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

Chen, Chen; Gong, Xinmei; Wang, Jun; Shui-hong, Gao

doi:10.1016/j.lindif.2021.102083

Cited by 7 publications

(7 citation statements)

References 64 publications

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“…Though SDT has been eclipsed, numerically, by other theories in the intervening years (Boo et al, 2015), its impact has remained strong-perhaps due to its theoretical and empirical consistency. That is, SDT research in the interim has indicated its robust applicability in multiple language learning contexts, including elementary school (Carreira, 2012), secondary school (Fryer & Oga-Baldwin, 2019), university (Joe et al, 2017), online learning (K. C. Chen & Jang, 2010), and independent language learning (Mynard & Shelton-Strong, 2022), with studies representing each of these contexts in multiple cultural settings, including China (C. Chen et al, 2021), Iran (Karbakhsh & Safa, 2020), Malaysia (Khong & Kabilan, 2020) and Saudi Arabia (Alamer & Lee, 2021), in addition to the more commonly represented samples found in the United States (Davis, 2020), the UK (Parrish, 2020), Belgium (Rogiers et al, 2020), and Canada (Noels et al, 2019).…”

Section: Self-determination Mini-theories In Second Language Learning...mentioning

confidence: 99%

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie

Oga-Baldwin

Hiver

et al. 2022

Language Teaching Research

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Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.

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Section: Self-determination Mini-theories In Second Language Learning...mentioning

confidence: 99%

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Al‐Hoorie

Oga-Baldwin

Hiver

et al. 2022

Language Teaching Research

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“…Results from citation analysis have demonstrated that in the past two decades, SDT has become one of the most established motivational theories in L2 learning and has been robustly applied in multiple cultural settings. For instance, Chen et al (2021) have applied the basic psychological needs theory and the relationship motivation theory in the Chinese context, Alamer and Lee (2021) in the Saudi Aribian context, Carreira (2012) in the Japanese context, and more commonly in the American ( Davis, 2022 ) and British contexts ( Parrish, 2020 ). Moreover, several mini-theories (e.g., organismic integration theory, cognitive evaluation theory, basic psychological needs theory, and goal contents theory) of SDT have also been generated ( Al-Hoorie et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021

2022

Front. Psychol.

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As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA). Nevertheless, little bibliometric research has been conducted to provide a systematic overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the past 22 years and where it might push the boundaries of SLA research into in the future. In this study, three types of bibliometric analyses (i.e., co-citation analysis, citation analysis, and keyword analysis) were performed to identify the prominent scholarly documents, authors, venues of publications, and research topics that have been highly influential in the research of motivation in SLA between 2000 and 2021. Results from scientific network maps and keyword analysis suggest significant changes in the topic over the past 22 years. The results in this study also indicate an evident continuity of theoretic development in L2 language learning motivation research. Moreover, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years.

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“…Referring to studies in the field of education it can be suggested for leaders within organizational context that need-based support is made up of three different dimensions: autonomy support, structure, and involvement (Chen et al, 2021):…”

Section: Basic Psychological Needs Theory-a Self-determinationmentioning

confidence: 99%

“…Involvement is also thought to be essential for providing the sense of authentic relatedness and connection that leaders need to be emotionally successful (Chen et al, 2021).…”

Section: Basic Psychological Needs Theory-a Self-determinationmentioning

confidence: 99%

“…As observed, resources and environmental conditions that cater to the basic needs of leaders-pleasant work, successful experiences, familial support, career aspiration fulfillment, satisfaction with living standards, and active participation-represent essential forms of situational need-based support. When leaders' relatedness needs are satisfied, they are likely to approach their tasks with more interest and dedication (Chen et al, 2021). Moreover, it is intriguing to note how such need-based support also translates into leaders being more resilient amidst negative experiences or emotions.…”

Section: Researchmentioning

confidence: 99%

See 1 more Smart Citation

New Perspectives on Leaders’ Motivational and Emotional Experiences and the Role of Basic Psychological Needs Not to Fail Organizational Change in a Multi-Crisis Context—A Content Analysis

Krauter

2023

OJL

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This paper aims to identify the motivational and emotional states and uncover the underlying role of basic psychological needs of leaders that will facilitate them to handle organizational change in a multi-crisis context. This study uses the qualitative research approach of qualitative content analysis to investigate leaders' positive and negative motivational and emotional experiences and the role of basic psychological needs during change in a multi-crisis context. The study highlights the interplay between motivation, emotional experiences, and the fulfillment of basic psychological needs in leaders during a multi-crisis organizational change. Utilizing self-determination theory, it provides insights into how intrinsic and extrinsic motivators and demotivators, alongside positive and negative emotional experiences, shape leaders' responses to organizational change. It underscores the importance of situational need-based support in satisfying leaders' basic psychological needs, which, in turn, significantly impacts their motivation and emotional states. The results highlight the need for organizations to foster an environment of need-based support that facilitates these intrinsic motivators and addresses potential demotivators. The study offers practical implications on how organizations can enhance their leaders' motivation and emotional resilience and adaptation during change by focusing on strategies that ensure the satisfaction of leaders' basic psychological needs. Despite these findings, it acknowledges the need for further research to examine these complex dynamics in different organizational contexts. This paper provides new findings and theoretical descriptions in the understudied area of leaders' motivational and emotional experiences and the How to cite this paper: Krauter, J. ( 2023).

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

Cited by 7 publications

References 64 publications

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021

New Perspectives on Leaders’ Motivational and Emotional Experiences and the Role of Basic Psychological Needs Not to Fail Organizational Change in a Multi-Crisis Context—A Content Analysis

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