Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students

Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools

“…The results of the present study underscore SDT's universality claim (Ryan and Deci, 2017 ) and are consistent with the findings of SDT-based studies carried out in countries with collectivist Eastern societies, some of which made comparisons to Western societies, such as South Korea (Jang et al, 2009 ), Turkey (Chirkov et al, 2003 ), China, Hong Kong and Japan (Nalipay et al, 2020 ). Some studies have even demonstrated the applicability of SDT in the Bedouin society (e.g., Kaplan et al, 2014 ; Kaplan and Madjar, 2017 ; Kaplan, 2018 ).…”

“…In addition, previous studies have demonstrated the applicability of SDT in diverse cultures (e.g., Jang et al, 2009), but only a few have scrutinized Bedouin culture (Kaplan et al, 2014;Kaplan and Madjar, 2017;Kaplan, 2018;Kaplan and Assor, 2019), specifically among Bedouin beginning teachers/interns. The Bedouin world is a collectivist-patriarchal society with unique features that are reflected in relationships in the schools (Arar and Oplatka, 2013;Sharabi, 2014); hence the importance of delving into the experiences of beginning teachers/interns in Bedouin schools.…”

“…According to SDT, people have three basic psychological needs: (1) for relatedness; (2) competence; and (3) autonomy (Deci and Ryan, 2000 ). Education research shows that needs-supportive settings and perceived needs satisfaction contribute to positive outcomes among both students (e.g., Jang et al, 2009 ; Assor et al, 2018 ; Kaplan, 2018 ) and teachers (e.g., Roth et al, 2007 ; Roth, 2014 ; Cheon et al, 2020 ).…”

School Climate, Loneliness, and Problematic Online Game Use Among Chinese Adolescents: The Moderating Effect of Intentional Self-Regulation

“…Particularly, teacher support and student-student support may help meet adolescents' relatedness and competence needs. Moreover, teacher autonomy support can help to satisfy students' needs for autonomy, as well as offer students the opportunity to achieve competence and establish positive interactions with teachers and peers (15, 16). There is considerable evidence suggesting that students' perceptions of relatedness and autonomy in the school setting influence adolescents' academic adjustment as well as their physical and socio-emotional well-being (9, 17, 18).…”

Adaptation and Validation of the Multi-Dimensional Perceived Autonomy Support Scale for Physical Education to the Spanish Physical Exercise Context

“…In this way, support for autonomy is understood as the disposition contrary to the position of authority, such as taking the perspective of others, providing appropriate and meaningful information, facilitating decision-making and minimizing the use of coercive means [9]. Studies to date have been based on a one-dimensional scale of autonomy support called PASSES by Hagger et al [5], showing a positive relationship with basic psychological needs [11,12], positive emotions [13,14], autonomous motivation [15,16], learning experience [17,18] and coping strategies [19,20].…”