CAJ | 학술논문

采用分层抽样法在河南和云南抽取4988名高中生实施问卷调查，考察父母自主支持和教师自主支持与高中生学业、个性社会性和生涯发展的关系。结果发现：（1）学业和生涯方面，女生发展好于男生，重点学校学生发展好于普通学校学生；个性社会性方面，重点学校学生发展高于普通学校学生，高二、高三学生发展显著高于高一学生；（2）父母和教师自主支持显著正向预测高中生发展。父母自主支持对学业和个性社会性发展的影响显著高于其对生涯发展的影响；教师自主支持对学业发展影响最大，对生涯发展影响最小；（3）教师自主支持对高中生三方面发展的影响均显著大于父母自主支持；（4）父母和教师自主支持对高中生学业和生涯发展存在显著交互作用。
채용분층추양법재하남화운남추취4988명고중생실시문권조사，고찰부모자주지지화교사자주지지여고중생학업、개성사회성화생애발전적관계。결과발현：（1）학업화생애방면，녀생발전호우남생，중점학교학생발전호우보통학교학생；개성사회성방면，중점학교학생발전고우보통학교학생，고이、고삼학생발전현저고우고일학생；（2）부모화교사자주지지현저정향예측고중생발전。부모자주지지대학업화개성사회성발전적영향현저고우기대생애발전적영향；교사자주지지대학업발전영향최대，대생애발전영향최소；（3）교사자주지지대고중생삼방면발전적영향균현저대우부모자주지지；（4）부모화교사자주지지대고중생학업화생애발전존재현저교호작용。
During high school, individuals are confronted with developmental tasks centered on issues of： Academic Development, Personal-Social Development, and Career Development. Parental and teacher support is an essential environmental factor in how successfully high school students adapt to these tasks. Here, adolescents＇ autonomy is particularly important as a great deal of research, based on Self-Determination Theory （SDT） , demonstrated that adolescents with higher autonomy support from parents and teachers tended to have positive developmental outcomes. However, some researchers are suspicious of the universal application of and emphasis on autonomy in these studies, which have been mainly conducted in Western countries whose cultures highly value individual autonomy. In collectivist cultures, such as China, where obedient and dependent students/children are considered normal and desirable does adolescent autonomy and parent and teacher autonomy support play as significanta role in adolescent development？ Furthermore, do parental and teacher autonomy support equally affect adolescents＇ development？ Lastly how do parental and teacher autonomy support interact and if so, what are the results of such interaction？ This study aimed to investigate the effects of parental and teacher autonomy support on high school student development in contemporary China. Based on stratified sampling, 4988 adolescents from 16 public high schools in Henan and Yunnan provinces were recruited to participate in this study. Demographic information （ including gender, grade, school type）, parental autonomy support （ PAS）, teacher autonomy support （TAS） and academic/personal-social/career development were collected through a self-administrated questionnaire. This data was analyzed using analysis of variance （MANOVA） , Pearson correlations and Structural Equation Model. Results were as follows ：（ 1 ） Concerning academic and career development, girls scored significantly higher than boys, and students in key schools scored significantly higher than those in common schools. Concerning personal-socialdevelopment, students in key schools scored significantly higher than those in common schools, and the scores of students in grade 11 and 12 were significantly higher than students in grade 10. （2）Not only were all three developmental domains highly correlated with each other, PAS and TAS were also significantly positively associated with all three developmental domains. （3） PAS and TAS could positively predict academic development, personal- social development and career development. PAS better predicted academic development and personal-social development than career development. Compared with PAS, TAS predicted academic development the best and career development the least. （4） The effects of TAS on the three developmental domainswere much more significant than that of PAS. （5） The interactive effects of TAS and PAS significantlyaffected academic and career development. The present study enriched Self-Determination Theory by confirming the predictive effect of autonomy support in a collectivist culture on students＇ development in three domains. Additionally, adolescents＇ development in all three domains was more significantly affected by TAS than PAS, a result worthy of additional exploration. The results also suggested that families and schools should come together to create autonomy-supporting environments in order to improve high school students＇ comprehensive development.