科研之友
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摘要
The authors tested a self-determination theory (Deci & Ryan, 2000) process model of subjective wellbeing among students at Norwegian Folk High Schools. In this model the authors hypothesized that students' intrinsic goal progress expectancy in the chosen study activity and perceived autonomy support from teachers would be positively associated with intrinsic and identified regulations of activity. In turn, intrinsic regulation would positively affect subjective wellbeing at the end of the school year (eight months later), whereas the identified regulationsubjective wellbeing link would be both indirect through and moderated by effort. In addition, the lower the identified regulation among students, the more their psychological well-being would be moderated by intrinsic goal progress expectancy. The results supported all predictions.
- 出版日期2013-6-1
