Abstract

Student life has been characterized both as challenging and as facilitative of future success. During the college years, emerging adults develop vocational competencies at the same time as they develop their sense of themselves and of their involvement in the world. In the current study, we examined the interplay among academic motivation, features of emerging adulthood, and psychological adaptation in relation to life satisfaction, psychological well-being, and perceived stress among Danish university students (N = 377). Results indicated direct and positive associations of autonomous motivation with life satisfaction, as well as a direct negative link between controlled motivation and psychological well-being. Furthermore, autonomous motivation was indirectly and positively associated with life satisfaction and psychological well-being, and negatively related to perceived stress, through experiences of life possibilities and experimentation. Controlled motivation was indirectly and positively associated with perceived stress through identity exploration. Our results underscore the importance of considering not only vocational competencies, but also personal interests and motivation, when designing educational curricula.

摘要

学生生活既具有挑战性，又具有促进未来成功的特点。在大学期间，新兴成年人在发展自我意识和参与世界的同时发展职业能力。在本研究中，我们研究了丹麦大学生的学习动机，成年期特征和心理适应与生活满意度，心理健康和感知压力之间的相互作用（N = 377）。结果表明，自主动机与生活满意度之间存在直接和正向联系，受控动机与心理健康之间存在直接的负向联系。此外，通过生活可能性和实验的经验，自主动机与生活满意度和心理健康之间存在间接的正相关，而与感知的压力负相关。通过身份探索，控制动机与感知到的压力间接​​且正相关。我们的结果强调在设计教育课程时，不仅要考虑职业能力，而且还要考虑个人兴趣和动机。