1 Purdue University.
2 University of Calgary.
J Sport Exerc Psychol. 2017 Feb;39(1):29-42. doi: 10.1123/jsep.2016-0038. Epub 2017 Jun 2.
This study used a randomized controlled design to test the pathways in basic psychological needs theory, where social relationships characterized by autonomy support, involvement, and structure foster psychological need satisfaction and well-being. Participants were recruited from a physical-activity-based youth program. A new staff training was implemented to manipulate the use of each interpersonal characteristic by program staff (N = 24 observed) and perceptions of each interpersonal characteristic, psychological needs, hope, and self-worth in youth (N = 379 surveyed pre- and postprogram). Staff in the intervention condition used greater overall observed autonomy support, involvement, and structure. Condition assignment did not lead to differences in youth perceptions, but observed staff behaviors positively predicted youth perceptions of staff and perceptions of staff positively predicted change in well-being. Findings indicate that the training manipulated how staff engaged youth, and autonomy support, involvement, and structure are useful strategies to foster well-being in youth.
本研究采用随机对照设计，检验基本心理需求理论中的途径，即自主性支持、参与和结构特征的社会关系促进心理需求满足和幸福感。参与者来自一项以体育活动为基础的青少年项目。实施了一项新的员工培训，以操纵项目员工（观察到的 N=24）和青年中对每个人际关系特征、心理需求、希望和自我价值的感知（预-后测调查的 N=379）对每个人际关系特征的使用。干预组的员工表现出更大的整体观察自主性支持、参与度和结构。条件分配并没有导致青年的感知差异，但观察到的员工行为积极预测了青年对员工的感知，而员工的感知又积极预测了幸福感的变化。研究结果表明，培训改变了员工与青少年的互动方式，自主性支持、参与度和结构是培养青少年幸福感的有效策略。
