Understanding the relations between parental conditional regard, teacher autonomy support, and adolescent well‐being: A self‐determination theory perspective

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-04-22 DOI:10.1002/pits.23212
Aylin Koçak, Ayşenur Alp Christ
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Abstract

Based on the self‐determination theory, many studies have attempted to uncover the contextual features that satisfy adolescents' basic psychological needs. Most of these, however, have focused on one aspect of the social context, either the school or the family environment, and focused on either the issue of need frustration or need satisfaction and their implications on well‐being. Therefore, in this study, we aimed to investigate whether adolescents' perceptions of parental conditional regard (both positive and negative regards) and teacher autonomy support were associated with need frustration and need satisfaction, which in turn, would be related to adolescents' well‐being (both subjective stress and life satisfaction). To test our hypotheses, we recruited 340 Turkish adolescents (Mage = 16.88 years, SD = 0.86). Results of structural equation modeling showed that parental conditional negative regard was positively related to need frustration, which in turn, was associated positively with adolescents' subjective stress, and negatively with life satisfaction. However, parental conditional positive regard was related to neither need satisfaction nor need frustration. Moreover, teacher autonomy support was positively related to need satisfaction, which in turn, was positively associated with life satisfaction. The results indicate that future research should consider both parent‐ and teacher‐related contexts together in relation to adolescents' basic needs and their well‐being.
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了解父母的有条件关注、教师的自主支持与青少年幸福之间的关系:自我决定理论视角
根据自我决定理论,许多研究试图揭示满足青少年基本心理需求的环境特征。然而,这些研究大多集中于社会环境的一个方面,即学校或家庭环境,并关注需求挫折或需求满足问题及其对幸福感的影响。因此,在本研究中,我们旨在调查青少年对父母有条件关注(包括积极和消极关注)和教师自主支持的看法是否与需求挫折感和需求满足感相关,而需求挫折感和需求满足感又是否与青少年的幸福感(包括主观压力和生活满意度)相关。为了验证我们的假设,我们招募了 340 名土耳其青少年(年龄 = 16.88 岁,标准差 = 0.86)。结构方程模型的结果显示,父母的有条件负向关注与需求挫折感呈正相关,而需求挫折感又与青少年的主观压力呈正相关,与生活满意度呈负相关。然而,父母有条件的积极关注既与需求满足感无关,也与需求挫折感无关。此外,教师的自主支持与需求满足感呈正相关,而需求满足感又与生活满意度呈正相关。研究结果表明,未来的研究应综合考虑与青少年基本需求及其幸福感相关的父母和教师背景。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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