Department of Education, Psychology, Philosophy, Faculty of Humanistic Studies, University of Cagliari, 09123 Cagliari, Italy.
Int J Environ Res Public Health. 2024 Aug 7;21(8):1037. doi: 10.3390/ijerph21081037.
This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students' Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study's main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence.
本研究通过使用源自自我决定理论的《青少年学生学校基本心理需求量表》（ASBPNSS）从多维角度探讨了青少年的心理健康。ASBPNSS 关注青少年的三种基本心理需求（能力、自主和关联），但尚未在意大利的学校环境中使用。本研究的主要目的是：（1）验证 ASBPNSS 的初步意大利语版本；（2）分析学校幸福感与自我调节学习自我效能感之间的关联；（3）验证是否存在性别差异。395 名学生（平均年龄=17.5；标准差=0.75）完成了 ASBPNSS 和自我调节学习自我效能感量表。检验了 ASBPNSS 的因子结构、综合可靠性和性别不变性。使用结构方程模型检验了学校幸福感与自我效能之间的关联（CFI=0.935，TLI=0.925；RMSEA=0.054）。幸福感测量与学校自我调节学习自我效能感相关，自我调节学习自我效能感预测了能力（β=0.639）、关联（β=0.350）和自主（β=0.309）。这些关系在性别上是不变的，尽管女孩在关联因素上的潜在均值较低。本研究强调了在青少年中促进学校自我效能感和幸福感的重要性。
