Students’ Well-Being in the East and West: A Self-Determination Theory Perspective

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Cross-Cultural Perspectives on Learning and Motivation (Table 9)

Abstract

Understanding well-being in a cross-cultural context is essential for fostering global student development. Existing research primarily focused on hedonic well-being, often neglecting eudaimonic aspects, leading to an incomplete understanding, especially in diverse cultural landscapes. We addressed this gap by investigating hedonic and eudaimonic well-being profiles among 4,709 United States and 11,991 Chinese secondary students. Utilizing latent profile analyses (LPAs), we identified common profiles (flourishing, moderate, and languishing) and a unique eudaimonic-oriented profile in China. Self-determination theory was used to understand predictors, highlighting need-supportive teaching (autonomy, competence, and relatedness). While all need-supportive teaching predicted well-being profiles in China, only relatedness-support was significant in the U.S. These findings provide insights into cultural variations in well-being and the role of need-supportive teaching.

Authors

• Siya LIANG, Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong

• Ching Sing Chai, Chinese University of Hong Kong

• Jianhua Zhang, The Chinese University of Hong Kong