Yu Chengfu, Li Xian, Wang Shujun, Zhang Wei
School of Education & Center for Mind and Brain Science, Guangzhou University, Guangzhou, Guangdong, China; School of Psychology & Center for Studies of Psychological Application, South China Normal University, Guangzhou, Guangdong, China.
Department of Educational and Counseling Psychology, University at Albany, State University of New York, Albany, NY, USA.
J Adolesc. 2016 Jun;49:115-23. doi: 10.1016/j.adolescence.2016.03.001. Epub 2016 Apr 1.
Grounded in stage-environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship.
基于阶段-环境匹配理论，本研究采用纵向设计，以检验教师的自主支持对减轻青少年焦虑和抑郁的作用。共有236名中国青少年（女生占57.38%，平均年龄14.34岁）在七年级和八年级的秋季和春季学期完成了关于教师自主支持、基本心理需求满足、学校参与度、焦虑和抑郁的问卷调查。结果显示，七年级秋季的教师自主支持提高了七年级春季的基本心理需求满足感；这反过来又增加了八年级秋季的学校参与度，进而降低了八年级春季的焦虑和抑郁水平。这些发现证明了教师自主支持对减轻青少年焦虑和抑郁具有显著作用；此外，还凸显了基本心理需求满足和学校参与度在这一关系中的中介作用。
