追求快乐还是追求意义?青少年幸福倾向及其对学习行为的影响

Happiness or Meaning? The Orientations to Happiness of Teenagers and Its Effects on Their Learning Behaviors

研究使用问卷调查法,以2828名中学生为对象,考察了幸福倾向对其学习目标、学习毅力、学习策略、学习投入等学习行为的影响。结果表明:(1)青少年的意义倾向对其成就目标中的掌握目标和表现趋近维度、学习毅力、学习策略和学习投入都有显著的正向预测作用,对成就目标中的表现回避维度具有显著的负向预测作用;(2)青少年的快乐倾向对掌握目标、学习毅力、学习策略和学习投入都有显著的负向预测作用,对表现趋近和表现回避有显著的正向预测作用;(3)通过意义倾向和快乐倾向两个维度可以将青少年分为四类,双高组和单高意义组的青少年在学习行为表现上最积极,双低组的青少年学习行为表现最为消极。总体来说,追求快乐还是意义会影响到青少年学习行为这一重要的发展指标,意义比快乐更能促进青少年的积极健康发展。

By investigating and statistically analyzing the data of 2828 teenagers＇, we studied the impacts of orientations to happiness on teenagers＇ learning behaviors. The results are as follows： 1 ） teenagers＇ eudaimonic orientations positively predict their mastery goal orientations, performance approach, grit in learning, learning strategy and investment, and negatively predict performance avoidance. 2 ） teenagers＇ hedonic orientations negatively predict their mastery goal orientation, grit in learning, learning strategy and investment, and positively predict performance approach and performance avoidance. 3）teenagers can be divided into four groups by two dimensions, eudaimonia and hedonia. Teenagers in high-high group and high-eudaimonia group show better learning behaviors than other two groups. Teenagers in low-low group show the least positive learning behaviors. In summary, hedonia and eudaimonia have a great effect on teenagers＇ learning behaviors, and eudaimonia could better promote teenagers＇ positive and healthy development.