Bortoli Laura, Bertollo Maurizio, Filho Edson, di Fronso Selenia, Robazza Claudio
Behavioral Imaging and Neural Dynamics Center, Department of Medicine and Aging Sciences, "G. d'Annunzio" University of Chieti-PescaraChieti-Pescara, Italy.
School of Psychology, University of Central LancashirePreston, United Kingdom.
Front Psychol. 2017 Sep 5;8:1517. doi: 10.3389/fpsyg.2017.01517. eCollection 2017.
Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students' psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students ( = 65, 14-15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.
基于成就目标和自我决定理论，本研究旨在探讨掌握型和成绩型氛围干预对学生心理生物社会（PBS）状态和自我决定动机的影响。第一项研究旨在确定测量方法的有效性。在第二项研究中，两组女学生（n = 65，年龄14 - 15岁）参与了调查。一个掌握 - 成绩组先参加了八节涉及任务的课程，然后又参加了另一组八节涉及自我的课程。一个成绩 - 掌握组先参加了涉及自我的课程，然后参加了涉及任务的课程。研究结果表明，该计划对改变成绩 - 掌握组的PBS状态和自我决定动机有效。特别是，该组参与者在干预的第一阶段后，在愉悦/功能性PBS状态和自我决定动机方面的得分较低。此外，在干预的第二阶段后，自我决定动机水平仍然较低，从而表明存在有害的延续效应。
