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首页> 美国卫生研究院文献>Frontiers in Psychology >The control processes and subjective well-being of Chinese teachers: evidence of convergence with and divergence from the key propositions of the motivational theory of life-span development
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The control processes and subjective well-being of Chinese teachers: evidence of convergence with and divergence from the key propositions of the motivational theory of life-span development

机译：语文教师的控制过程和主观幸福感：生命发展动机理论的关键命题的融合和分歧的证明

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An analytical review of the motivational theory of life-span development reveals that this theory has undergone a series of elegant theoretical integrations. Its claim to universality nonetheless brings forth unresolved controversies. With the purpose of scrutinizing the key propositions of this theory, an empirical study was designed to examine the control processes and subjective well-being of Chinese teachers (N = 637). The OPS-Scales (Optimization in Primary and Secondary Control Scales) for the Domain of Teaching were constructed to assess patterns of control processes. Three facets of subjective well-being were investigated with the Positive and Negative Affect Schedule, the Life Satisfaction Scale, and the Subjective Vitality Scale. The results revealed certain aspects of alignment with and certain divergences from the key propositions of the motivational theory of life-span development. Neither “primacy of primary control” nor “primacy of secondary control” was clearly supported. Notably, using different criteria for subjective well-being yielded different subtypes of primary and secondary control as predictors. The hypothesized life-span trajectories of primary and secondary control received limited support. To advance the theory in this area, we recommend incorporating Lakatos' ideas about sophisticated falsification by specifying the hard core of the motivational theory of life-span development and articulating new auxiliary hypotheses.
机译：对寿命发展动机理论的分析回顾表明，该理论经历了一系列优雅的理论整合。然而，它对普遍性的主张引起了未解决的争议。为了审查该理论的关键命题，设计了一项实证研究，以检验汉语教师的控制过程和主观幸福感（N = 637）。构建教学领域的OPS量表（主要和次要控制量表的优化）以评估控制过程的模式。研究了主观幸福感的三个方面，包括正面和负面影响时间表，生活满意度量表和主观生命力量表。结果揭示了与人生发展动机理论的关键命题在某些方面保持一致和分歧的地方。 “主要控制的首要地位”和“辅助控制的首要地位”均未得到明确支持。值得注意的是，对主观幸福感使用不同的标准会产生不同的主要和次要对照亚型作为预测因子。假设的主要和次要控制生命周期轨迹得到的支持有限。为了推动这一领域的理论发展，我们建议通过指定寿命发展动机理论的核心并阐明新的辅助假设，来结合拉卡托斯关于复杂证伪的思想。

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