共查询到20条相似文献，搜索用时 31 毫秒
1.
Weiyun Chen 《教育心理学》2014,34(4):495-511
This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3–6 voluntarily completed the three measures. This study indicated that satisfaction of three basic psychological needs powerfully enhanced self-determined motivation, moderately contributed to introjected regulation and negatively impacted external regulation and amotivation among elementary school students. Having fun, gaining specific benefits and making social connections with their friends all positively influenced elementary school students’ physical activity intentions outside of school. 相似文献
2.
廖文娜 《顺德职业技术学院学报》2014,(2):44-47,56
采用网络交往问卷和总体幸福感量表对258名高职学生进行施测,探讨网络交往对主观幸福感的影响作用。结果表明网络人际关系是主观幸福感的积极影响因素;网络社交自我知觉、网络交往依赖是主观幸福感的消极影响因素。网络人际关系得分越高,个体精力越旺盛;网络社交自我知觉得分越高,个体对生活的满足和兴趣越低,感觉越紧张;网络交往依赖得分越高,个体精力越差,对情感和行为的控制越弱。网络交往对主观幸福感的影响不能一概而论,要从网络交往的关系层面、认知层面等进行细分。 相似文献
3.
Research on students’ motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students’ everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; Mage = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students’ motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability - the degree to which one believes that ability is fixed or amenable - were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory. 相似文献
4.
Santana-Monagas Elisa Núñez Juan L. Loro Juan F. Moreno-Murcia Juan A. León Jaime 《European Journal of Psychology of Education - EJPE》2023,38(3):1201-1226
Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.
相似文献5.
采用问卷调查法,随机抽取339名免费师范生,探讨个人自尊、集体自尊、社会支持对主观幸福感的贡献。结果表明：免费师范生主观幸福感、个人自尊和社会支持处于较高水平,集体自尊处于中等水平;个人自尊、集体自尊、社会支持与生活满意度和积极情感显著正相关,与消极情感显著负相关;个人自尊、集体自尊和社会支持对主观幸福感具有显著正向预测作用;个人自尊对主观幸福感的贡献最大,集体自尊次之,社会支持贡献最小。 相似文献
6.
This study investigated Turkish college students’ subjective wellbeing in regard to psychological strength and demographic variables. A sample of Turkish college students (N?=?1,052) aged 17–32 (mean age = 21, SD = 1.79) was administered various psychological strength instruments—the Gratitude Scale, the Rosenberg Self Esteem Inventory, the Generalized Self Efficacy Scale, the Life Orientation Test, the Positive/Negative Affect Scale and the Satisfaction with Life Scale. Participants also responded to a demographic data sheet. Non-parametric Kruskal-Wallis and Mann–Whitney U tests, Pearson correlation coefficients and Spearman row coefficients were used in data analysis. Results revealed that there was a strong association between psychological strengths and subjective wellbeing, with gratitude, satisfaction with life, self-esteem and positive affectivity having the most significant correlations, respectively. Demographic variables of gender, academic achievement, social involvement, type of residence, academic major, and financial and health status were also found to be associated with college students’ subjective wellbeing. Implications for college counseling are discussed. 相似文献
7.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. 相似文献
8.
Maria Sarkova Maria Bacikova-Sleskova Andrea Madarasova Geckova Zuzana Katreniakova Wim van den Heuvel Jitse P. van Dijk 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):367-378
Background:?The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment.Purpose:?The aim of the study is to explore whether there is a relationship between pupil–peer and pupil–teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils’ experience of bullying or being bullied.Sample: Data consisted of a sample of 3694 students (mean age?±?SD 14.3?±?0.62 years; 51% girls) from elementary schools in Slovakia.Design and method:?Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil–peer and pupil–teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). Next, the whole sample was divided into four groups in terms of involvement in bullying (normative contrasts, passive victims, aggressive non-victims and aggressive victims). Linear regression was used to explore the associations between pupil–peer and pupil–teacher relationships with the two factors of psychological well-being and two factors of self-esteem in these four groups.Results:?As findings showed, better pupil–peer relationships and also pupil–teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil–peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil–teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil–peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem.Conclusion:?Given the differences found in the connections between pupil–teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies. 相似文献
9.
目的:本研究主要探讨教师幸福感、小学生社交焦虑与孤独感之间的关系。方法:随机选取烟台市某两所小学的294名学生和6位班主任老师为被试,采用总体幸福感量表、儿童社交焦虑量表和儿童孤独量表进行调查。结果:(1)由随机回归分析模型发现社交焦虑能够正向预测小学生的孤独感(β=0.5424,P=0.002)。(2)社会焦虑对小学生孤独感的影响在不同班级之间有明显差异(X^2=18.2546,P=0.003)。(3)基于HLM的分析发现,在教师层面,教师幸福感对小学生孤独感的影响不显著。结论:小学生社会焦虑能够影响孤独感,这种影响虽然在不同班级内有明显的差异,但是教师幸福感所能解释的比例非常小。 相似文献
10.
西部贫困大学生心理健康状况与教育对策研究 总被引：13，自引：0，他引：13
本研究采取随机抽样的方法,对青海师范大学、青海民族学院、宁夏大学的538位本科生(男生235人,女生303人)进行问卷调查,研究工具包括GHQ-20问卷、自尊量表、主观幸福感指数量表、正性负性情绪量表。并在调查的基础上,随访了13名西部高校的教师和贫困生。调查结果显示,西部高校贫困大学生的心理健康和主观幸福感水平明显较低,表现为自卑、消极情绪体验多、负性情感较多等。贫困生的心理健康状况和主观幸福感在性别和民族上存在差异。 相似文献
11.
Gerda Hagenauer Michaela Gläser-Zikuda Barbara Moschner 《Journal of Further & Higher Education》2018,42(6):808-826
Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students’ basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to students’ overall life-satisfaction and study commitment. German students in teacher education programmes (N = 792) participated in the study by completing questionnaires. The results (estimated by path-modelling) reveal that students’ emotions can be predicted by a variety of environmental conditions associated with different basic psychological needs. Altogether, the model is able to explain 28.5% of the variance in positive emotions and 39.6% in negative emotions. The strongest predictor of students’ positive and negative emotions was the perceived relevance of the study material, a factor related to the need for autonomy. This perceived relevance also had a direct impact on study commitment. Furthermore, positive relationships with peers proved to be of importance for positive and negative emotions as well as for overall life-satisfaction. As expected, emotions at university predicted life-satisfaction and study commitment, with a particularly strong association between positive emotions and study commitment. The results point to the necessity to support study conditions that facilitate the fulfilment of students’ basic psychological needs in order to ensure students’ emotional well-being and enhance study commitment. 相似文献
12.
流动儿童社会支持与自尊的关系研究 总被引：2，自引：0，他引：2
目的:了解流动儿童社会支持、自尊及二者关系,为更好地采取教育措施提供依据。方法:采用社会支持量表(SSRS)和自尊量表(SES)对4~6年级402名小学生进行研究。结果:流动儿童的社会支持状况更差,流动儿童社会支持总分显著低于非流动儿童;流动儿童自尊得分高于非流动儿童,但两者之间差异不显著;流动儿童社会支持总分、主观支持和支持利用度与自尊呈显著负相关;社会支持总分对自尊具有显著预测作用。结论:家庭、学校和社会应给予流动儿童更多关注和支持,并注重其内心感受。 相似文献
13.
This study examines the relationships between students’ academic levels, the use of motivational regulation strategies, and cognitive learning strategies. A total of 141 undergraduate and graduate students enrolled in online distance courses participated in the study. The findings show that students use different motivational regulation strategies and cognitive learning strategies depending on their academic levels. Additionally, hierarchical regression analyses using two dependent variables (i.e., surface level learning strategy and deep processing level learning strategy) indicate that a surface level learning strategy (i.e., rehearsal) and deep processing level strategies (i.e., elaboration, organization, and critical thinking) are predicted by different sets of motivational regulation strategies after controlling for academic level and age. The results provide distance educators and instructional designers with practical suggestions on how to support undergraduate and graduate students’ motivational needs and further promote their use of cognitive learning strategies in online distance education programs in higher education. 相似文献
14.
Piia Näykki Arto K. Ahonen Hanna Järvenoja Kirsi Pyhältö 《Educational Research and Evaluation》2018,24(8):462-480
This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed. 相似文献
15.
Childhood adversity is associated with a wide range of detrimental psychological consequences. This study examined the mediating role of relationship-specific attachment (avoidance and anxiety) in the associations between childhood adversity and both psychological distress and subjective well-being. University students (N = 190) across the Republic of Ireland completed self-report measures including the Adverse Childhood Experiences scale, Experiences in Close Relationships − Relationship Structures scale, Depression Anxiety and Stress scales and measures of subjective well-being. One hundred and twenty-eight participants (67.4%) reported experiencing at least one adverse childhood experience. Childhood adversity was associated with symptoms of psychological distress and subjective well-being. All such associations were mediated by certain relationship-specific attachment dimensions. Of these, attachment anxiety in general relationships was the most prominent mediator for both psychological distress and subjective well-being. Attachment to one’s father and to one’s romantic partner did not mediate any association. These findings indicate that attachment, in particular relationships, is an important factor in the associations between childhood adversity and both psychological distress and subjective well-being as an adult. One’s attachment anxiety in general relationships is particularly important in these associations. Therapeutic interventions addressing these attachment domains may offset the detrimental effects of childhood adversity. Future research is required using a longitudinal design. 相似文献
16.
通过运用反应／不反应联想任务（GNAT）和量表法对66名大学生进行测试。在确认自尊和主观幸福感结构的基础上,从内隐社会认知的角度出发,探讨自尊对主观幸福感的预测模型。结果发现：（1）自尊结构是双重的,存在外显自尊和内隐自尊两种成分;（2）主观幸福感结构也是双重的,存在外显主观幸福感和内隐主观幸福感两种成分;（3）自尊对主观幸福感的最佳预测模型是：外显自尊预测外显主观幸福感,内隐自尊预测内隐主观幸福感。 相似文献
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18.
李志勇 《淮南师范学院学报》2014,16(6):33-37
采用Rosenberg自尊量表、拒绝敏感性量表、不确定感忍耐性量表、社交焦虑量表对563名大学生进行问卷调查。结果表明:自尊负相关于拒绝敏感性、无法忍受不确定性和社交焦虑,拒绝敏感性正相关于无法忍受不确定性和社交焦虑,无法忍受不确定性正相关于社交焦虑;拒绝敏感性和无法忍受不确定性在自尊与社交焦虑间起着中介作用。这表明,自尊不仅可以直接影响社交焦虑,而且可以通过拒绝敏感性和无法忍受不确定性的中介作用间接影响社交焦虑。 相似文献
19.
以大学生主观幸福感为研究对象,运用文献研究、理论阐释等方法,梳理当前大学生幸福感的现状,指出家庭状况、社会支持、人格、自尊、自我效能、应对方式、人际关系等不同程度影响大学生的幸福感,主张建立发展性为主,弥补性为辅的心理健康教育目标,形成长效机制,转变心理健康教育模式,塑造健康人格品质,同时创新工作形式,提高心理健康教育的实效性,以此增强对大学生主观幸福感的培育,以期形成系统全面的调查、评估、干预主观幸福感的方法。 相似文献