Education and the subjective quality of life
Education and the subjective quality of life
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DOI：
10.2307/2955371
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发表时间：
1997-09-01
影响因子：
5
通讯作者：
VanWilligen, M
中科院分区：
文献类型：
--
作者：
Ross, CE;VanWilligen, M
我们研究教育是否影响主观生活质量。如果是，教育影响福祉的机制是什么？我们认为，教育可以改善幸福感，因为它增加了获得非异化有偿工作和经济资源的机会，增加了对生活的控制感，以及获得稳定的社会关系，特别是婚姻，增加了社会支持。我们研究了教育和各种主观生活质量指标抑郁、焦虑、愤怒、疼痛、不适和不满之间的关系。利用1990年和1995年收集的两个有代表性的国家样本，我们发现受过良好教育的人的情绪困扰（包括抑郁、焦虑和愤怒）和身体困扰（包括疼痛和不适）水平较低，但他们的不满程度并不低。教育主要通过有偿工作、非异化工作和经济资源来减少痛苦，这些都与高度的个人控制有关;但通过婚姻和社会支持来减少痛苦的程度要小得多。我们将痛苦和不满作为主观生活质量的指标进行对比。
We examine whether education influences subjective quality of life. If it does, what are the mechanisms by which education affects well-being? We propose that education improves well-being because it increases access to nonalienated paid work and economic resources that increase the sense of control over life, as well as access to stable social relationships, especially marriage, that increase social support. We examine the relationship between education and a variety of indicators of subjective quality of life-depression, anxiety, anger, aches and pains, malaise, and dissatisfaction. Using two representative national samples collected in 1990 and 1995, we find that the well educated have lower levels of emotional distress (including depression, anxiety, and anger) and physical distress (including aches and pains and malaise), but the), do not have lower levels of dissatisfaction. Education reduces distress largely by way of paid work, nonalienated work, and economic resources, which are associated with high personal control; but the extent to which it reduces distress by way of marriage and social support is much more modest. We contrast distress and dissatisfaction as indicators of the subjective quality of life.