A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students
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DOI：
10.1080/01443410.2012.657159
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发表时间：
2012-01-01
影响因子：
3.2
通讯作者：
Samdal, Oddrun
中科院分区：
文献类型：
--
作者：
Diseth, Age;Danielsen, Anne G.;Samdal, Oddrun
以240名初中生为被试，采用问卷调查法，考察了教师对初中生基本心理需要、自我效能感、成就目标、生活满意度和学业成就水平的支持。相关分析显示，除胜任力支持需求与绩效目标之间存在显著正相关外，其他变量之间均存在显著正相关。随后的路径分析表明，这些变量可以解释为一个结构模型，描述了基本需要支持的自我效能和成就目标的预测因子，这反过来又预测学业成绩水平和感知生活满意度。班内相关性和设计效应分析表明，需要支持的相关性也解释了类水平的反应。理论和实践的影响进行了讨论的基本需要支持的重要性，作为一个预测个人的动机，在教育环境，以及学生适应学校和生活。
Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be accounted for by a structural model that described basic need support as predictors of self-efficacy and achievement goals, which in turn predicted academic achievement level and perceived life satisfaction. Analysis of intra-class correlation and design effect showed that need support of relatedness also was accounted for by class level responses. Theoretical and practical implications were discussed in terms of the importance of basic need support as a predictor of personal motives in educational settings as well as the students adjustment to school and life.