Williams G C, Deci E L
Department of Psychology, University of Rochester, New York 14627, USA.
J Pers Soc Psychol. 1996 Apr;70(4):767-79. doi: 10.1037//0022-3514.70.4.767.
Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientation Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
两项研究在一个面试课程中对二年级医学生进行了自我决定理论测试。研究1表明：（a）在一般因果取向量表上具有更强自主取向的个体在课程开始时具有更高的心理社会信念，并且报告了更多参与该课程的自主原因；（b）那些认为其教师更支持自主性的学生在为期6个月的课程学习过程中变得更加自主。研究2是一项为期30个月的纵向研究，结果显示，那些认为其教师更支持自主性的学生在学习中变得更加自主，这反过来又导致在课程为期20周的时间里，他们的自我效能感和心理社会信念显著增强，6个月后在与模拟患者面谈时表现出更多的自主性支持，并且在两年后具有更强的心理社会信念。
