Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness

Chunxiao LI, Ying Hwa KEE, Leng Chee KONG, Liye ZOU, Ka Lok NG, Hong LI

Research output: Contribution to journalArticles

Abstract

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings. Copyright © 2019 by the authors.
Original languageEnglish
Article number2599
JournalInternational Journal of Environmental Research and Public Health
Volume16
Issue number14
DOIs
Publication statusPublished - Jul 2019

Citation

Li, C., Kee, Y. H., Kong, L. C., Zou, L., Ng, K. L., & Li, H. (2019). Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness. International Journal of Environmental Research and Public Health, 16(14). Retrieved from https://doi.org/10.3390/ijerph16142599

Keywords

  • Autonomy support
  • Present moment
  • Basic psychological needs
  • Physical education
  • School

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