Teens perceived by their teachers to having a "positive" childhood were more likely to have higher well-being in middle-age， British researchers say.

    英國(guó)專家稱，一個(gè)人如果在童年時(shí)期“積極活躍”，那么他也更有可能擁有幸福的“中年時(shí)代”。

    Felicia Huppert of the University of Cambridge and colleagues analyzed data from 2，776 individuals who participated in the 1946 British birth study.

    英國(guó)劍橋大學(xué)教授費(fèi)利西婭和同事一道分析研究了2776名受試者的資料，他們都參與了1946年英國(guó)的出生調(diào)查。

    Teachers rated teens ages 13 to 15 and gave each one point if the student made friends extremely easily and extremely energetic. The teachers also rated conduct problems - restlessness， daydreaming， disobedience， lying， etc. - and emotional problems - anxiety， fearfulness， diffidence， avoidance of attention， etc.

    當(dāng)時(shí)教師們就13至15歲這一年齡段的受試者的表現(xiàn)進(jìn)行打分。那些交友容易且精力充沛的孩子均會(huì)獲得1分。同時(shí)，教師們也就行為問(wèn)題（多動(dòng)、走神、叛逆、撒謊等）以及情緒問(wèn)題（焦慮、恐懼、怯懦、無(wú)法集中精神等）打出了不同分?jǐn)?shù)。

    Decades later， the researchers found children with positive adolescence were much less likely than others to develop mental disorders throughout their lives.

    幾十年后，研究人員發(fā)現(xiàn)，青春期積極向上的孩子們?cè)谝院笊�活中產(chǎn)生心理問(wèn)題的可能性更小。

    The study， published in The Journal of Positive Psychology， found teens rated positively by their teachers were significantly more likely than those who received no positive ratings to have higher work satisfaction， more frequent contact with family and friends， and more regular engagement in social and leisure activities.

    該項(xiàng)研究目前被刊載于《積極心理學(xué)期刊》上。研究指出，與那些被教師評(píng)為“不積極”的學(xué)生相比而言，那些被評(píng)價(jià)為積極向上的學(xué)生更容易在工作中獲得滿足感、與家人和朋友溝通更多，而在社交與休閑活動(dòng)中參與度也更高