首页|A Meta-Analysis on Teacher Autonomy Support and Student Academic Achievement:The Mediating Effect of Psychological Need Satisfaction,Academic Motivation,and Academic Engagement
A Meta-Analysis on Teacher Autonomy Support and Student Academic Achievement:The Mediating Effect of Psychological Need Satisfaction,Academic Motivation,and Academic Engagement
扫码查看
点击上方二维码区域，可以放大扫码查看
原文链接
万方数据
Teachers are primary instructors in teaching activities,and their teaching behaviors exert a significant impact on student academic achievement.According to the self-determination theory,autonomy-supportive teachers are able to satisfy the basic psychological needs of students,facilitate their learning motivation and academic engagement,and greatly enhance their academic achievement.The meta-analysis of this study encompassed 37 empirical studies investigating teacher autonomy support and student academic achievement,involving 53 independent samples and 18,278 participants.The results revealed three key aspects.Firstly,teacher autonomy support was positively related to need satisfaction,academic motivation,academic engagement,and academic achievement.The effect size for autonomy support was more pronounced in relation to need satisfaction,academic motivation,and academic engagement compared to its impact on academic achievement.Secondly,need satisfaction and academic motivation played significant mediating roles in the relationship between teacher autonomy support and student academic achievement,while no significant mediating effect was observed for academic engagement.Thirdly,the age,economic,and cultural backgrounds of students did not moderate the relationship between autonomy support and academic achievement.Therefore,it is advised that future educational endeavors prioritize providing students with increased autonomy support.This may contribute to the fulfillment of their basic psychological needs,igniting learning motivation and enhancing academic engagement and achievement.
teacher autonomy supportpsychological need satisfactionacademic motivationacademic engagementacademic achievement
WANG Guoxia、ZHAO Yang
展开 >
School of Psychology,Northeast Normal University,Changchun 130024,China
College of Educational Science,Tonghua Normal University,Tonghua 134001,China
万方数据
