Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence: The mediating role of basic psychological needs on school alienation and academic achievement

Buzzai, Caterina; Filippello, Pina; Caparello, Concettina; Sorrenti, Luana

doi:10.1007/s11218-022-09711-9

Cited by 6 publications

(4 citation statements)

References 87 publications

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“…Similarly, research in the study domain has demonstrated that access to study resources facilitates the satisfaction of students' basic psychological needs. For instance, in the secondary education context, Buzzai et al (2022) found that teachers' and classmates' need-supportive interpersonal behaviors positively predicted the satisfaction of students' psychological needs. In the tertiary education context, Schenkenfelder et al (2020) found that teacher and peer support positively predicted students' perceived autonomy, competence, and relatedness related to their academic major.…”

Section: The Mediating Role Of Psychological Needs Satisfactionmentioning

confidence: 99%

Optimistic About the Future: How Job and Study Resources Facilitate Career Optimism in Working Students

Nerona,

Hood,

Bialocerkowski

et al. 2024

Preprint

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Access to job and study resources is important to enhance workers’ and students’ career optimism, respectively. Yet, it is unknown how these resources foster career optimism in young adults who work and study. Drawing on conservation of resources and self-determination theories, we examined the relationships between job and study resources and subsequent career optimism directly and indirectly via psychological needs satisfaction. Data were collected at two time points (4-week lag) from 256 working students (84% women; Mage = 20.08 years) recruited from one large, multi-campus Australian university. Using structural equation modeling, we found that study resources had a direct, positive relationship with career optimism, but job resources did not. We also found that both role resources had direct, positive relationships with autonomy, competence, and relatedness satisfaction. Only the satisfaction of autonomy needs was related to career optimism. Further, both job and study resources were indirectly related to career optimism via autonomy satisfaction. Overall, the structural model explained 21% of the variance in career optimism. These findings provide guidance on how university staff (e.g., career counselors and teachers) and those in the workplace (e.g., supervisors and managers) can enhance career optimism in this population of young workers.

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Section: The Mediating Role Of Psychological Needs Satisfactionmentioning

confidence: 99%

Optimistic About the Future: How Job and Study Resources Facilitate Career Optimism in Working Students

Nerona,

Hood,

Bialocerkowski

et al. 2024

Preprint

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“…According to the general causal process of SDT, positive personality traits provided paths to interpersonal relationships, which helped to meet an individual’s basic psychological needs (i.e., relatedness) and led to higher performance (Buzzai et al, 2022). Student-teacher relationships were closely related to students’ motivational beliefs and behavioral choices, which in turn affect their academic achievement (Ma et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Personality Traits, Student-Teacher Relationships and Boys’ Academic Crisis in China: Evidence From the Least Developed Regions

Huang,

Shi,

Zeng

2023

SAGE Open

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Gender disparity in education is a perpetually compelling issue. It is especially attention-grabbing in economically disadvantaged areas, as it may reinforce backwardness on top of economic vulnerability. Underpinned by the self-determination theory, this study examined the underlying mechanisms that gave rise to gender differences in the academic achievement of upper primary grades students from disadvantaged areas of China. We drew on a dataset of 5,032 students in grades four through six, assembled from 89 schools in three disadvantaged counties spanning two provinces. The results showed that girls significantly outperformed boys in Chinese and English across three grades. Unexpectedly, boys performed statistically identical to girls in math, where boys had generally been considered more adept. Personality explained the gender differences, while the mediating effects of student-teacher relationships were only found in the girls’ group. The findings emphasized the importance of increasing supportive efforts to address the boy’s academic risks.

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“…Frensley et al (2022) indicated that the fulfilment of basic psychological needs for middle school students had significant and positive effects on their engagement and in turn facilitated their academic outcomes related to environmental literacy. Similarly, Buzzai et al (2022) tested the relationships among the need‐supportive and need‐thwarting interpersonal behaviours of teachers and peers, basic psychological needs satisfaction and frustration, as well as academic achievement and school alienation. Results claimed that teachers and peers need‐supportive interpersonal behaviours could significantly promote students' needs satisfaction, and in turn contribute to their academic achievement, while those who suffer teachers and peers need‐thwarting interpersonal behaviours would encounter psychological needs frustration, and in turn express the school alienation.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs

Shi,

Cheng,

Wei

et al. 2023

Computer Assisted Learning

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BackgroundVideo conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting.ObjectivesThis study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement.MethodsTwo hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS).Results and ConclusionsResults showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course.

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Need-supportive and need-thwarting interpersonal behaviors by teachers and classmates in adolescence: The mediating role of basic psychological needs on school alienation and academic achievement

Cited by 6 publications

References 87 publications

Optimistic About the Future: How Job and Study Resources Facilitate Career Optimism in Working Students

Optimistic About the Future: How Job and Study Resources Facilitate Career Optimism in Working Students

Personality Traits, Student-Teacher Relationships and Boys’ Academic Crisis in China: Evidence From the Least Developed Regions

Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs

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