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Psychometric Properties of the Chinese Version of the Mindfulness in Teaching Scale
Open AccessArticle

Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness

1
National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
2
Department of Health and Physical Education, The Education University of Hong Kong, Hong Kong, China
3
Lifestyle (Mind-Body Movement) Research Center, School of Psychology, Shenzhen University, Shenzhen 518060, China
4
Shenzhen Key Laboratory of Affective and Social Cognitive Science, School of Psychology, Shenzhen University, Shenzhen 518060, China
5
Shenzhen Institute of Neuroscience, Shenzhen University, Shenzhen 518060, China
6
Institute for Brain and Psychological Sciences, Sichuan Normal University, Chengdu 610066, China
*
Authors to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(14), 2599; https://doi.org/10.3390/ijerph16142599
Received: 6 July 2019 / Revised: 12 July 2019 / Accepted: 15 July 2019 / Published: 21 July 2019
(This article belongs to the Special Issue Mindfulness-Based Practice for Health Benefits)
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Abstract

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings. View Full-Text
Keywords: autonomy support; present moment; basic psychological needs; physical education; school autonomy support; present moment; basic psychological needs; physical education; school
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Li, C.; Kee, Y.H.; Kong, L.C.; Zou, L.; Ng, K.L.; Li, H. Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. Int. J. Environ. Res. Public Health 2019, 16, 2599.

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