| Youth is an important human capital for future development.Promoting the healthy,comprehensive and active development of young people is the fundamental goal of education,and it is also the basic requirement for cultivating future successors.In the past,the research on teenagers was dominated by the problem perspective and had one-sidedness.To a certain extent,this perspective ignores the potential of adolescents to have healthy development,and there is one-sidedness.The Positive Youth Development(PYD)is derived from a critique of the“problem perspective”,emphasizing that all adolescents have strengths and potentials that can be discovered,nurtured and exploited.Positive youth development refers to a development that strives to achieve full and healthy,and has become a major concept in positive psychology,but it is more common in related research abroad,and how the positive development of Chinese youth needs to be explored.In addition,based on the development resource theory from the perspective of positive youth development,the interaction between external environmental characteristics and individual internal resources constitutes the cornerstone of the healthy development of adolescents,and its development resource model consists of 20 external resources and 20 internal resources,and the relationship between teacher autonomy-support as one of the external resources and the positive development of adolescents needs to be further explored.Therefore,this study investigates the positive development of adolescents,explores the relationship between teachers autonomy-support and positive youth development,examines the mediated role of psychological need satisfaction and moderated role of future-orientation,based on a survey of 1058 middle school student(Among them,there are 665 junior high school students and 393 high school students)with the Teacher Autonomy-Support Scale,the Basic Psychological Need Satisfaction Scale,the Future-Orientation Scale and the Positive Youth Development Scale.The results show the following:(1)Adolescent positive development is at the upper middle level,and the character score ranks first in the ranking of positive youth development factors;(2)Boys have significantly higher competence and self-worth development than girls,but there is no significant difference in character and connection.(3)First graders develop significantly higher character,competence,self-worth,and connection than other grades.(4)Teacher autonomy-support has a positive predictive effect on character,ability,self-worth and connection.(5)The satisfaction of basic psychological needs plays a part-mediated role in the relationship between teacher autonomy-support and positive youth development(character,ability,self-worth,and connection).(6)Future orientation plays a moderated role in the relationship between teacher autonomy-support and character,but does not play a moderated role in the direct impact path of teacher autonomy-support and competence,self-worth and connection,and the later path of the mediation model.The above research results have certain enlightenment significance for how teachers can effectively promote the positive and healthy development of students.According to the research results,this study puts forward the following educational recommendations:(1)School level: school leaders should actively organize teachers to carry out teaching and research training;Create a good democratic atmosphere.(2)Teacher level: Teachers should take the initiative to change teaching methods and provide support based on students’ perspectives.Carry out group psychological counseling activities to promote the satisfaction of students’ psychological needs during the activities.Through class meetings,mental health education courses and other forms,students are encouraged to think and plan for the future,train and enhance students’ foresight,and improve students’ future orientation. |
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