The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China

Liu, Xin; Flick, Ralph

doi:10.1080/08832323.2018.1541855

Cited by 29 publications

(20 citation statements)

References 54 publications

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“…They challenge the universality of SDT, claiming that the need for autonomy is a Western ideal that is not important in traditional Eastern cultures. According to these claims, in collectivist societies, autonomy support will not have the positive effects, and autonomy suppression will not have the negative effects, found in Western societies (e.g., Iyengar and DeVoe, 2003 ; Liu and Flick, 2019 ).…”

Section: Resultsmentioning

confidence: 99%

“…With reference to the cultural aspects of Bedouin schools, and further to claims made by researchers holding a cultural relativism approach (e.g., Iyengar and DeVoe, 2003 ), and contrary to the assertions of SDT (Deci and Ryan, 2000 ), one could argue that in collectivist, patriarchal societies (e.g., the Bedouin community), the need for autonomy would be of lesser importance to beginning teachers, and the effects of autonomy suppression would be less acute (e.g., Iyengar and DeVoe, 2003 ; Liu and Flick, 2019 ). As stated earlier, Bedouin beginning teachers/interns experience difficulties during their induction period (Watad Khoury, 2013 ).…”

Section: Introductionmentioning

confidence: 97%

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

Kaplan

2021

Front. Psychol.

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The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination (autonomy suppression). They also experienced a judgmental attitude, lack of assistance, and difficulties with students (competence suppression), and their sense of relatedness to the school is impaired due to cultural factors (relatedness suppression). As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

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

Kaplan

2021

Front. Psychol.

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“…Conversely, the satisfaction of these three needs is positively related to school satisfaction, academic achievement, classroom adjustment, vitality, intrinsic motivation, and academic engagement (Buzzai et al, 2021;Deci & Ryan, 2000;Jang et al, 2009;Molinari & Mameli, 2018). Some studies (Liu & Flick;2019;Molinari & Mameli, 2018;Olivier et al, 2020) showed that academic engagement was predicted by the need for competence and relatedness, thus indicating that students need to be considered competent to cope with complex tasks and their associated challenges and experience a sense of belonging. Instead, Jang et al (2009) found that satisfaction of the need for autonomy and competence is associated with more satisfying learning experiences, engagement, and academic achievement, while Connell and Wellborn (1991) indicated that the relationship between satisfaction of the need for autonomy and relatedness at school and achievement was mediated by engagement.…”

Section: Basic Psychological Needs and Academic Engagementmentioning

confidence: 99%

“…Overall, studies showed that satisfaction of the three basic psychological needs not only influences academic engagement but also affects academic achievement (Connell & Wellborn, 1991;Jang et al, 2009;Liu & Flick;2019;Molinari & Mameli, 2018;Olivier et al, 2020). This seems to be true even if the contribution of each need is unclear, and most of the studies tend to examine general satisfaction or frustration without differentiating the role of each need.…”

Section: The Present Studymentioning

confidence: 99%

The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement

Passanisi¹,

Sorrenti

Costa

et al. 2021

School Psychology International

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The main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students’ psychological needs.

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“…The proposed scale can help evaluate involvement and persistence among students while completing a task. Moreover, Liu and Flick (2019) attempted to investigate the relationship between class engagement and academic performance provided that learners' psychological needs are satisfied. For this purpose, 573 accounting students from two universities in China were selected to participate in this study.…”

Section: Student Engagement Across Various Disciplinesmentioning

confidence: 99%

Comparing Students’ Engagement in Classroom Education Between China and Germany

Deng

2021

Front. Psychol.

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Since the mid-1980s, there has been an academic shift toward students’ involvement in the learning process. A great number of studies have focused on the relationship between student engagement and educational achievement. They have highlighted that appropriate educational input and a supportive classroom environment are necessary, but optimum learning should occur when students are engaged with the curriculum as well as the institution, particularly in higher education institutions. Many scholars claimed that higher levels of engagement will help students deal with academic anxiety and develop a sense of belonging, which may lead to higher academic success. Educational experts and policymakers have begun to propose nationwide and international strategies and programs to promote student engagement in the classroom, which has led to the proposal of well-known programs such as the National Survey of Student Engagement, the UK Engagement Survey, and Program for International Student Assessment. Such engagement-centered international measures have been used across the globe (e.g., Germany) and translated into different languages (e.g., Chinese). Although the findings of relevant studies confirm the effectiveness of engagement on learning achievement, there is still the need to conduct further (cross-sectional) studies considering the implementation of such programs in a different context. The present study is an attempt to review the related literature regarding student engagement among Chinese and German students across a variety of disciplines. The findings suggest that researchers should devote more time and budget to investigate the significance of learner engagement, especially in Germany and China.

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The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China

Cited by 29 publications

References 54 publications

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

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

The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement

Comparing Students’ Engagement in Classroom Education Between China and Germany

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