Department of Education, Cognition and Development, Graduate School of Education, University of California, Berkeley, CA 94720-1670, USA.
J Youth Adolesc. 2012 Mar;41(3):390-401. doi: 10.1007/s10964-011-9738-3. Epub 2011 Dec 23.
Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.
青少年的情感投入在促进他们的学业成绩和整体心理健康方面起着至关重要的作用。作为一项为期 3 年的纵向研究的一部分，本研究借鉴了自我决定理论，考察了三个心理预测因素在特定学习环境中的情感投入。94 名来自低社会经济地位（SES）的九年级学生（49%为男性；32 名黑人、30 名白人、32 名拉丁裔）在一周内的多个时间点对他们在学习环境中的自主、能力和相关需求的感知满足程度以及情感投入进行了评价。分层线性模型显示，学生对心理需求满足感和情感投入的评价随时间和情境而变化。在考虑了学生的性别、种族/族裔和先前的成就后，我们发现特定学习情境中每一种心理需求的满足感都与该情境中的情感投入有关（即学生个体层面）。学生自主需求的满足感也与他们在聚合水平上的情感投入有关（即学生个体之间层面）。这些发现说明了特定学习环境的心理功能是如何与来自低 SES 背景的学生的内部和个体之间的情感投入相关联的。
