Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children's regulatory styles

AbstractBased on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

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The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning

Studia Psychologica ◽

10.31577/sp.2020.01.790 ◽

2020 ◽

Vol 62 (1) ◽

Cited By ~ 1

Author(s):

Simona Lidia Sava ◽

Delia Vîrgă ◽

Ramona Paloș

Keyword(s):

Teacher Support ◽

Psychological Capital ◽

Need Satisfaction ◽

Self Regulated Learning ◽

Regulated Learning ◽

Support Students

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Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model

Educational Psychology ◽

10.1080/01443410802337794 ◽

2008 ◽

Vol 28 (6) ◽

pp. 711-724 ◽

Cited By ~ 36

Author(s):

Vincent F. Filak ◽

Kennon M. Sheldon

Keyword(s):

Student Motivation ◽

Teacher Support ◽

Need Satisfaction ◽

Path Model ◽

Course Evaluations ◽

College Teacher

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The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students’ Physical Education Motivation

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.30.2.222 ◽

2008 ◽

Vol 30 (2) ◽

pp. 222-239 ◽

Cited By ~ 106

Author(s):

Anne Cox ◽

Lavon Williams

Keyword(s):

Physical Education ◽

Student Motivation ◽

Teacher Support ◽

Structural Equation ◽

Perceived Competence ◽

Need Satisfaction ◽

Equation Modeling ◽

Negative Role ◽

Perceived Teacher Support ◽

The Relationship

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.

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A Longitudinal Study of Mental Health in Emerging Adults

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000132 ◽

2014 ◽

Vol 73 (3) ◽

pp. 135-141 ◽

Cited By ~ 1

Author(s):

Monica S. Bachmann ◽

Hansjörg Znoj ◽

Katja Haemmerli

Keyword(s):

Mental Health ◽

Longitudinal Study ◽

Emerging Adults ◽

Poor Mental Health ◽

Need Satisfaction ◽

Computer Assisted ◽

Consistency Model ◽

Negative Effect ◽

The Cross ◽

Health Model

Emerging adulthood is a time of instability. This longitudinal study investigated the relationship between mental health and need satisfaction among emerging adults over a period of five years and focused on gender-specific differences. Two possible causal models were examined: (1) the mental health model, which predicts that incongruence is due to the presence of impaired mental health at an earlier point in time; (2) the consistency model, which predicts that impaired mental health is due to a higher level of incongruence reported at an earlier point in time. Emerging adults (N = 1,017) aged 18–24 completed computer-assisted telephone interviews in 2003 (T1), 2005 (T2), and 2008 (T3). The results indicate that better mental health at T1 predicts a lower level of incongruence two years later (T2), when prior level of incongruence is controlled for. The same cross-lagged effect is shown for T3. However, the cross-lagged paths from incongruence to mental health are marginally associated when prior mental health is controlled for. No gender differences were found in the cross-lagged model. The results support the mental health model and show that incongruence does not have a long-lasting negative effect on mental health. The results highlight the importance of identifying emerging adults with poor mental health early to provide support regarding need satisfaction.

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Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000122 ◽

2015 ◽

Vol 14 (2) ◽

pp. 70-79 ◽

Cited By ~ 24

Author(s):

Simon L. Albrecht

Keyword(s):

Work Engagement ◽

Job Demands ◽

Self Determination Theory ◽

Structural Equations ◽

Need Satisfaction ◽

Self Determination ◽

Job Resources ◽

Mediating Effects ◽

Psychological Need ◽

Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

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