需要支持和需要挫败:对自主,能力和关系的元分析 学生群体中支持和挫败的行为
Joshua L Howard1, Gavin R Slemp2, Xiao Wang3
1Monash University, Victoria, Australia.
Personality & social psychology bulletin
|January 31, 2024
概括
心理健康的老师和家长可以为学生提供更好的支持. 支持性行动提高学生的表现,参与和福祉,与自决理论 (SDT) 保持一致.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 社会心理学 社会心理学
背景情况:
- 自决理论 (SDT) 认为,对自主,能力和相关性的心理需求对幸福至关重要.
- 了解需求支持和需求阻碍行为的名学网络在教育环境中至关重要.
- 之前的研究已经探索了这些概念,但需要进行全面的元分析来综合发现.
研究的目的:
- 在教育背景下对需要支持类别和需要阻碍类别的名学网络进行元分析.
- 为了检查教师/家长之间的关系,需要满足和他们的支持行为.
- 综合支持和挫败行为对学生成绩的影响.
主要方法:
- 综合分析从637个样本中合成了8693个相关性 (N = 388,912).
- 检查了72个共变量,产生了183个元分析效应.
- 专注于六个需要支持和需要挫败的类别,根据自决理论 (SDT) 的定义.
主要成果:
- 经历心理需求满足和幸福感的教师和家长被认为更有支持力.
- 支持性教师行为与学生的表现,参与度和幸福感有积极的相关性.
- 阻碍需求的行为通常与学生所期望的结果呈现相反的负相关性.
结论:
- 结果与自决理论 (SDT) 关于需要支持对学生的影响的期望一致.
- 需要进一步的研究来了解推动教师支持的因素,并完善SDT类别的实际实用性.
- 调查这些构造的增量有效性对于推进教育心理学至关重要.
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