| （广州体育学院 运动与健康系，广东 广州 510500） 摘 要：以基本心理需要理论(BPNT)为基础，采用体育自主支持感、运动基本心理需要和主观活力3个量表对664名青少年进行调查，以检验基本心理需要在体育自主支持感与青少年主观活力之间的中介作用。结果表明，体育自主支持感可正向预测主观活力；3种基本心理需要均可正向预测主观活力，但它们地位不一，最重要的是能力需要，其次是自主需要，最后是关系需要；中介效应检验结果显示，3种基本心理需要在体育自主支持感与主观活力之间均起部分中介作用。因此可见：3种基本心理需要的地位顺序和中介作用具有情境特异性；体育教师应提供自主支持的教学环境，满足青少年基本心理需要，进而提升其主观活力和健康幸福。 |
XIANG Ming-qiang，DING Hua-li
| （Department of Exercise Science and Health Promotion，Guangzhou Sport University，Guangzhou 510500，China) Abstract: The authors surveyed 664 teenagers based on the basic psychological needs theory (BPNT) and by using such 3 scales as the sense of independent support of sport, basic psychological needs for sport and subjective vital-ity, so as to verify the mediating role played by basic psychological needs in between the sense of independent sup-port of sport and the subjective vitality of teenagers, and revealed the following findings: the sense of independent support of sport can positively predict subjective vitality; all the 3 basic psychological needs can positively predict subjective vitality, but their statuses are not the same, the most important one is ability need, followed by independ-ence need, and tailed by relationship need; the mediating effect verification results showed that 3 basic psychologi-cal needs played a partial mediating role in between the sense of independent support of sport and subjective vitality. Conclusions: the status order and mediating role of 3 basic psychological needs are context-specific; physical edu-cation teachers should provide an independently supported teaching environment, meet teenagers’ basic psycho-logical needs, and thus promote their subjective vitality, healthiness and happiness. |
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