Autonomy Support and Chinese Adolescents’ Engagement in Learning: The Mediating Role of Basic Psychological Need Satisfaction

• In Event: Self-Directed and External Supports for Student Learning

Abstract

Based on self-determination theory (SDT), we examined the effects of contextual factors (i.e., parental and teachers’ autonomy support) and individual factors (i.e., the basic psychological needs of autonomy, competence and relatedness) on student engagement (i.e., behavioral and emotional engagement) with 362 Chinese middle school students. The results showed that autonomy support and basic psychological need satisfaction were positively related to student engagement, with the needs of autonomy and competence mediating the relationship between autonomy support and emotional engagement, whereas the need forrelatedness mediated the relationship between autonomy support and behavioral engagement. These results showed that an autonomy supportive interpersonal environment and basic psychological need satisfaction are important developmental assets for student engagement in learning.

Authors

• Meilin Yao, Beijing Normal University

• Yongjie Chen

• Wenfan Yan, University of Massachusetts - Boston