The Role of Teachers in the Satisfaction/Frustration of Students’ Basic Psychological Needs: A Longitudinal Study in Middle School
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_12Keywords:
Students’ basic psychological needs, autonomy support, teachers’ behaviors, Lower secondary school, longitudinal studyAbstract
This study, based on the Self-Determination Theory, explores the longitudinal relationships between autonomy support provided by teachers in the school classroom and students’ satisfaction/frustration of the psychological needs for autonomy, competence, and relatedness in middle school. The research employed a quantitative longitudinal design with data collected at two time points through a questionnaire administered to a convenience sample of 305 students. A cross-lagged model revealed that autonomy support is critical for the satisfaction/frustration of students’ need for autonomy and for reducing their competence frustration, essential factors for maintaining intrinsic motivation and well-being in the school context over time. Findings provide valuable insights for further understanding the role of autonomy support in lower secondary education and for designing targeted interventions aimed at supporting teachers in enhancing their daily teaching practices.
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