无惧失败预测幸福：成就动机对心理幸福感的预测作用

摘要： 前人研究发现成就动机影响个体的主观幸福感，而对心理幸福感的研究较少。本研究利用成就动机量表和心理幸福感量表，采用随机抽样的方法对214名大学生进行问卷调查。研究发现，成就动机与心理幸福感及其各维度呈显著正相关；成就动机的两个维度(追求成功的动机和避免失败的动机)对心理幸福感具有显著预测作用，且避免失败的维度相对贡献更大。结果提示，成就动机可以较好的正向预测心理幸福感，且避免失败的预测作用更强。
Abstract: Previous studies showed that achievement motivation greatly affects how a person feels and behaves. Literature has focused mostly on subjective well-being, and only a few studies have centered on psychological well-being, especially on the important relationship between fulfilling what one needs and what goals one pursues. Hence, the purpose of the present study is to investigate the effects of achievement motivation on the psychological well-being of college students. Using random sampling, 214 college students were recruited from 3 universities. All students were assessed by using the Psychological Well-Being Scale (PWBS) and Achievement Motivation Scale (AMS). The PWBS is made up of six subscales, namely, Autonomy (AU), Environmental Mastery (EM), Personal Growth (PG), Positive Relationships with Others (PR), Purpose in Life (PL), and Self-Acceptance (SA). The AMS consists of two subscales, which are motive to avoid failure and motive to pursue success. We investigated the relationships between achievement motivation with its two elements and psychological well-being (PWB) with its six elements. Data were analyzed by multivariate analysis of variance, independent-samples T test and relative importance analyses. As motive to avoid failure showed significantly negatively correlated with motive to pursue success, hierarchical regression analysis is not proper. Instead, we use relative importance analyses to determine relative importance of the two factors of achievement motivation (motive to avoid failure and motive to pursue success). Results showed that the main effect of the student category between junior college school and undergraduate students was significant (F=5.01, P< .05, η2= .02, 1－β= .606). The main effect of sex difference was not significant (F= .32, P= .08> .05), nor was the interaction between student category and sex difference (F=2.14, P= .14> .05). However, the PWB of undergraduates rated higher than that of junior college school students (t=2.08, P= .03< .05), especially in the three factors of PL (t=2.07, P= .03< .05), SA (t=2.00, P= .04< .05), and EM (t=2.31, P= .02< .05). Importantly, the score of achievement motivation was positively correlated with PWB (r= .55, P< .001) and the six factors (r= .42, .28, .49, .41, .49, .57; Ps< .001). Additionally, motive to avoid failure was