Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22139
Title: 
Authors: 
Subjects: 
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), Article 2599. https://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)
DOI: 
Grant ID: 
Guangdong-Government Funding for Scientific Research (Grant no. 2016KZDXM00)
Shenzhen-Government Research Grants Program in Basic Sciences (Grant no. JCYJ20150729104249783)
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