Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction

Inok AHN, Ming Ming CHIU, Helen PATRICK

Research output: Contribution to journalArticlespeer-review

Abstract

According to Self-Determination Theory (SDT), teacher motivation affects student motivation indirectly via teaching practices that support the satisfaction of students’ basic psychological needs, but studies have not shown evidence of this entire sequence. We tested the complete model: teacher motivation (autonomous, controlled, and amotivation) → perceived need-supportive practices (autonomy support, structure, and involvement) → student need satisfaction (autonomy, competence, and relatedness) → student motivation (autonomous, controlled, and amotivation) → student academic achievement. South Korean 5th and 6th graders (N = 697) and their 35 teachers participated in this study. A multi-level structural equation model showed evidence supporting: 1) a positive link between teacher and student autonomous motivation, and, 2) its mediation by student perceived need-supportive practices and student autonomy and competence. We discussed further conceptual and empirical consideration with the results. Copyright © 2021 Elsevier Inc.
Original languageEnglish
Article number101950
JournalContemporary Educational Psychology
Volume64
Early online date29 Jan 2021
DOIs
Publication statusPublished - Jan 2021

Citation

Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64. Retrieved from https://doi.org/10.1016/j.cedpsych.2021.101950

Keywords

  • Self-determination theory
  • Teacher motivation
  • Student motivation
  • Need-supportive practices
  • Need satisfaction

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