主观幸福感是青少年德智发展的心理基础，也是衡量教育质量的关键指标。作为情感状态的反映，主观幸福感也影响着学业素养的发展。因此研究主观幸福感不仅是育人为本理念的体现，对推动我国建设高质量教育体系也具有重要意义。

本研究的主要目标是对比分析中芬学生的主观幸福感对其阅读素养的影响。PISA2018报告表明，我国四省市学生幸福感偏低，而芬兰学生在阅读和幸福感发展上均具有出色表现。出于教育反思的原因，决定基于此展开探究，目的是为提高我国学生的主观幸福感以及促进他们阅读素养的发展提供建议。

本研究基于PISA2018数据库，考虑到数据嵌套性的特点，运用SPSS Statistics 25.0和HLM的数据分析方法进行探究。立足于Diener的主观幸福感结构模型和PISA2018幸福感理论框架，确立学生主观幸福感的4个维度指标：生活满意度、积极情绪感受、学校归属感和理性幸福。结合PISA2018幸福感问卷，对中芬学生主观幸福感各维度进行测量。利用HLM进行主观幸福感对阅读素养的回归分析时，引入学校位置、教职工短缺等相关解释变量，以此控制阅读素养在学校层面的变异性，从而分离出个体层面主观幸福感对阅读素养的“净效应”。

研究发现，除理性幸福维度两国学生未表现出显著差异以外，我国四省市学生在生活满意度和学校归属感维度上的平均水平显著低于芬兰学生，而积极情绪指数显著高于芬兰0.21分。从主观幸福感对学生阅读素养的影响来看，生活满意度的影响效果最为明显，每增加1单位的生活满意度指数，我国学生的阅读素养平均提高1.39分，而芬兰学生平均提高3.21分，提升作用更大。此外，学校归属感对中芬学生的阅读素养均具有显著的积极影响，理性幸福能够正向促进我国四省市学生的阅读发展，但对芬兰学生却呈现出显著的负向影响。在积极情绪感受维度，研究结果表明积极情绪对芬兰学生的阅读素养并没有显著性影响，但可以显著促进四省市学生阅读素养的提升。

据此研究结果，中国应重视青少年主观幸福感的提升，以此为教育转型的抓手，促进他们德智全面发展的同时，也有效推动我国建设高质量教育体系的进程。

Subjective well-being is not only the psychological basis of the moral and intellectual development of adolescents, but also the key index to measure the quality of education. As a reflection of emotional state, subjective well-being also affects the development of academic literacy. Therefore, the study of subjective well-being is not only the embodiment of the concept of education-oriented, but also of great significance to promote the construction of high-quality education system in China.

The main objective of this study is to compare and analyze the influence of subjective well-being of Chinese and Finnish students on their reading literacy. The PISA2018 report shows that students in four provinces and cities are less happy, while Finnish students do well in reading and well-being development. For the reason of educational reflection, I decided to carry out a research based on this, in order to improve the subjective well-being of our students and promote their reading literacy development.

This study is based on PISA2018 database, considering the characteristics of data nesting, using SPSS Statistics 25.0 and HLM data analysis methods. Based on Diener's structural model of subjective well-being and PISA2018 framework of well-being theory, to establish four dimensions of subjective well-being of students: life satisfaction, positive emotional feeling, school belonging and rational well-being. The subjective well-being of Chinese and Finnish students was measured by PISA2018 Happiness Questionnaire. When using HLM to carry on the regression analysis of subjective well-being to reading literacy, the related explanatory variables such as school location and staff shortage are introduced to control the variability of reading literacy at school level, thus, the "net effect" of individual subjective well-being on reading literacy can be separated.

The study found that, except for the rational happiness dimension, the average level of life satisfaction and school belonging of the students from four provinces and cities in China was significantly lower than that of the students from Finland, the positive mood index was significantly higher than Finland's 0.21. According to the influence of subjective well-being on students' reading literacy, the effect of life satisfaction is the most obvious. For every 1 unit of Life Satisfaction Index, the average reading literacy of Chinese students is improved by 1.39 points, Finnish students improved by an average of 3.21 points, and the improvement was even greater. In addition, the sense of school belonging has a significant positive impact on the reading literacy of Chinese and Finnish students, and rational happiness can positively promote the reading development of students in four provinces and cities in China, but it has a significant negative effect on Finnish students. In the dimension of positive emotion feeling, the results show that positive emotion has no significant effect on the reading literacy of Finnish students, but it can promote the reading literacy of students in four provinces.

According to the research results, China should attach importance to the promotion of adolescents' subjective well-being, which is the key to the transformation of education, promoting their moral and intellectual development in an all-round way, and effectively promoting the process of building a high-quality education system in China.