IDEAS home Printed from https://ideas.repec.org/a/gam/jijerp/v16y2019i14p2599-d250388.html
   My bibliography  Save this article

Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness

Author

Listed:
  • Chunxiao Li

    (National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
    Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China)

  • Ying Hwa Kee

    (National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore)

  • Leng Chee Kong

    (National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore)

  • Liye Zou

    (Lifestyle (Mind-Body Movement) Research Center, School of Psychology, Shenzhen University, Shenzhen 518060, China)

  • Ka Lok Ng

    (Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China)

  • Hong Li

    (Shenzhen Key Laboratory of Affective and Social Cognitive Science, School of Psychology, Shenzhen University, Shenzhen 518060, China
    Shenzhen Institute of Neuroscience, Shenzhen University, Shenzhen 518060, China
    Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu 610066, China)

Abstract

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students ( n = 390, M age = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.

Suggested Citation

  • Chunxiao Li & Ying Hwa Kee & Leng Chee Kong & Liye Zou & Ka Lok Ng & Hong Li, 2019. "Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness," IJERPH, MDPI, vol. 16(14), pages 1-11, July.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:14:p:2599-:d:250388
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/1660-4601/16/14/2599/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/1660-4601/16/14/2599/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Chunxiao Li & Ying Hwa Kee & Yandan Wu, 2019. "Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale," IJERPH, MDPI, vol. 16(13), pages 1-9, July.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ildiko Strehli & Ryan D. Burns & Yang Bai & Donna H. Ziegenfuss & Martin E. Block & Timothy A. Brusseau, 2020. "Mind–Body Physical Activity Interventions and Stress-Related Physiological Markers in Educational Settings: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 18(1), pages 1-24, December.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jijerp:v:16:y:2019:i:14:p:2599-:d:250388. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.