研究青少年主观幸福感对了解青少年身心健康状态有着十分重要的意义，而研究主观幸福感影响因素之间的作用机制，不论是对于提高改善青少年生活质量，还是塑造他们良好心理素质，或是促进其身心发展都提供了理论依据。本研究采用问卷调查的方式探讨了青少年意向性自我调节与主观幸福感的关系，心理弹性与未来控制感分别在两者之间的作用机制。本研究采用方便取样的方法，研究对象来自北京、河南四所中学的初一、初二、高一、高二共计1180名青少年。采用牛津幸福感问卷、意向性自我调节问卷、未来控制感问卷和心理弹性问卷，使用SPSS软件对数据进行结果分析，研究结果如下： （1）青少年的意向性自我调节水平、心理弹性水平、未来控制感和主观幸福感水平均存在显著的年级差异，即初一年级的四个变量的平均水平显著高于初二、高一和高二三个年级。意向性自我调节和心理弹性在性别上差异显著，男生的意向性自我调节水平和心理弹性水平要明显高于女生。 （2）青少年的意向性自我调节、心理弹性、未来控制感和主观幸福感四个变量两两变量之间显著正相关。年级与家庭社经地位、意向性自我调节、心理弹性、未来控制感和主观幸福感之间均显著负相关。社会经济地位与意向性自我调节、心理弹性、未来控制感和主观幸福感之间均显著正相关。 （3）在控制了人口统计学变量：性别、年龄、家庭社会经济地位后，发现意向性自我调节对主观幸福感的直接预测作用不显著，但通过心理弹性和未来控制感作为中介变量对主观幸福感的间接预测作用显著，心理弹性和未来控制感对主观幸福感的正向预测作用均显著。 本研究对于教育实践具有一定的理论指导意义。由于在青少年身心发展的过程中，意向性自我调节、未来控制感、心理弹性的发展都影响着青少年的主观幸福感。故通过本研究使家长和学校更清楚地了解了青少年主观幸福感的现状；并且根据青少年积极发展的基础意向性自我调节与青少年幸福感的关系及其中的作用机制，为提升青少年的主观幸福感提出切实有效的干预建议。

Studying the subjective well-being of adolescents is helpful to understand their current physical and mental health status, and the study of the mechanism of action between the factors affecting subjective well-being can improve the quality of life of young people, shape the good psychological quality of young people, and promote the physical and mental health of young people. Provides Healthy growth a theoretical basis. This study used a questionnaire survey to explore the relationship between intentional self-regulation and subjective well-being in adolescents, and the mediating mechanism between psychological resilience and perceived controlover future. In this study, a stratified sampling method was used. The study population consisted of 1180 students from the 1st, 2nd grades in Junior high school，and 1st, 2nd grades inhighschool of four middle schools in Beijing and Henan. Using the Oxford Well-Being Questionnaire, Intentional Self-Regulatory Questionnaire, Perceived Control Over Future Questionnaire and Psychological Resilience Questionnaire, SPSS was used to analyze the results of the data. The findings were as follows: (1) The level of intentional self-regulation, resilience, perceived controlover future, and subjective well-being of adolescents differ significantly among grades, that is, the average level of the four variables in the first grade is significantly higher than that of the first two grades and the second grade. Grades and high sophomores. There was a significant gender difference in intentional self-regulation and resilience. Boys’ intentional self-regulation and resilience were significantly higher than girls. (2) There is a significant positive correlation between the two variables of the four variables of intentional self-regulation, resilience，perceived controlover future, and subjective well-being of adolescents. There is a significant negative correlation between grade variables and family social economic status, intentional self-regulation, resilience, perceived controlover future, and subjective well-being. There was a significant positive correlation between socioeconomic status and intentional self-regulation, resilience, perceived controlover future, and subjective well-being. (3) After controlling for demographic variables such as gender, age, and family socioeconomic status, intentional self-regulation does not have a significant direct predictive effect on subjective well-being, but it is a significant positive predictor through the mediating effects of resilience and perceived control overfuture. Subjective well-being, resilience and perceived controlover future have significant positive predictive effects on subjective well-being. This study has a certain theoretical guiding significance for educational practice. In the process of adolescents' physical and mental development, the intentional self-regulation, perceived control overfuture, and resilience all influence the subjective well-being of young people. Through this study, on the one hand, parents, schools, and society are better able to understand the current situation of adolescents' subjective well-being; on the other hand, they are based on the basis for the positive development of adolescents: the relationship between intentional self-regulation and adolescent well-being and its role in the mechanism. To improve the subjective well-being of young people and propose effective interventions.