目的 探讨军校医学生完美主义与其主观幸福感的关系以及调节模式在其关系中的调节作用,为帮助军校医学生有效提升主观幸福感提供理论依据和数据支持。方法 采用大学生一般完美主义量表、调节模式量表和Campbell幸福感量表对空军军医大学362名学生的完美主义、调节模式和主观幸福感情况进行测量,进而分析三者之间的关系。结果 追求高标准维度(r=0.247)及运动模式维度(r=0.346)均与主观幸福感呈正相关(均P<0.05),在乎缺点维度与主观幸福感呈负相关(r=-0.148,P<0.05)。追求高标准×评估模式交互项(t=2.222,P=0.027)、在乎缺点×评估模式交互项(t=2.114,P=0.035)均能正向预测主观幸福感。结论 军校医学生的完美主义和调节模式对主观幸福感有重要影响,并且调节模式对完美主义和主观幸福感之间的关系起到调节作用。因此,在教育教学过程中,学校可以从完美主义和调节模式两方面来提升军校医学生的主观幸福感。
Objective To explore the relationship between perfectionism and subjective well-being of military medical students, as well as the moderating effects of regulatory mode, in order to provide theoretical basis and data support to effectively improve subjective well-being of medical students. Methods The general perfectionism scale、regulatory mode scale and Campbell index of well-being were used to measure perfectionism、regulatory mode and subjective well-being of the students from the Air Force Military Medical University. And the relationships among the three were analyzed. Results Striving for high-level goals dimension (r=0.247) and locomotion mode dimension (r=0.346) were both significantly and positively correlated with subjective well-being(both P<0.05), and minding mistakes dimension was significantly and negatively correlated with subjective well-being(r=-0.148,P<0.05). The interaction between striving for high-level goals and assessment mode is significantly related to subjective well-being(t=2.222,P=0.027), and the interaction between minding mistakes and assessment mode is also significantly positively related to subjective well-being(t=2.114,P=0.035). Conclusions The perfectionism and regulatory mode both have important impact on subjective well-being of the military medical university students, and the relationship between perfectionism and subjective well-being is moderated by regulatory mode. This suggests that teachers can improve the subjective well-being of military medical students from the aspects of perfectionism and subjective well-being.
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