Koestner Richard, Powers Theodore A, Milyavskaya Marina, Carbonneau Noémie, Hope Nora
McGill University.
J Pers. 2015 Apr;83(2):179-90. doi: 10.1111/jopy.12093. Epub 2014 Apr 18.
Two prospective studies examined the relations of autonomy support and directive support to goal internalization and goal persistence over a year. Study 1 examined the role of support and internalization in semester-long goals set by college students and whether the goals were reset in the following semester. Study 2 examined semester-long goals and long-term developmental goals. Study 1 showed that autonomy support was not only significantly associated with greater internalization and goal success in the fall semester, but it was also significantly associated with actually resetting and subsequently succeeding at goals that one had failed to reach. Study 2 showed that autonomy support was significantly associated with progress for short-term goals over the semester, whereas directive support was unrelated to progress. For long-term goals, autonomy support was significantly related to greater internalization of goals and to greater goal satisfaction, whereas directive support was significantly negatively related to these outcomes. These studies point to the beneficial effects of autonomy support on goal internalization and resilient persistence. The effects of directive support (null vs. negative) were moderated by the timeline of the goals.
两项前瞻性研究考察了自主性支持和指令性支持与目标内化及长达一年的目标坚持性之间的关系。研究1考察了支持和内化在大学生设定的学期目标中的作用，以及这些目标在下一学期是否会重新设定。研究2考察了学期目标和长期发展目标。研究1表明，自主性支持不仅与秋季学期更高的目标内化和目标达成显著相关，而且与实际重新设定并随后成功实现未达成的目标也显著相关。研究2表明，自主性支持与学期内短期目标的进展显著相关，而指令性支持与进展无关。对于长期目标，自主性支持与更高的目标内化和更高的目标满意度显著相关，而指令性支持与这些结果显著负相关。这些研究指出了自主性支持对目标内化和坚韧坚持的有益影响。指令性支持的效果（无影响与负面影响）因目标的时间跨度而异。
