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首页> 美国卫生研究院文献>other >The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction
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The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction

机译：学校基本心理需求的满足对儿童亲社会行为和反社会行为的影响：学校满意度的中介作用

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Grounded in Basic Psychological Need Theory, we examined the direct effects of the satisfaction of three basic psychological needs at school (i.e., satisfaction of autonomy needs at school, satisfaction of relatedness needs at school, and satisfaction of competence needs at school) on prosocial behavior and antisocial behavior as well as the mediation effects of school satisfaction on the relations between the satisfaction of three basic psychological needs at school and prosocial behavior as well as antisocial behavior. We employed a sample of 801 Chinese children (429 males; Mage = 9.47) in a three-wave longitudinal study, with each wave occurring 6 months apart. Direct and indirect effects were estimated by Structural Equation Modeling. Results indicated that: (1) Satisfaction of relatedness needs at school and competence needs at school, but not satisfaction of autonomy needs at school, displayed direct effects on prosocial behavior. Also, satisfaction of relatedness needs at school, but not satisfaction of autonomy needs at school or competence needs at school, displayed direct effects on antisocial behavior. (2) Both satisfaction of relatedness needs at school and competence needs at school displayed indirect effects on prosocial behavior and antisocial behavior via school satisfaction as a mediator. However, satisfaction of autonomy needs at school failed to have indirect effects on prosocial behavior or antisocial behavior via school satisfaction. These findings suggest differential predictors of children’s prosocial and antisocial behavior, supporting the separability of the two constructs. The findings also suggest developmental differences in need satisfaction, with the satisfaction of autonomy needs playing a relatively less important role in school-age children. We also discussed limitations and practical applications of the study.
机译：基于基本的心理需求理论，我们研究了满足学校三个基本心理需求（即，满足学校的自主需求，满足学校的相关性需求和满足能力要求）的直接影响对亲社会行为的直接影响。反社会行为，以及学校满意度的中介效应对学校三个基本心理需求的满意度与亲社会行为和反社会行为之间关系的影响。在三波纵向研究中，我们采用了801名中国儿童（429位男性；法师= 9.47）的样本，每波发生间隔为6个月。通过结构方程模型估算直接和间接影响。结果表明：（1）对学校的亲密关系和能力要求的满足，但对学校的自主性要求的满足不充分，对亲社会行为有直接影响。同样，满足学校的相关性需求，而不满足学校的自主性需求或学校的能力需求，对反社会行为产生了直接影响。 （2）通过调解学校的满意度，对学校的相关性需求的满足和对学校的能力需求的满足都对亲社会行为和反社会行为产生间接影响。但是，满足学校的自治需求并不能通过学校满意度对亲社会行为或反社会行为产生间接影响。这些发现暗示了儿童亲社会行为和反社会行为的不同预测因素，支持了两种结构的可分离性。研究结果还表明，在需求满足方面的发展差异，对自主需求的满足在学龄儿童中的作用相对较小。我们还讨论了该研究的局限性和实际应用。

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