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Gökçe Erturan‐İlker Eleanor Quested Paul Appleton Joan L. Duda 《Psychology in the schools》2018,55(4):350-365
Basic Psychological Needs Theory (BPNT) suggests that autonomy‐supportive teachers can promote the satisfaction of students’ three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well‐being. The role of need satisfaction as a determinant of well‐being is understood to be invariant across contexts and cultures. The aim of this study is to test the invariance in the relationships between students’ perceptions of their teachers’ autonomy support and their psychological need satisfaction, enjoyment, concentration, and boredom across different school subjects (math, English, and physical education lessons) and across different cultures (England and Turkey). Questionnaires tapping the targeted variables in the three different lesson types were completed by students in schools in England and Turkey. Results from multilevel modeling analyses showed some support for the tenets of BPNT, albeit there were inconsistences among the strengths of the hypothesized relationships based on country and/or lesson type. 相似文献
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需要层次理论与网络心理需求关系探讨 总被引：2，自引：0，他引：2
刘亚丽 《湖南师范大学教育科学学报》2009,8(4):113-116
网络在中国的快速发展和本身具有的特征,在给人们生活带来巨大便利的同时,也对人们自身产生了深刻的影响,特别是对青少年的影响更大.用需要的层次理论对青少年使用网络的心理进行分析,可以看出,获得基本生理需求、渴望交往、寻求尊重及自我实现需要是青少年网络行为的主要心理原因.对需要层次理论与网络心理需求关系进行探讨,从心理的角度,更人性化地帮助青少年合理使用网络具有一定的意义. 相似文献
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Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs. 相似文献
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Alexandra Sewell 《Educational Psychology in Practice》2016,32(1):1-12
There has been brief but important discussion regarding the concepts of “oppression” and “anti-oppression” in the educational psychology professional practice literature. This article aims to both further and focus this discussion. In particular, the concept of “epistemological oppression” is introduced and the significance it has for the meaning-making and knowledge construction activities of educational psychology practice is explored. A conceptual application of two predominant theories of epistemological oppression, Standpoint Theory and the Three Levels of Epistemological Oppression theory, is made with regard to the psychological assessment of special educational needs (SEN). It is posited that as psychological assessment of SEN is fundamentally an epistemological endeavour these two theories provide a crucial framework through which educational psychologist (EPs) may base reflective practice in order to realise and ameliorate potential oppression. It is concluded that EPs have a responsibility to orient themselves toward the potential for epistemological oppression in their work and help towards its amelioration. 相似文献
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Abstract This article reports on the distribution of the use of graphic calculators over the whole secondary school population in a Local Education Authority (LEA) in the United Kingdom. Quantitative and qualitative census data on the extent and nature of graphic calculator use have been obtained. A feature of this project is in the use of a teacher research team to gather data naturalistically. This work was designed to augment previous work in this area by providing census details for an entire LEA and by including reasons why graphic calculators are not used. The authors found that the key factors which contributed to use were: expertise within mathematics departments; regard for graphic calculators as learning aides from mathematics staff and as information and communication technology from senior staff; a ‘critical mass’ of older/higher attaining students. Key factors which inhibited use of graphic calculators were: lack of time to learn how to use the calculator and how to teach with it; concern over recent examination restrictions; perceptions of computers being a resource priority 相似文献