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題名 | Relationships Among Hong Kong Secondary School Students' Self-efficacy, Autonomous Motivation, Psychological Needs Satisfaction, and Psychological Well-being in the Participation of Non-academic Activities=香港中學生參與非學術性活動時個人社交發展自我效能感、自主動機、心理需求滿足與心理幸福感的關係 |
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作者 | 鄭禮林; 謝志成; | 書刊名 | 教育學報 |
卷期 | 51:1 2023.06[民112.06] |
頁次 | 頁59-86 |
分類號 | 521.19 |
關鍵詞 | 非學術性活動; 心理幸福感; 個人社交發展自我效能感; Non-academic activities; Psychological well-being; Personal-social development self-efficacy; |
語文 | 英文(English) |
中文摘要 | 根據自我決定理論,有自主動機取向的人擁有更好的心理幸福感。本研究透過充分驗證的問卷,調查了814名香港10-11年級中學生參與非學術性活動與他們的心理需求、個人社交發展自我效能感和負面情緒症狀(如抑鬱、焦慮、壓力)等相關的因素。結果顯示,在非學術性活動中有較高參與度的學生(如扮演更重要角色和更投入)表現出更高的自我效能感、心理幸福感、心理需求滿足和自主動機,但較少負面情緒症狀。然而,研究亦發現,參加過多的非學術性活動可能會削弱自我效能感和心理幸福感,並引發負面情緒症狀。結構方程模型分析顯示,當學生對心理需求更滿意和從教師那裏獲得更多自主支持時,他們會表現出更高的自我效能感和心理幸福感,以及更低的抑鬱、焦慮和壓力,而這些關係進一步受到自主動機調節。雖然與社會經濟地位較低的學生相比,社會經濟地位較高的學生在非學術性活動上的花費較多,但他們參與的投入度和時間較少。而且,在自我效能感、心理幸福感和負面情緒症狀方面,研究並未發現兩個社會經濟地位群體之間有顯著差異。因此,學生如何參與非學術性活動,比起他們在這些活動當中花費了多少更為重要。本文還會討論不同持份者在非學術性活動中的角色和有效做法。 |
英文摘要 | Self-determination theory posits that people with autonomous motivation orientation have better psychological well-being. Using well-validated questionnaires, in the present study we aimed at identifying factors in 814 Hong Kong grade 10-11 secondary school students' non-academic activities participation associated with their psychological needs, personal-social development self-efficacy, and negative emotional symptoms like depression, anxiety, and stress. Findings showed that students who had higher involvement in non-academic activities (e.g., playing larger roles and more engagement) showed higher self-efficacy, psychological well-being, psychological needs satisfaction, and autonomous motivation but reported to have fewer negative emotional symptoms. However, the study also found that participating in too many non-academic activities could undermine self-efficacy and psychological well-being and provoke negative emotional symptoms. Structural equation modeling analyses demonstrated that students who were more satisfied with psychological needs and who perceived more autonomy support from instructors showed higher self-efficacy and psychological well-being, as well as lower depression, anxiety, and stress, which was further mediated by autonomous motivation. While students with higher socioeconomic status tended to spend more but engage less and use less time on non-academic activities than those with lower socioeconomic status, no significant difference was found in the self-efficacy, psychological well-being, and negative emotional symptoms between the two socioeconomic status groups. Thus, it is more important in the ways that students participated in non-academic activities, but not how much they had spent on them. The role and effective practices of different stakeholders in non-academic activities are discussed. |
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