

pursuits is small, and the study of books excels them all.

So many people treat the study of books as the only way

to success. Young students bear too many things for

entering college and in elementary schools, junior mid-

dle schools, or senior middle schools, parents, teachers

and friends all ground the idea into their heads that only

by entering colleges they will be promising. Therefore,

study and school work become the goals of adolescents

for Han nationality. If they fail or do not do well as exp-

ected, adolescents have to bear criticism and blame from

many sides and it surely will lead to lower school work

satisfaction compared with adolescents of Qiang and Yi

nationalities.

D. C. Wu et al. / Health 2 (2010) 1208-1214

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4.3. Difference Analysis of SWB of

Adolescents for Han and Qiang

Nationalities Based on

Demographic Variables

In our study, there are great differences of SWB of ado-

lescents for different grade and it is not consistent with

the result of foreign research [11-13]. But it is consistent

with the result of domestic research [14-17]. At the same

time, for academic record, it has great effect on SWB of

adolescents and this conclusion supports the existing

domestic research [15,16,18]. For Chinese adolescents,

with the increasing of grade, school satisfaction and sch-

ool work satisfaction decrease, and friendship satisfac-

tion and freedom satisfaction rise and fall in turn. Besi-

des environment satisfaction, life satisfaction of adoles-

cents with better academic records is obviously higher

than that of adolescents with average or poor academic

records. And the same condition appears again for nega-

tive emotions. It has close relation with study pressure

that Chinese adolescents face with. According to related

researches, the greatest source of pressure for middle

school students is school work [19]. Adolescence is also

at the stage of middle school days in which Chinese

adolescents are most concerned with the study exercises

of themselves and their important goal and mission are

to get better academic records. So that academic record

affects the self-evaluations and general assessments of

life quality for adolescents. When adolescents in Grade 7

enter a new environment, they will experience many new

things, namely new start of school work, new teachers

and classmates, and all are exciting and expecting. There

will be a long time for Grade 7 or 8 to face entrance ex-

aminations for senior middle schools or universities and

study pressures are relatively lowest. Therefore, in this

stage, the dimensions of SWB for adolescents are relati-

vely higher. With the increase of grade, the difficulty and

pressure of study obviously increase, too. It will cause

adolescents to treat school work as a kind of burdens,

not a necessary need for them. Moreover, it will finally

cause polarization of academic records. On the other ha-

nd, with the approach of entrance examination or emp-

loyment pressure, adolescents have to bear huge psych-

ological pressure. First of all, under the pressure from

school, family, and society, adolescents have to take en-

trance examinations for senior middle schools or univer-

sities seriously and the pleasure and freedom of study dis-

appear because of educational utilitarianism. Then, the

exorbitant expectation from parents will force the senior

students to put more time and energy into their study. So

students with average or poor academic records will face

with stricter control and restriction, at the same time, it

will lead school satisfaction, school work satisfaction of

adolescents to decrease, and friendship satisfaction and

freedom satisfaction of adolescents to vary up and down

in turn. Because adolescents with better academic re-

cords may get more supports from family and accep-

tances from teachers and classmates, life satisfaction of

adolescents with better academic records is higher than

that of adolescents with poor academic records. How-

ever, too high goals or conflicts among different goals

will generate more negative emotions for adolescents

with better academic records than the adolescents with

poor academic records have less or no goals. It is sur-

prising that in the SWB of adolescents, positive emo-

tions increase slowly. The reason may be that positive

emotions are the buffering factors in SWB of adoles-

cents. When SWB and its factors decrease rapidly, the

increase of positive emotions is helpful for the develop-

ment of mental health and psychological quality, and for

adolescents to adapt to study and life. So, academic

pressure is the main source of pressures that Chinese

adolescents are facing and it affects not only mental

health but also experience of happiness of adolescents,

with negative effect on life quality of adolescents.

In this paper, our results suggest that the factors of ed-

ucation background and profession of parents have imp-

ortant effects on SWB of adolescents. This effect may

have relationship with parenting styles caused by differ-

ent education backgrounds and professions of parents.

The research made by Hu Jie, Ji Tian-shu, Feng Feng-

lian shows college students’ SWB has positive relation

to parents’ warmth and understanding in parenting and

has obvious negative relation to parents’ excessive inter-

ference, protection, punishment, strictness, partiality and

mother’s refusal [20]. Wang and Ding’s result [21] fur-

ther shows that the more comprehension and care from

parents, the more positive emotions children will exp-

erience, with better life satisfaction and higher general

well-being. On the contrary, if parents do not interfere or

interfere too much, children will experience less well-be-

ing. Whereas, parents who with higher education backg-

round will give more warmth and comprehension to ch-

ildren. Otherwise, parents usually choose autocracy or

doting [22]. Perhaps it is because parents with higher ed-

ucation background or engaging in scientific technolo-

gies or culture can treat things and problems more objec-

tively and reasonably, can more respect others and pay

more attention to the feel inside of others, can educate

children with scientific attitude and suitable method. At

the same time, they ask more for children’s school work,

too. So in our research friendship satisfaction and posi-

tive emotions of adolescents whose parents are engaging

in scientific technologies or culture or have higher edu-

cation background are higher than those of adolescents

whose parents are Farmers or with lower education ba-

D. C. Wu et al. / Health 2 (2010) 1208-1214

1214

ckground. For the same reason, school satisfaction of ad-

olescents is contrary. On the other hand, parents are lab-

ors or intellects, with great work pressure and tension.

So they take less care of children compared with Farm-

ers. Accordingly, family satisfaction of adolescents wh-

ose parents are labors or intellects is lower than that of

adolescent whose parents are Farmers. Overall, for the

healthy growth of children, it will be meaningful for pa-

rents to strengthen their self-cultivation and improve

their self-quality, to know more of physiologic and me-

ntal characteristics of children, to learn more of scien-

tific methods to educate children.

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