目的 探究医学生主观幸福感与思政教育情境幸福感对其思政教育满意度的差异化驱动作用。方法 2025年3至6月,采用方便抽样方法选取某医学院校226名全日制学生为研究对象。采用PERMA-Profiler幸福指数量表测量其主观幸福感,自编“思政教育情境幸福感问卷”并测量其思政教育情境幸福感,以单一条目(0～10分)评价其思政教育满意度。采用验证性因子分析检验思政教育情境幸福感问卷结构效度,通过单样本威尔科克森符号秩检验比较评分与理论中值,采用多元线性回归分析2种幸福感对思政教育满意度的影响。结果 思政教育情境幸福感问卷各维度的克朗巴赫系数均≥0.90,组合信度均≥0.90,平均方差抽取量均≥0.74;模型拟合良好(卡方自由度比=2.34,比较拟合指数=0.97,近似误差均方根=0.08)。医学生主观幸福感各维度评分中位数介于7.67～8.33分之间,思政教育情境幸福感各维度评分中位数介于4.00～4.33分之间,均高于理论中值(5分和3分,均P<0.001)。不同性别、学历层次医学生的2类幸福感评分差异均无统计学意义(均P>0.05)。思政教育情境幸福感(β=0.41,P<0.001)与主观幸福感(β=0.23,P=0.002)均正向影响医学生的思政教育满意度,前者作用显著强于后者。结论 医学生的主观幸福感与思政教育情境幸福感均较高,两者共同正向影响思政教育满意度,但思政教育情境幸福感的驱动作用远强于主观幸福感,提示强化学生在思政教育情境中的即时积极心理体验是提升思政教育满意度的关键实践着力点。

Objective To investigate the differentiated driving effects of medical students' subjective well-being and situational well-being in ideological and political education on their satisfaction with ideological and political education. Methods From March to June 2025, a convenience sampling method was used to select 226 full-time students from a medical university as participants. The PERMA-Profiler scale was used to measure their subjective well-being. A self-developed ″Situational Well-being in Ideological and Political Education Questionnaire″ was used to measure their situational well-being in ideological and political education. A single item (0-10) was used to assess their satisfaction with ideological and political education. Confirmatory factor analysis was employed to examine the structural validity of the Situational Well-being Questionnaire. Wilcoxon signed-rank tests were used to compare the scores with theoretical median values. Multiple linear regression analysis was conducted to examine the effects of the two types of well-being on satisfaction. Results For the situational well-being questionnaire, Cronbach's α coefficients for all dimensions were ≥0.90, composite reliability (CR) values were ≥0.90, and average variance extracted (AVE) values were ≥0.74. The model fit was acceptable (χ²/df=2.34, CFI=0.97, RMSEA=0.08). The median scores for the dimensions of subjective well-being among medical students ranged from 7.67 to 8.33. The median scores for the dimensions of situational well-being in ideological and political education ranged from 4.00 to 4.33. All scores were significantly higher than the respective theoretical median values (5 and 3, all P<0.001). No statistically significant differences were found in either type of well-being by gender or educational level (all P>0.05). Multiple linear regression analysis showed that both situational well-being in ideological and political education (β=0.41, P<0.001) and subjective well-being (β=0.23, P=0.002) positively influenced medical students' satisfaction with ideological and political education, with the former having a significantly stronger effect than the latter. Conclusions Medical students' subjective well-being and their situational well-being in ideological and political education are both relatively high. Both types of well-being positively influence satisfaction with ideological and political education, but the driving effect of situational well-being in ideological and political education is considerably stronger than that of subjective well-being. This suggests that enhancing students' immediate positive psychological experiences within the context of ideological and political education is a key practical focus for improving satisfaction with ideological and political education.