成就目标对大学生主观幸福感的影响:基本心理需要的调节作用  

The Effect of Achievement Goals on University Students' Subjective Well-being:The Moderating Effect of Basic Psychological Need

作　　者：陈萍[1] 陈陈[1] 

机构地区：[1]中国.南京师范大学心理学院,江苏南京210097

出　　处：《中国健康心理学杂志》2015年第10期1481-1486,共6页China Journal of Health Psychology

基　　金：教育部人文社会科学研究一般项目(编号:10YJCXLX002);江苏高校哲学社会科学研究项目(编号:211060A5103)

摘　　要：目的:探讨学习环境对大学生关联感、自主性以及能力感的支持在成就目标和主观幸福感关系间的调节作用。方法:采用成就目标问卷、学习环境问卷和主观幸福感问卷对652名大学生进行调查。结果:1自主性支持分别在掌握趋向目标和生活满意度关系间(β=0.15,P<0.01)、表现趋向目标和生活满意度关系间(β=0.14,P<0.01)存在显著的调节作用;2关联感支持分别在掌握趋向目标和积极情感关系间(β=0.13,P<0.05)、表现趋向目标和积极情感关系间(β=0.12,P<0.05)存在显著的调节作用;3自主性支持分别在掌握趋向目标和积极情感关系间(β=0.14,P<0.01)、表现趋向目标和积极情感关系间(β=0.10,P<0.05)存在显著的调节作用;4关联感、自主性和能力感支持在表现回避目标和积极情感关系间的调节作用显著(β=-0.11,-0.11,-0.10;P<0.05)。结论:在高水平的关联感、自主性支持条件下,采纳掌握趋向目标与表现趋向目标的大学生体验强烈的积极情感;低水平的基本心理需要支持有利于采纳表现回避目标的学生体验积极情感。Objective：To examine the moderating roles of relatedness, autonomy and competence needs in the relationships between achievement goals and subjective well - being. Methods： A total of 652 undergraduate students from the university in LanZhou was investigated using the questionnaires of A- chievement Goals, Learning Environment and Subjective Well - being. Results：①It was found that the support of autonomy significantly moderated the relationships between mastery- approach goal and life satisfaction（β= 0. 15, P 〈 0.01 ）, performance - approach goal and life satisfaction （β = 0. 14, P 〈 0.01 ）. ② The relationships between mastery - approach goal（β = 0.13 ,P 〈 0.05 ） or performance - ap- proach goal（β =0.12 ,P 〈0.05）and positive affection were significantly moderated by the support of re- latedness. ③ The support of autonomy significantly moderated the relationships between mastery - ap- proach goal and positive affection （β = 0.14, P 〈 0.01 ）, performance, approach goal and positive affec- tion（β = 0.10 ,P 〈 0.05 ）. ④ The relationships between performance -avoidance goal and positive affec- tion were significantly moderated by the support of relatedness, autonomy and competence （β = -0.11, -0.11 ,-0.10,P 〈 0. 05 ）. Conclusion： Under the high level ＇of relatedness support and autonomy sup- port, the students experience more intensive positive affect while they are more likely to adopt mastery - approach goal or performance - approach goal. Besides, performance avoidance goal significantly promote positive affect although the support of relatedness, competence and autonomy is inadequate.

关 键 词：成就目标 基本心理需要 主观幸福感 大学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]