Abstract
To explore senior high school students’ subjective socioeconomic status influence on their subjective well-being, and the role of self-esteem and peer relationships in it, a questionnaire survey was conducted among 394 high school students from the first grade to the third grade in Beijing using the Adolescent Subjective Socioeconomic Status Scale, Self-Esteem Scale, Adolescent Peer Relationship Scale, and Subjective Well-being Scale. The results show that: (1) Subjective socioeconomic status can positively predict subjective well-being; (2) Self-esteem and peer relationship play a completely mediating role in the relationship between subjective socioeconomic status and subjective well-being. Therefore, the improvement of high school students’ subjective well-being can be achieved through the dual path of intervening in students’ self-esteem level and improving their peer relationships.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Bing Gao
Bing Gao and Jiaxi Wang are affiliated with the School of Education, Minzu University of China, Beijing.
Jiaxi Wang
Bing Gao and Jiaxi Wang are affiliated with the School of Education, Minzu University of China, Beijing.