基本心理需求对3个东南欧国家的倦怠和学业成绩的不同影响
Nina Zupančič1, Antun Palanović2, Mitja Ružojčić2
1Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia.
International journal of psychology : Journal international de psychologie
|September 11, 2023
概括
满足基本心理需求 (BPN),特别是自主性和能力,显著减少了学生的倦怠,并提高了学业成绩. 这些发现适用于不同的国家和学术时期.
科学领域:
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
- 学生福利 学生福利
背景情况:
- 基本心理需求 (BPN) 与减少倦怠和提高学业成绩 (GPA) 有关.
- 在东南欧国家和不同学术压力时期,关于BPN的研究有限.
- 了解BPN影响的上下文和时间变化对于教育干预至关重要.
研究的目的:
- 调查基本心理需求满足和学生倦怠/学业成绩之间的关系.
- 探索东南欧国家的背景差异.
- 为了检查压力 (考试) 与压力较小 (学期开始) 期间的变化.
主要方法:
- 涉及克罗地亚,塞尔维亚和斯洛文尼亚学生的横截面研究.
- 使用了翻译和调整的Maslach Burnout Inventory-学生调查和BPN满意度和丧度表.
- 在学期开始和考试期间收集的数据.
主要成果:
- 高自主性和能力需要满意度在所有情况下都大大减少了倦怠.
- 能力需要满足积极预测的学业成绩.
- 自主性和能力满意度在学期开始时更高,而在考试期间的倦怠程度达到顶峰.
结论:
- 满足基本的心理需求,特别是自主性和能力,对于学生的福祉和学业成功至关重要.
- 这些需求充当了教育环境中防范倦怠的保护因素.
- 调查结果强调了培养BPN的重要性,无论文化背景或学术压力水平如何.
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