Self-Determination Theory and the Happiness and Academic Achievement of Students at a Women’s University
Self-Determination Theory and the Happiness and Academic Achievement of Students at a Women’s University
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自决理论与女子大学学生的幸福感和学业成绩
DOI：
10.1007/s12646-021-00617-8
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发表时间：
2021
影响因子：
1.3
通讯作者：
Megumi and Abhay Joshi
中科院分区：
文献类型：
--
作者：
Nishimura;Megumi and Abhay Joshi
本研究旨在探讨自我决定理论（SDT）在多大程度上解释了日本女子大学学生的学业成就和心理健康。根据SDT，如果学生满足他们的基本心理需求（自主性，能力和相关性），他们将有更多的内化动机，这反过来又会导致他们表现得更好。然而，这项研究并没有发现SDT完全适用于其受访者，他们都是女子大学的大学生。从父母那里获得自主性支持的学生满足了基本的心理需求，感到自己是有能力的，这与理论是一致的。然而，与理论相反，高感知能力并没有给本研究的学生带来更多的内化动机。具有高感知能力水平的学生倾向于出于义务感（外部动机）或取悦他人（内向动机）而不是基于他们的价值观（识别动机）或兴趣（内在动机）。此外，相对于SDT，内化动机的水平，测量的相对自主性指数（RAI），在这项研究中的学生的学习成绩或幸福感没有统计学上的显着影响。本研究发现，在自我发展测验中，来自父母的自主性支持和学生的基本心理需要满足（BPNS）对学生的学习成绩和幸福感有显著影响，而不是自我动机（SDT的后期变量）。
This study examines the extent to which self-determination theory (SDT) explains the academic achievement and mental well-being of students at a women’s university in Japan. According to SDT, if students meet their basic psychological needs (autonomy, competence, and relatedness), they will have more internalized motivation, which in turn will lead them to perform better. However, this study does not find that SDT fully applies to its respondents, who are all college students at a women’s university. Students who obtain autonomy support from their parents meet their basic psychological needs and feel that they are competent, which is in line with the theory. In contrast to the theory, however, highperceived competencedoes not bring more internalized motivation to the students in this study. Students with highperceived competencelevels tend to act out of a sense of obligation (external motivation) or to please others (introjected motivation) rather than based on their values (identified motivation) or interests (intrinsic motivation). Moreover, as opposed to SDT, the level of internalized motivation, measured by the relative autonomy index (RAI), has no statistically significant impact on either the academic achievement or the happiness of the students in this study. Instead of self-motivation (which is a late-stage variable in SDT), this study finds thatautonomy supportfrom parents and the basic psychological need satisfaction (BPNS) of students (which are early-stage variables in SDT) have a statistically significant impact on both the grades and the happiness of students.
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影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
DOI：
10.1007/978-3-319-24612-3_301901
发表时间：
2020
期刊：
Encyclopedia of Personality and Individual Differences
影响因子：
--
作者：
通讯作者：
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影响因子：
4.8
作者：
M. Vansteenkiste;W. Lens;B. Soenens;K. Luyckx
通讯作者：
M. Vansteenkiste;W. Lens;B. Soenens;K. Luyckx
影响因子：
7.6
作者：
Williams, GC;Deci, EL
通讯作者：
Deci, EL
影响因子：
16.4
作者：
Ryan, RM;Deci, EL
通讯作者：
Deci, EL