Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures

Joseph Yap HAW, Ronnel Bornasal KING

Research output: Contribution to journalArticlespeer-review

Abstract

Self-determination theory (SDT) posits that need-supportive teaching, which includes support for autonomy, competence, and relatedness facilitates motivation and achievement across cultures. However, prior evidence of SDT's cross-cultural generalizability were drawn from a limited set of cultural contexts. Furthermore, prior work has mainly focused on autonomy-support. This study used data from the 2018 Programme for International Student Assessment (N = 578,168). Countries were grouped following Schwartz’ (2009) eight cultural clusters. Results found that need-supportive teaching predicted achievement via intrinsic motivation across the eight cultural groups. However, the magnitude of the associations among the variables varied across cultures. Findings also indicated a positive association between need-supportive teaching and achievement in six out of the eight cultural groups. However, a different pattern was observed in East-Central Europe (non-significant association) and Africa and the Middle East (negative association). This study offers broad, though not unanimous, support for SDT's cultural generalizability. Copyright © 2022 Elsevier Inc. All rights reserved.
Original languageEnglish
Article number102161
JournalLearning and Individual Differences
Volume97
Early online dateMay 2022
DOIs
Publication statusPublished - Jul 2022

Citation

Haw, J. Y., & King, R. B. (2022). Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. Learning and Individual Differences, 97. Retrieved from https://doi.org/10.1016/j.lindif.2022.102161

Keywords

  • Self-determination theory
  • Need-supportive teaching
  • Reading achievement
  • Intrinsic motivation
  • Cross-cultural
  • PG student publication

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