Behzadnia Behzad, FatahModares Saeideh
Department of Motor Behavior, Faculty of Sport Science and Physical Education, University of Tabriz, 29 Bahman Blv, Tabriz, East Azarbaijan Iran.
Department of Sport Management, Faculty of Sport Science and Physical Education, Urmia University, Urmia, Iran.
Motiv Emot. 2023;47(1):61-83. doi: 10.1007/s11031-022-09968-9. Epub 2022 Aug 24.
We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students ( = 21.45, = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice.
我们测试了一种满足基本心理需求的自我支持方法，以提高学生的基本需求满意度、正念和主观活力，并在新型冠状病毒疫情和大学期末考试期间降低他们的需求挫折感、对冠状病毒的担忧和考试焦虑。330名学生（平均年龄=21.45岁，标准差=2.66）参与了这项为期6天的实验研究，他们被随机分配到实验组（自我支持方法，n=176）或对照组（无干预）。学生们在研究开始时（大学期末考试第一天，时间1）、中期（研究开始3天后，时间2）和研究结束时（研究开始6天后，时间3）完成了目标问卷。与对照组的学生相比，实验组的学生报告了更高的需求满意度、正念、主观活力，以及更低的需求挫折感、对冠状病毒的担忧和考试焦虑。通过路径分析，实验组正向预测了学生更高的需求满意度，而这反过来又预测了他们在时间3时更高的主观活力，以及更低的对冠状病毒的担忧和考试焦虑。结果凸显了自我支持方法在困难时期对学生结果的重要性，这对理论和实践都有启示意义。
