Department on Education Sciences, University of Bologna, Italy.
Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Italy.
Br J Educ Psychol. 2019 Mar;89(1):41-56. doi: 10.1111/bjep.12215. Epub 2018 Feb 23.
The literature in educational psychology converges on the idea that students should take an active and accountable position in their learning processes. Nevertheless, there is still a lack of research that has systematically put the constructs of agency and responsibility at the core of their interests.
In this study, we explore whether good experiences at school - here conceptualized as the general level of basic needs fulfilment and interpersonal justice - impact on student agency and responsibility, which in turn are considered as possible mediators between a good educational experience and two outcome measures, that is, academic achievement and career decision-making self-efficacy.
The study was held on a sample of 911 high school students equally distributed between males and females.
Data were collected through the use of a questionnaire comprising six measures assessing students' basic psychological need fulfilment, interpersonal justice, agentic engagement, responsibility for learning, academic achievement, and career decision-making self-efficacy.
Structural equation modelling indicated that basic needs fulfilment positively predicts agency, responsibility, academic achievement, and career decision-making self-efficacy. Interpersonal justice positively predicts responsibility. The indirect effect from basic psychological needs on career decision-making self-efficacy through the mediating effects of student agentic engagement and student responsibility was significant. The indirect effect from interpersonal justice on career decision-making self-efficacy through the mediating effect of student responsibility for learning was significant. These results are commented at the light of their implications for teacher practices, as they emphasize the importance of good experiences at school for promoting in students an active civic sense and a greater accountability.
教育心理学领域的文献一致认为，学生应该在学习过程中采取积极主动和负责任的态度。然而，仍然缺乏将能动性和责任感这两个概念作为核心关注点的系统性研究。
本研究旨在探讨学生在学校的良好体验（这里将其概念化为基本需求满足和人际公正的总体水平）是否会对其能动性和责任感产生影响，而能动性和责任感又被视为良好教育体验与两个结果衡量指标（即学业成绩和职业决策自我效能感）之间的可能中介因素。
该研究的样本由 911 名高中生组成，男女各占一半。
通过使用一份问卷收集数据，该问卷包含六个衡量学生基本心理需求满足度、人际公正、能动性投入、学习责任感、学业成绩和职业决策自我效能感的指标。
结构方程模型表明，基本需求满足度正向预测能动性、责任感、学业成绩和职业决策自我效能感。人际公正正向预测责任感。基本心理需求通过学生能动性投入和学生责任感的中介效应对职业决策自我效能感的间接效应具有统计学意义。人际公正通过学生学习责任感的中介效应对职业决策自我效能感的间接效应具有统计学意义。这些结果在教师实践方面具有重要意义，因为它们强调了学校良好体验对于培养学生积极的公民意识和更强的责任感的重要性。
