近些年来，社会竞争加剧，教育中的“内卷”使青少年学生承受较大的压力，产生较低的幸福感，而研究发现外来学生的主观幸福感水平更低。青少年正处于学业及身心快速发展的关键时期，其主观幸福感水平需要受到关注和重视。家长、教师和同伴作为外来学生物质与精神上重要的支持者，同时学校归属感与自我效能感对外来学生的主观幸福感均有促进作用。因此，研究社会支持、学校归属感、自我效能感与外来学生主观幸福感的关系显得尤为必要。

研究以社会支持理论、社会认同理论与自我效能理论为基础，利用PISA2018四省市1180名外来学生为研究对象，采用量化研究方法，通过建立计量模型，探究社会支持、学校归属感、自我效能感与外来学生主观幸福感的关系。

本研究主要包括三个部分：首先，通过文献梳理确定社会支持、学校归属感、自我效能感、主观幸福感、外来学生的内涵、测评工具及相互关系。其次，结合前人相关量表测评体系，采用PISA2018四省市相关题目与数据，形成《教师支持量表》、《同伴支持量表》，并利用调研数据对各量表进行信效度检验。最后，通过频数分析和独立样本T检验分析全样本学生社会支持、主观幸福感的整体水平，以及外来学生社会支持与主观幸福感的差异情况；构建多元回归模型，探究社会支持对外来学生主观幸福感的影响效应；建立交互效应模型，分析社会支持对外来学生主观幸福感在性别和学段上的异质性影响；建立结构方程模型，探究学校归属感、自我效能感在社会支持与外来学生主观幸福感间的中介效应以及链式中介效应。

本研究主要得出下列结论：一，全样本学生以及外来学生的社会支持与主观幸福感均处于中等偏上水平，且外来学生的社会支持与主观幸福感水平显著低于本地学生；二，外来学生中，男生、初中生、公办学校的学生生活满意度水平更高，女生的主观幸福感总体水平和积极情绪更高；此外，女生的家长支持、同伴支持高于男生，公办学校学生的教师支持、同伴支持水平较高；三，家长支持、教师支持以及同伴支持对外来学生的主观幸福感均有显著的正向影响；四，社会支持在性别与学段上对外来学生的主观幸福感存在异质性影响；五，学校归属感在社会支持与外来学生主观幸福感间起着部分中介作用，自我效能感在社会支持与外来学生主观幸福感间也起着部分中介作用，学校归属感与自我效能感在社会支持与外来学生主观幸福感间起着链式中介作用。

基于此，本研究提出以下建议：一，关注个体差异，家校共育提高外来学生主观幸福感；二，建立有效的社会支持体系，营造健康成长环境；三，营造和谐氛围，多渠道增强学校归属感；四，培养自信，增强外来学生自我效能感。

In recent years, the social competition has intensified, and the demands and expectations of families, schools and society for teenagers have become higher and higher, which makes them bear greater pressure and produce a lower sense of well-being. However, research shows that the subjective well-being of foreign students is lower. Teenagers are in a critical period of rapid academic and physical and mental development, and their subjective well-being needs attention and attention. Parents, teachers and peers are important material and spiritual supporters of foreign students. At the same time, the sense of school belonging and self-efficacy can promote the subjective well-being of foreign students. Therefore, it is particularly necessary to study the relationship among social support, school belonging, self-efficacy and subjective well-being of foreign students.

On the basis of social support theory, social identity theory and self-efficacy theory, this study takes 1180 foreign students from four provinces and cities of PISA2018 as the research objects, adopts quantitative research methods, and explores the relationship among social support, school belonging, self-efficacy and subjective well-being by establishing a measurement model.

This study mainly includes three parts: Firstly, through literature review, social support, school belonging, self-efficacy, subjective well-being, the connotation of foreign students, evaluation tools and their relationships are determined. Secondly, combined with the previous related scale evaluation system, the teacher support scale and peer support scale were formed by using the relevant topics and data of PISA2018 in four provinces and cities, and the reliability and validity of each scale were tested by using the survey data. Finally, through frequency analysis and independent sample T-test, the overall level of social support and subjective well-being of the whole sample students and the differences between social support and subjective well-being of foreign students are analyzed. Construct multiple regression model to explore the influence of social support on the subjective well-being of foreign students; The interactive effect model is established to analyze the heterogeneous influence of social support on the subjective well-being of foreign students in terms of gender and academic segment; The structural equation model is established to explore the mediating effect and chain mediating effect of school belonging and self-efficacy between social support and foreign students' subjective well-being.

The main conclusions of this study are as follows: First, the social support and subjective well-being of all sample students and foreign students are at the upper-middle level, and the social support and subjective well-being of foreign students are significantly lower than those of local students; Second, among foreign students, boys, junior high school students and students in public schools have a higher level of life satisfaction, while girls have a higher overall level of subjective well-being and positive emotions; In addition, the parental support and peer support of girls are higher than those of boys, and the teachers' support and peer support of students in public schools are higher; Third, parents' support, teachers' support and peer support have significant positive effects on the subjective well-being of foreign students; Fourthly, social support has a heterogeneous influence on the subjective well-being of foreign students in terms of gender and study period; Fifth, school sense of belonging plays a partial intermediary role between social support and foreign students' subjective well-being; self-efficacy also plays a partial intermediary role between social support and foreign students' subjective well-being; school sense of belonging and self-efficacy play a chain intermediary role between social support and foreign students' subjective well-being.