近年来社会竞争的加剧与环境的不确定性使得青少年出现许多心理健康问题，青少年的主观幸福感水平并没有随着物质生活的改善而同步提高。另外处于童年后期至青春早期过渡阶段的青少年面临许多生理和心理变化，这些变化可能引发幸福感水平下降甚至心理健康风险。良好的人际关系能够作为一种支持系统，帮助他们降低心理健康风险，提升幸福感水平。然而青少年处理人际冲突的经验不足，在行为上较为冲动，这不利于形成良好的人际关系。因此加强提升青少年人际交往能力，这对于改善人际关系、促进主观幸福感水平提高具有重要意义。

本研究以中国家庭追踪调查中2010、2012与2014年三期追踪数据为数据来源，以童年后期至青春早期这一过渡时期的青少年为研究对象，采用纵向追踪研究设计方法，探讨青少年人际交往能力与主观幸福感的关系，并检验人际关系在两者间的中介作用以及三者的关系中是否存在性别差异，研究发现：

（1）2010年青少年人际交往能力能直接正向预测2014年主观幸福感，且2010年、2012年主观幸福感能够分别预测2012年、2014年人际交往能力；

（2）处于2012年至2014年间的青少年人际交往能力与人际关系存在相互作用，但2010年到2012年间只有人际关系能够预测青少年人际交往能力，后者不能预测前者；

（3）2010年人际关系能够直接预测2012年主观幸福感，但2010年、2012年主观幸福感不能分别预测2012年、2014年人际关系；

（4）2012年人际关系在2010年青少年人际交往能力与2014年主观幸福感间不发挥中介作用；

（5）青少年人际交往能力、人际关系与主观幸福感的关系中不存在性别差异。

研究结果丰富了青少年身心健康改善领域的研究，为发展情境理论、社会支持理论等提供实证上的基础，并为完善青少年主观幸福感相关的干预措施提供实证方面的参考。

The intensification of social competition and the instability of the environment in recent years lead to many mental health problems in adolescents. Adolescents’ subjective well-being does not improve with the improvement of the material life. Additionally, in the transition period from late childhood to early adolescence, individuals may experience dramatic physical and psychological changes, which may result in turbulence in their daily life and even increase the risk of mental health problems. High quality interpersonal relationship during this transition period may buffer the risk of mental health problems and also promote adolescents’ subjective well-being. However, lacking experiences of dealing with interpersonal conflict, along with limited socioemotional abilities may hinder their development of positive interpersonal relationships. Therefore, facilitating adolescents’ interpersonal skills will play an essential role in promoting adolescents’ interpersonal relationship quality and subjective well-being.

This study used data drawn from China Family Panel Studies collected in 2010, 2012 and 2014 to investigate the relation between adolescents’ interpersonal skills and subjective well-being, and to examine the roles of interpersonal relationship quality and gender in such association. Results of the current study indicated that:

(1)Adolescents’ interpersonal skills in 2010 was associated with subjective well-being in 2014, and subjective well-being in 2010 and 2012 could predict interpersonal skills in 2012 and 2014 respectively.

(2)Interpersonal relationship quality in 2010 was associated with subsequent interpersonal skills but not vice versa. From year 2012 to 2014, there was a reciprocal association between interpersonal skills and interpersonal relationship quality.

(3)Interpersonal relationship quality in 2010 was associated with subjective well-being in 2012, but subjective well-being in 2010 and 2012 could not predict interpersonal relationship quality in 2012 and 2014 respectively.

(4)Interpersonal relationship quality in 2012 did not serve as a mediator in the association between interpersonal skills in 2010 and subjective well-being in 2014.

(5)No gender differences in the associations among adolescents’ interpersonal skills, interpersonal relationship quality, and subjective well-being was identified in the current study.

The current study extends existing literature on adolescents’ socioemotional development and mental health, and provides empirical support to the developmental contextualism and social support theory. Results of the current study have important implications for developing intervention aiming to facilitate adolescents’ subjective well-being.