Parent and teacher autonomy-support in Russian and US adolescents - Common effects on well-being and academic motivation
Parent and teacher autonomy-support in Russian and US adolescents - Common effects on well-being and academic motivation
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DOI：
10.1177/0022022101032005006
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发表时间：
2001-09-01
影响因子：
3
通讯作者：
Ryan, RM
中科院分区：
文献类型：
--
作者：
Chirkov, VI;Ryan, RM
源自自决理论（SDT）的命题，即自主支持对自我激励和幸福感具有积极影响，在两种不同的文化背景下进行了检验。参与者是来自俄罗斯和美国的 264 名高中生，他们完成了对父母和教师自主支持、学业动机和幸福感的测量。使用平均值和协方差结构分析来检查测量结构的文化可比性。结果支持了这样的假设：俄罗斯青少年认为父母和老师比美国学生更具控制欲；在这两个样本中，感知到的自主支持将预示着更大的学术自我激励和幸福感。根据 SDT 的假设，即在文化差异的背景下人类对自主的基本需求，对结果进行了讨论。
The proposition, derived from self-determination theory (SDT), that autonomy-support has a positive effect on self-motivation and well-being, is examined in two distinct cultural settings. Participants were 264 high school students from Russia and the United States who completed measures of perceived parental- and teacher-autonomy-support, academic motivation, and well-being. Means and covariance structure analyses were used to examine the cultural comparability of measured constructs. Results supported the hypotheses that Russian adolescents would perceive parents and teachers as more controlling than U.S. students; and in both samples, perceived autonomy-support would predict greater academic self-motivation and well-being. Results are discussed in terms of SDT's postulate of a basic human need for autonomy in the context of cultural variations.