Perceptions of Teachers' Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

被引：57

作者：

Liu, Jingdong ^{[1
]}

Bartholomew, Kimberley ^{[2
]}

Chung, Pak-Kwong ^{[1
]}

机构：

[1] Hong Kong Baptist Univ, Dept Phys Educ, Kowloon Tong, Hong Kong, Peoples R China

[2] Univ East Anglia, Sch Educ & Lifelong Learning, Norwich, Norfolk, England

来源：

SCHOOL MENTAL HEALTH | 2017年 / 9卷 / 04期

关键词：

Autonomy support; Control; Need satisfaction; Need frustration; Subjective vitality; Negative affect; SELF-DETERMINATION THEORY; BASIC PSYCHOLOGICAL NEEDS; AUTONOMY SUPPORT; INTRINSIC MOTIVATION; SUBJECTIVE VITALITY; INITIAL VALIDATION; FIT INDEXES; BEHAVIORS; HEALTH; ENGAGEMENT;

D O I：

10.1007/s12310-017-9223-6

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined the associations among physical education students' perceptions of their teachers' autonomy-supportive and controlling interpersonal styles, need satisfaction and need frustration, and indices of psychological well-being (subjective vitality) and ill-being (negative affect). The results from 591 Chinese secondary school students in Hong Kong indicated that the relationship between students' perceptions of autonomy-supportive teaching behaviors and subjective vitality was primarily mediated by need satisfaction, whereas the relationship between perceived controlling teaching behaviors and negative affect was primarily mediated by need frustration. The results obtained from the multi-group structural equation model also suggested that these relationships were invariant across sex.

引用

页码：360 / 371

页数：12

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