Background:Fundamental internal factors like self-construal and its influence on problematic online game use(POGU)remain underexplored.Hence,this study aims to investigate the effects of independent and interdependent...Background:Fundamental internal factors like self-construal and its influence on problematic online game use(POGU)remain underexplored.Hence,this study aims to investigate the effects of independent and interdependent self-construal on POGU,with the mediation of basic psychological needs satisfaction.Methods:The study surveyed 418 Chinese junior high school students(50.24%male;Meanage=12.68,SD=0.65),assessing their levels of self-construal,basic psychological needs satisfaction,and POGU.Aparallelmediationmodelwas tested.Results:The findings showed that autonomy and competence needs satisfaction fully mediated the negative impact of independent self-construal on POGU(B=−0.052,p<0.05;B=−0.094,p<0.01,respectively),while interdependent self-construal and relatedness needs satisfaction did not have a significant effect on POGU(B=0.005,p=0.758).Additionally,while independent self-construal positively correlated with the satisfaction of all three psychological needs,interdependent self-construal only positively associated with relatedness need satisfaction(B=0.152,p<0.001).Conclusions:The study demonstrates that independent self-construal serves as a protective factor against POGU,mediated by autonomy and competence needs satisfaction,while the effects of interdependent self-construal are more complex.These insights highlight the need for tailored interventions that promote adaptive self-construal and psychological needs satisfaction among Chinese adolescents to prevent POGU.展开更多
This study investigated the mediating role of basic psychological needs satisfaction in relationship between teacher support and adolescents’personal growth initiative.A total of 493 adolescents(females=44.8%,mean ag...This study investigated the mediating role of basic psychological needs satisfaction in relationship between teacher support and adolescents’personal growth initiative.A total of 493 adolescents(females=44.8%,mean age=12.46,SD=0.57)completed the Teacher Support Scale,the Adolescents’Personal Growth Initiative Scale,and the Basic Psychological Needs Scale.The results,analyzed through a Mediation model analysis results indicated higher teacher support to be significantly associated with higher adolescents’personal growth initiative.Teacher support was also associated with higher basic psychological needs satisfaction.Basic psychological needs satisfaction mediated the relationship between teacher support and adolescents’personal growth initiative for higher personal growth initiative.Thus,enhancing students’perceptions of teacher support would support the student’s sense of proactive and resilient growth with basic psychological needs satisfaction.展开更多
The present study aimed to examine the association between kindergarten error management climate and creative teaching and the mediating role of basic psychological needs satisfaction.A sample of 561 Chinese kindergar...The present study aimed to examine the association between kindergarten error management climate and creative teaching and the mediating role of basic psychological needs satisfaction.A sample of 561 Chinese kindergarten teachers(females=98%,M_(age)=34.32,SD=1.25)completed self-reported questionnaires on their work error management atmosphere,basic psychological needs satisfaction,and innovative teaching.The results structural equation modelling path analysis showed that high kindergarten error management climate was associated with higher innovative teaching.Moreover,the need for competence,but not the need for relatedness accounted for kindergarten error management atmosphere related to the teachers’innovative teaching.These results clarify the role of self-perceived competencies in the relationship between kindergarten teacher error management climate and creative teaching prospects important for teacher development and supervision.展开更多
Teaching and research activities are of great significance to the professional development of teachers.The basic psychological needs of teachers include autonomy,competence,and attribution.The engagement of teachers i...Teaching and research activities are of great significance to the professional development of teachers.The basic psychological needs of teachers include autonomy,competence,and attribution.The engagement of teachers in teaching and research activities can be analyzed from these three perspectives.Under the management system of teaching and research,teachers generally lack autonomy in the organization of teaching and research activities;they are also lack scientific research knowledge and ability;in addition,under the influence of harmonious interpersonal relationships and the culture of individualism,there is a dearth in real communication among teachers.In light of this,we propose targeted countermeasures to promote the vitality of teaching and research activities.展开更多
Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of thi...Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of this study with 488 secondary school teachers from Austria was to examine the satisfaction of teachers＇ needs for autonomy, competence and relatedness and meaningful relations to perceived job-related pressure and self-efficacy, to gain an increased insight in autonomy supportive contexts. The results point out that there are various sources for pressure in the teaching profession and structural equation modeling revealing a reciprocal relation between the satisfaction of the need for autonomy and pressure in teaching, as well as between the satisfaction of the need for competence and self-efficacy. In addition perceived pressure had a negative impact on teachers＇ self-efficacy and self-efficacy in turn influenced the satisfaction of the need for autonomy. In summary, considering basic psychological needs satisfaction of teachers seems relevant to create autonomy supportive environments for pupils and teachers in schools.展开更多
基金supported by The National Social Science Fund of China(24ASH013).
文摘Background:Fundamental internal factors like self-construal and its influence on problematic online game use(POGU)remain underexplored.Hence,this study aims to investigate the effects of independent and interdependent self-construal on POGU,with the mediation of basic psychological needs satisfaction.Methods:The study surveyed 418 Chinese junior high school students(50.24%male;Meanage=12.68,SD=0.65),assessing their levels of self-construal,basic psychological needs satisfaction,and POGU.Aparallelmediationmodelwas tested.Results:The findings showed that autonomy and competence needs satisfaction fully mediated the negative impact of independent self-construal on POGU(B=−0.052,p<0.05;B=−0.094,p<0.01,respectively),while interdependent self-construal and relatedness needs satisfaction did not have a significant effect on POGU(B=0.005,p=0.758).Additionally,while independent self-construal positively correlated with the satisfaction of all three psychological needs,interdependent self-construal only positively associated with relatedness need satisfaction(B=0.152,p<0.001).Conclusions:The study demonstrates that independent self-construal serves as a protective factor against POGU,mediated by autonomy and competence needs satisfaction,while the effects of interdependent self-construal are more complex.These insights highlight the need for tailored interventions that promote adaptive self-construal and psychological needs satisfaction among Chinese adolescents to prevent POGU.
文摘This study investigated the mediating role of basic psychological needs satisfaction in relationship between teacher support and adolescents’personal growth initiative.A total of 493 adolescents(females=44.8%,mean age=12.46,SD=0.57)completed the Teacher Support Scale,the Adolescents’Personal Growth Initiative Scale,and the Basic Psychological Needs Scale.The results,analyzed through a Mediation model analysis results indicated higher teacher support to be significantly associated with higher adolescents’personal growth initiative.Teacher support was also associated with higher basic psychological needs satisfaction.Basic psychological needs satisfaction mediated the relationship between teacher support and adolescents’personal growth initiative for higher personal growth initiative.Thus,enhancing students’perceptions of teacher support would support the student’s sense of proactive and resilient growth with basic psychological needs satisfaction.
基金supported by Jiangxi Province Colleges and Universities Humanities and Social Sciences Key Research Base Project:Research on the Cultivation of Innovative Talents in Higher Vocational Preschool Education Majors-Based on the Perspective of Self-Determination Theory(No.JD23113).
文摘The present study aimed to examine the association between kindergarten error management climate and creative teaching and the mediating role of basic psychological needs satisfaction.A sample of 561 Chinese kindergarten teachers(females=98%,M_(age)=34.32,SD=1.25)completed self-reported questionnaires on their work error management atmosphere,basic psychological needs satisfaction,and innovative teaching.The results structural equation modelling path analysis showed that high kindergarten error management climate was associated with higher innovative teaching.Moreover,the need for competence,but not the need for relatedness accounted for kindergarten error management atmosphere related to the teachers’innovative teaching.These results clarify the role of self-perceived competencies in the relationship between kindergarten teacher error management climate and creative teaching prospects important for teacher development and supervision.
文摘Teaching and research activities are of great significance to the professional development of teachers.The basic psychological needs of teachers include autonomy,competence,and attribution.The engagement of teachers in teaching and research activities can be analyzed from these three perspectives.Under the management system of teaching and research,teachers generally lack autonomy in the organization of teaching and research activities;they are also lack scientific research knowledge and ability;in addition,under the influence of harmonious interpersonal relationships and the culture of individualism,there is a dearth in real communication among teachers.In light of this,we propose targeted countermeasures to promote the vitality of teaching and research activities.
文摘Teachers can motivate their pupils by fostering autonomous learning or---especially if they feel under pressure themselves--teachers can hamper the motivation of their students by being controlling. The purpose of this study with 488 secondary school teachers from Austria was to examine the satisfaction of teachers＇ needs for autonomy, competence and relatedness and meaningful relations to perceived job-related pressure and self-efficacy, to gain an increased insight in autonomy supportive contexts. The results point out that there are various sources for pressure in the teaching profession and structural equation modeling revealing a reciprocal relation between the satisfaction of the need for autonomy and pressure in teaching, as well as between the satisfaction of the need for competence and self-efficacy. In addition perceived pressure had a negative impact on teachers＇ self-efficacy and self-efficacy in turn influenced the satisfaction of the need for autonomy. In summary, considering basic psychological needs satisfaction of teachers seems relevant to create autonomy supportive environments for pupils and teachers in schools.
