The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement

被引：39

作者：

Buzzai, Caterina ^{[1
]}

Sorrenti, Luana ^{[2
]}

Costa, Sebastiano ^{[3
]}

Toffle, Mary Ellen ^{[4
]}

Filippello, Pina ^{[2
]}

机构：

[1] Univ Messina, Messina, Italy

[2] Univ Messina, Dev & Educ Psychol, Messina, Italy

[3] Univ Campania Luigi Vanvitelli, Psychol, Caserta, CE, Italy

[4] Univ Messina, Off Global Engagement, Messina, Italy

来源：

SCHOOL PSYCHOLOGY INTERNATIONAL | 2021年 / 42卷 / 05期

关键词：

psychological needs satisfaction; psychological needs frustration; academic engagement; academic achievement; adolescent students; SELF-DETERMINATION THEORY; FIT INDEXES; EXPERIENCES; BURNOUT; ADOLESCENCE; MOTIVATION; MEDIATION; STUDENTS; SUPPORT;

D O I：

10.1177/01430343211017170

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The main purpose of this study is to investigate how students' perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students' psychological needs.

引用

页码：497 / 519

页数：23

共 58 条

[1] Emotion regulation and need satisfaction shape a motivating teaching style [J].