自我决定理论视角下教育环境对幸福感影响的批判性分析

何定繁

doi:10.64549/jtii.v1i4.88

自我决定理论视角下教育环境对幸福感影响的批判性分析

Authors

何定繁

DOI:

https://doi.org/10.64549/jtii.v1i4.88

Keywords:

幸福感, 自我决定理论, 教育环境, 心理韧性

Abstract

本文基于自我决定理论（SDT），批判性分析了当代教育环境对学生幸福感的影响机制。研究指出，受新自由主义绩效主义和高风险问责制驱动的教育体系，系统性地抑制了学生自主、胜任与关系三种基本心理需要的满足，从而损害其实现型幸福感。文章辨析了享乐型与实现型幸福感的哲学差异，引入第二波积极心理学的辩证视角，并揭示了教师作为压力传导者的中介角色。在分析身份认同、归属感与社会排斥的基础上，提出教育转型路径：从控制导向转向自主支持教学、推广替代性空间实践（如森林学校）、培养主动性心理韧性，并重视幸福感的生物—心理—社会整合。本文主张，幸福感不应被视为教育的附属品，而应成为教育生态的基础性动力，唯有实现教育环境的人性化，才能化解学业卓越与精神健康之间的根本悖论。

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自我决定理论视角下教育环境对幸福感影响的批判性分析

自我决定理论视角下教育环境对幸福感影响的批判性分析

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