Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22139
Title: 
Authors: 
Keywords: 
Autonomy support
Basic psychological needs
Physical education
Present moment
School
Issue Date: 
2019
Citation: 
Li, C., Kee, Y. H., Kong, L. C., Zou, L., Ng, K. L., & Li, H. (2019). Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness. International Journal of Environmental Research and Public Health, 16(14): 2599. http://dx.doi.org/10.3390/ijerph16142599
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, Mage = 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.
URI: 
ISSN: 
1661-7827 (print)
1660-4601 (online)
Other Identifiers: 
10.3390/ijerph16142599
Website: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
IJERPH-16-14-2599.pdf527.94 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

32
checked on Aug 13, 2020

Download(s)

10
checked on Aug 13, 2020

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.