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.
|Journal||International Journal of Environmental Research and Public Health|
|Publication status||Published - Jul 2019|
CitationLi, 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
- Autonomy support
- Present moment
- Basic psychological needs
- Physical education