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 language | English |
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Article number | 101950 |
Journal | Contemporary Educational Psychology |
Volume | 64 |
Early online date | 29 Jan 2021 |
DOIs | |
Publication status | Published - 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.2021.101950Keywords
- Self-determination theory
- Teacher motivation
- Student motivation
- Need-supportive practices
- Need satisfaction