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Article

The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model

by
Xiaohan Zhang
and
Mankeun Yoon
*
Department of Education, The Catholic University of Korea, Bucheon-si 14662, Republic of Korea
*
Author to whom correspondence should be addressed.
Sustainability 2025, 17(24), 11140; https://doi.org/10.3390/su172411140
Submission received: 4 November 2025 / Revised: 5 December 2025 / Accepted: 9 December 2025 / Published: 12 December 2025
(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)
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Abstract

University teachers are key contributors to achieving the objectives of Education for Sustainable Development (ESD), and their work engagement directly influences teaching quality, research productivity, and student development. However, the role of teachers’ internal resources in promoting work engagement has received limited empirical attention, particularly in Eastern cultural contexts. Based on the Job Demands–Resources (JD-R) model, this study examines how the satisfaction of basic psychological needs affects university teachers’ work engagement, with organizational identification and job satisfaction serving as potential mediators. A total of 483 participants completed the survey, and data were analyzed using mediation analysis. Results indicated that basic psychological need satisfaction was positively associated with teachers’ work engagement. Furthermore, organizational identification and job satisfaction both mediated this relationship, individually and sequentially, thereby enhancing teachers’ engagement through a chain mediation mechanism. These findings shed light on the psychological processes underlying university teachers’ work engagement and provide theoretical and practical implications for fostering sustained motivation and proactive participation in ESD-related teaching and research. This study also contributes to extending the application of the JD-R model in higher education settings.

1. Introduction

Education for Sustainable Development (ESD) aims to enact a “creative re-visioning” of education to construct and promote a new paradigm of sustainable education [1], with teachers serving as the key facilitators in achieving these educational goals [2]. University teachers’ work engagement not only directly affects teaching quality and research productivity [3] but also constitutes a crucial foundation for realizing ESD objectives and ensuring their educational effectiveness [4]. However, the current state of work engagement among university teachers faces several challenges, including inconsistent levels of engagement, unstable engagement states [5], and low intrinsic motivation [6]. In China, in particular, many university teachers experience declining teaching enthusiasm and a tendency toward perfunctory work due to heavy administrative tasks, pressure from research evaluations, and occupational burnout, making it difficult to maintain sustained work engagement [7,8]. These challenges may impede the achievement of ESD goals. Therefore, understanding how to foster university teachers’ intrinsic motivation and promote their work engagement has emerged as a pivotal concern for advancing ESD.
Work engagement, which refers to a positive and fulfilling work-related psychological condition, manifested through vigor, dedication, and absorption [9], has attracted substantial attention from scholars within the field of organizational behavior and educational psychology. As knowledge-based professionals [10], university teachers perform work that is highly autonomous, complex, and innovative in nature [11], making work engagement a critical determinant of their job performance [12]. High levels of work engagement enable university teachers to sustain their professional competence in teaching and research [13] and to more actively address the multifaceted demands of ESD. Conversely, insufficient work engagement may result in a decline in teaching quality and reduced research motivation, and even lead to professional burnout or turnover intentions, thereby hindering the realization of ESD objectives [14,15].
Within the field of work engagement research, the Job Demands–Resources (JD-R) model has been widely recognized as a theoretically powerful and explanatory framework [16]. The central tenet of the JD-R theory posits that, regardless of occupational context, every work environment contains stress-related risk factors that can be grouped into two principal categories: job demands and job resources [17]. Existing studies on work engagement have predominantly adopted this dual classification, investigating how different factors affect engagement from the perspective of external job resources and internal personal resources [18]. External job resources primarily include supervisory relations, interpersonal relations, and task-related resources [19], while internal personal resources encompass constructs such as self-efficacy [20] and optimism [21].
Most existing studies have centered on exploring the effects of external job resources on employees’ work engagement. However, compared with external job resources, internal personal resources tend to exert deeper, more stable, and enduring effects [22]. Basic Psychological Need Satisfaction represents a key internal personal resource [23], referring to individuals’ perceptions that their actions are self-determined, that they are competent in what they do, and that they experience meaningful connections and care from others in their work environment [24]. The satisfaction of these basic psychological needs enhances employees’ intrinsic motivation and fosters positive [25], which, in turn, effectively promotes their work engagement [26].
However, most existing studies have focused on general employee populations and have lacked analyses specifically addressing the distinctive professional characteristics of university teachers. In addition, research on the relationship between basic psychological need satisfaction and work engagement has been predominantly conducted within Western cultural contexts [27,28], and its conclusions may not be fully applicable to Eastern contexts, where cultural values and work environments differ substantially. Given the pressing practical issue of work engagement among university teachers, it is necessary to reconsider how basic psychological need satisfaction influences work engagement within the JD-R theoretical framework, with attention to the cultural contexts of China.
Building upon this rationale, the present study is designed from both theoretical and practical perspectives. Theoretically, it seeks to incorporate basic psychological need satisfaction into the internal personal resource dimension of the JD-R model, thereby extending the model’s applicability and explanatory power in the context of university teachers. Practically, by conducting an empirical analysis of Chinese university teachers, the study aims to uncover the mechanisms by which psychological need satisfaction shapes work engagement within an Eastern cultural context, providing localized empirical evidence to inform the development of teacher motivation systems and the management of educational human resources.
As an internal personal resource, basic psychological need satisfaction exerts motivational effects that are reflected in strengthened organizational belonging and identification—an external expression of internal motivation [29]. Organizational identification refers to an individual’s cognitive and affective connection with their organization, whereby they internalize the organization’s values, goals, and mission as part of their self-concept [30]. Such identification encourages individuals to maintain continuous energetic and emotional dedication to their work [31], which in turn promotes greater work engagement [32]. Accordingly, the present research explores the mediating role of organizational identification in the link between basic psychological need satisfaction and work engagement among university teachers.
At the same time, basic psychological need satisfaction, as a positive internal personal resource [33], can stimulate individuals’ positive emotions and sense of value alignment, thereby enhancing their job satisfaction [34]. Job satisfaction refers to an individual’s overall emotional response and evaluative attitude toward their job or work environment [35]. As a positive emotional resource, job satisfaction further reinforces intrinsic motivation [36], which in turn translates into higher levels of work engagement [37]. Accordingly, this study investigates whether job satisfaction mediates the relationship between basic psychological need satisfaction and work engagement among university teachers.
Moreover, basic psychological need satisfaction, as a core internal personal resource, can significantly strengthen teachers’ emotional attachment and value alignment with their organization, thereby enhancing organizational identification [38]. In turn, organizational identification encourages university teachers to more fully endorse organizational culture and goals [39], reducing cognitive conflicts and improving their overall evaluation of the work environment and job content, that is, increasing job satisfaction [40]. Teachers with higher levels of job satisfaction are more likely to experience positive emotions and occupational well-being, which, in turn, manifest as stronger work engagement [41]. Based on this rationale, the present study investigates whether organizational identification and job satisfaction operate as sequential mediators in the relationship between basic psychological need satisfaction and university teachers’ work engagement.
The present study focuses on the following research questions:
  • Does basic psychological need satisfaction affect university teachers’ work engagement?
  • Does organizational identification mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement?
  • Does job satisfaction mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement?
  • Do organizational identification and job satisfaction sequentially mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement?

2. Theoretical Foundation

2.1. Job Demands–Resources (JD-R) Model

The Job Demands–Resources (JD-R) model serves as an important theoretical framework for analyzing the mechanisms through which various job characteristics influence work engagement and burnout. The JD-R model, proposed by Demerouti et al. [42], conceptualizes how distinct job characteristics shape employees’ psychological states through two core dimensions—job demands and job resources—that correspond to the health impairment and motivational processes, thereby constituting its theoretical basis. Subsequently, Schaufeli and Bakker [43] extended and refined the JD-R model by incorporating work engagement as an additional outcome variable alongside burnout, thereby enabling the model to capture the dual mechanisms of energy depletion and motivation that operate in the work environment.
According to the JD-R model, job demands refer to the continuous effort or capabilities required of employees at the physiological, psychological, social, or organizational level, which may incur certain physical or mental costs. Resources are further divided into job resources and personal resources [44]. Job resources refer to the positive physical, psychological, social, and organizational factors available to employees at work that facilitate goal attainment, alleviate job demands, and foster personal development. Personal resources refer to individuals’ internal positive psychological traits, such as self-efficacy, optimism, and resilience, which assist individuals in effectively coping with work challenges and maintaining a positive work state.
In explaining the mechanisms underlying work engagement among university teachers, the Job Demands–Resources (JD-R) model provides an open and integrative framework capable of simultaneously incorporating individual psychological resources, social/relational resources, and organizational affective resources. In contrast, other commonly used models in work engagement research show certain limitations in explaining these processes. For example, the Job Characteristics Model (JCM) focuses primarily on job design features [45] and pays insufficient attention to the psychological needs and organizational-level resources that are particularly salient for university teachers who navigate both teaching and research responsibilities. Similarly, the Demand–Control–Support (DCS) model emphasizes the stress-related aspects of work [46], offering only a limited account of positive motivational mechanisms such as resource satisfaction, the development of organizational identification, and the accumulation of affective experiences. By highlighting resource acquisition, resource gain spirals, and resource interaction effects, the JD-R model offers a more comprehensive and dynamic perspective for capturing how work engagement develops within the complex and multifaceted context of higher education.

2.2. Basic Psychological Need Satisfaction (BPNS) and Work Engagement (WE)

Basic psychological needs satisfaction refers to the extent to which the external context supports the fulfillment of an individual’s basic psychological needs [47]. Specifically, these needs include competence, autonomy, and related. When these needs are satisfied, individuals tend to develop in a positive and healthy direction; by contrast, by thwarting these needs, development is likely to be negative and may even result in functional impairments [48]. The definition of basic psychological needs satisfaction provided by Ryan and Deci serves as the theoretical foundation and practical reference for this study.
In the 1990s, research efforts have increasingly been directed toward Positive Organizational Behavior (POB), with work engagement emerging as one of its core concepts [49]. Within current academic practice, the definition proposed by Schaufeli et al. [50]—describing work engagement as a positive, fulfilling, work-related state of mind characterized by vigor, dedication, and absorption, with core features including high energy, strong involvement, and sustained focus—is widely cited and recognized as authoritative. Accordingly, this study adopts Schaufeli’s conceptualization of work engagement as its theoretical and practical basis.
In the JD-R model, the motivational path posits that when employees continuously receive sufficient resources, their intrinsic motivation is stimulated, thereby sustaining a high level of work engagement [16]. Empirical evidence indicates that employees who experience greater satisfaction of their basic psychological needs tend to exhibit more positive psychological states, which subsequently lead to higher work engagement [27]. Specifically, when the work environment supports employees’ autonomous choices, provides opportunities to exercise competence, and fosters positive interpersonal relationships, employees tend to demonstrate stronger responsibility, goal-directed behaviors, and sustained focus on their work [51]. Van den Broeck et al. [52], using a sample of organizational employees, found that basic psychological needs satisfaction is significantly positively related to work engagement and organizational commitment. Bailey et al. [53], through empirical analysis across multiple industries, indicated that internal psychological resources, such as the satisfaction of basic psychological needs, exert a more stable and lasting influence on work engagement. Although existing research provides important insights into the relationship between these constructs, most studies have focused on organizational employees, with relatively few systematic empirical investigations targeting university teachers. Given the high degree of autonomy and intrinsic motivation characteristic of university faculty, their level of work engagement may be more directly influenced by basic psychological needs satisfaction. Therefore, it is necessary to examine the relationship between these variables within the professional and cultural context of university teachers.
Based on the above, we propose the following hypothesis to address Research Question 1—namely, whether basic psychological need satisfaction affect university teachers’ work engagement:
H1:
Basic psychological needs satisfaction has an effect on university teachers’ work engagement.

2.3. The Mediating Role of Organizational Identification (OI)

Research on organizational identification originates from Tajfel and Turner’s Social Identity Theory, which posits that individuals define themselves through group membership [54]. Based on this framework, Mael and Ashforth [55] introduced social identity theory into the organizational context and proposed that organizational identification represents the extension of social identity within organizations, manifesting as the cognitive incorporation of the organization into one’s self-concept. Dutton et al. [56] further argued that organizational identification results from the interaction between organizational image and self-concept, emphasizing its dynamic and processual nature. Subsequently, Pratt [57] and Van Knippenberg and Van Schie [58] expanded organizational identification into a multiple, dynamic, and process-oriented concept. Overall, although scholars emphasize different aspects of organizational identification, there is general consensus that it primarily arises from members’ sense of belonging and affective attachment to the organization. The definition proposed by Mael and Ashforth has been widely recognized in subsequent studies; accordingly, this study adopts their definition as the theoretical and practical foundation.
According to the JD-R model, resources not only directly enhance work engagement but also exert positive effects by stimulating individuals’ intrinsic motivation [59]. In existing research, organizational identification has been proposed as a key mediating mechanism linking basic psychological needs satisfaction to work engagement. On one hand, when employees perceive that their basic psychological needs are fulfilled in the organization—particularly in terms of belonging and value recognition—they are more likely to establish an identification with the organization [60]. On the other hand, strong organizational identification fosters greater responsibility and a sense of belonging, which leads employees to voluntarily invest themselves in their work, exhibiting high levels of vigor, dedication, and absorption [61]. Rahmadani et al. [27] found in a multinational sample that when employees’ autonomy, competence, and relatedness needs are satisfied, they are more likely to develop organizational identification, which in turn enhances their work engagement. Xu [62] further indicated that basic psychological needs satisfaction can indirectly influence work engagement by enhancing employees’ work motivation, a pathway analogous to the effect of organizational identification as an internal resource. Therefore, within the JD-R framework, basic psychological needs satisfaction promotes work engagement by enhancing organizational identification, representing a mediating path consistent with the motivational-resource integration logic.
Based on the above, we propose the following hypothesis to address Research Question 2—namely, whether organizational identification mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement:
H2:
Organizational identification mediates the effect of basic psychological needs satisfaction on university teachers’ work engagement.

2.4. The Mediating Role of Job Satisfaction (JS)

Locke [35] introduced the cognitive-affective model, defining job satisfaction as employees’ pleasant or positive emotional responses to their work experiences, emphasizing the integration of cognitive evaluation and affective experience. In the present study, we adopt the Chinese adaptation of job satisfaction for the teacher population proposed by Xu Zhiyong [63]: “Teacher job satisfaction is a subjective value judgment, depending on the gap between teachers’ actual gains from work—such as working conditions, welfare, and career development opportunities—and their expected gains.” This definition aligns more closely with the practical context of Chinese university teachers, facilitating their understanding of the concept of job satisfaction.
Within the JD-R model, individual resources serve as key factors in stimulating work motivation, thereby promoting higher levels of work engagement and proactive behavior. Existing research demonstrates that the satisfaction of basic psychological needs enhances employees’ sense of pleasure and recognition at work, thereby increasing overall job satisfaction [64]. At the same time, employees with high job satisfaction are more likely to experience positive emotional and cognitive states, which act as affective resources enabling them to perform work tasks with greater focus and engagement [65]. Busque-Carrier et al. [66] also found that work values, by satisfying employees’ basic psychological needs, positively predict job satisfaction and indirectly influence work engagement.
Based on the above, we propose the following hypothesis to address Research Question 3—namely, whether job satisfaction mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement:
H3:
Job satisfaction mediates the effect of basic psychological needs satisfaction on university teachers’ work engagement.

2.5. The Chain Mediating Role of Organizational Identification and Job Satisfaction

Within the JD-R model, the motivational mechanism operates through resources that stimulate individuals’ intrinsic motivation, thereby enhancing work engagement. Existing research has demonstrated that organizational identification, as a special form of social identity, facilitates positive emotional connections when employees identify with the organization, enhancing their sense of belonging and perceived value, which in turn increases job satisfaction [67]. Moreover, organizational identification can mitigate employees’ experiences of uncertainty and role conflict at work, providing a psychological sense of safety and stability, which supports higher levels of job satisfaction [68]. Karanika-Murray et al. [69], based on a multi-country European sample, found that higher organizational identification effectively improves employees’ job satisfaction and psychological well-being. In addition, Tett and Meyer [70] confirmed that organizational identification indirectly promotes the development of job satisfaction by reinforcing organizational commitment and affective attachment.
Based on the above, we propose the following hypothesis to address Research Question 4—namely, whether organizational identification and job satisfaction sequentially mediate the relationship between basic psychological need satisfaction and university teachers’ work engagement:
H4:
Organizational identification and job satisfaction sequentially mediate the effect of basic psychological needs satisfaction on university teachers’ work engagement.
In summary, this study constructs a serial mediation model that examines the relationships among basic psychological needs satisfaction, organizational identification, job satisfaction, and work engagement.

3. Research Methods

3.1. Research Participants

This study was conducted within the context of higher education in China. In terms of scale, China’s higher education system ranks among the largest in the world, with a vast pool of faculty members. Moreover, the Chinese higher education system encompasses a diverse range of institutional types, including comprehensive research universities, science and engineering institutions, normal universities, agricultural universities, and medical colleges. This diversity provides a unique contextual and practical foundation for examining the mechanisms through which basic psychological need satisfaction influences university teachers’ work engagement.
The survey was administered in August 2025 using the Wenjuanxing online platform and employed a convenience sampling strategy. To enhance the diversity and representativeness of the sample, the research team distributed the survey invitation through multiple channels: (a) collaborating with the human resource or academic affairs offices of partner universities, which disseminated the survey link via official institutional email lists to full-time faculty members; (b) posting the invitation in faculty WeChat groups, disciplinary teaching–research groups, and academic communication forums; and (c) delivering the invitation through major educational technology platforms to registered teachers. Teachers who received the invitation voluntarily completed the questionnaire after reading the informed consent statement.
A total of 530 responses were collected. To ensure data quality, we applied stringent exclusion criteria and removed four types of invalid responses: (1) questionnaires with more than 10% missing data on key scale items; (2) patterned or straight-lining responses, such as selecting the identical option across six or more consecutive items in the same direction (e.g., all “strongly agree” or all “strongly disagree”); (3) excessively short completion times (less than one-third of the average response time); and (4) responses containing clear factual inconsistencies. After data cleaning, 483 valid questionnaires remained, yielding a valid response rate of 91.1%.

3.2. Measurement Instruments

All survey items were presented in simplified Chinese to ensure clarity and comprehension among participants. The full survey items are provided in Appendix A.

3.2.1. Basic Psychological Need Satisfaction Scale

The scale is adapted from Liu’s [71] version of the Basic Psychological Needs Scale and comprises three dimensions: competence, autonomy, and relatedness, with a total of 19 items. For example, “I can build genuine and trusting relationships with my colleagues at work”. A 7-point Likert scale was used for scoring, with items 2, 3, 6, 9, 13, 14, 16, 17, and 18 reverse-coded. The sum of the scores within each dimension represents the satisfaction level of the corresponding need. In this study, the Cronbach’s α for the scale was 0.973. Confirmatory factor analysis (CFA) indicated satisfactory model fit: χ2/df = 1.463, RMR = 0.045, GFI = 0.954, NFI = 0.975, CFI = 0.992.

3.2.2. Organizational Identification Scale

The study employed the single-dimension Teacher Organizational Identification Scale revised by Li et al. [72]. The scale consists of six items; for example, “When I hear others praise my school, I feel as if they are praising me.” A 5-point Likert scale was used, with higher scores reflecting higher levels of organizational identification. In this study, the Cronbach’s α was 0.903, and CFA indicated good model fit: χ2/df = 1.377, RMR = 0.023, AGFI = 0.980, NFI = 0.992, TLI = 0.996.

3.2.3. Job Satisfaction Scale

The study employed the Teacher Job Satisfaction Scale developed by Xu Zhiyong and Zhao Zhihong [63]. This scale comprises two core dimensions: intrinsic satisfaction and extrinsic satisfaction, with a total of ten items. For example, “My work provides opportunities for learning and personal growth.” A 5-point Likert scale was employed, with higher scores indicating better job satisfaction. In this study, the Cronbach’s α was 0.948, and CFA indicated good model fit: χ2/df = 1.322, RMSEA = 0.026, GFI = 0.982, NFI = 0.988, CFI = 0.997.

3.2.4. Work Engagement Scale

The study employed the simplified Chinese version of the Utrecht Work Engagement Scale (UWES-9) [73], which comprises nine items across three dimensions: vigor, dedication, and absorption. An example item is, “At work, I feel bursting with energy.” A 7-point Likert scale was used, with higher scores indicating higher levels of work engagement. In this study, the Cronbach’s α was 0.977. CFA results demonstrated good fit: χ2/df = 2.351, RMSEA = 0.053, GFI = 0.973, NFI = 0.991, TLI = 0.992.

3.3. Data Analysis

In this study, SPSS 27.0 was used to conduct common method bias tests, descriptive statistics, and correlation analyses. Structural equation modeling (SEM) was performed using AMOS 29.0 to examine the relationship between basic psychological need satisfaction and work engagement, as well as the mediating effects of organizational identification and job satisfaction. The significance of the mediating effects of organizational identification and job satisfaction was further tested using the Bootstrap method.

4. Research Results

4.1. Participants Analysis

The final participants covered four major geographic regions of China: East China (198 responses, 41.0%), Central China (126 responses, 26.1%), West China (121 responses, 25.1%), and Northeast China (38 responses, 7.9%). Participants were drawn from 42 universities of different institutional types, including comprehensive universities (12 institutions; 186 valid responses, 38.5%), science and engineering universities (9 institutions; 98 responses, 20.3%), normal universities (8 institutions; 87 responses, 18.0%), medical universities (7 institutions; 65 responses, 13.5%), and agricultural and other specialized institutions (6 institutions; 47 responses, 9.7%). The details are shown in Table 1.
Among the participants, 258 (53.4%) were male and 225 (46.6%) were female. Regarding age distribution, 87 (18.0%) were under 30 years old, 167 (34.6%) were between 31 and 40, 150 (31.1%) were between 41 and 50, and 79 (16.4%) were over 50. In terms of teaching experience, 98 (20.3%) had less than 5 years, 143 (29.6%) had 6–10 years, 150 (31.1%) had 11–20 years, and 92 (19.0%) had more than 20 years. As for academic rank, 83 (17.2%) were junior-level faculty, 155 (32.1%) mid-level, 147 (30.4%) associate senior, and 98 (20.3%) full senior. In terms of educational background, 93 (19.3%) held a bachelor’s degree or below, 165 (34.2%) held a master’s degree, and 225 (46.6%) held a doctoral degree.

4.2. Common Method Bias

Common method bias was assessed using Harman’s single-factor test [74]. An exploratory factor analysis was conducted on all items, and four factors with eigenvalues greater than 1 were extracted. The first common factor accounted for 38.290% of the total variance, which is below the critical threshold of 40%, indicating that no significant common method bias was present.

4.3. Descriptive Statistics and Correlation Analysis

Descriptive statistics and correlation analyses were performed on the data. Pearson’s correlation tests were performed on the four main variables. The results are presented in Table 2. Correlation analysis revealed that basic psychological need satisfaction was positively and significantly correlated with organizational identification (r = 0.131, p < 0.01), job satisfaction (r = 0.140, p < 0.01), and work engagement (r = 0.452, p < 0.01). Organizational identification was positively and significantly correlated with job satisfaction (r = 0.138, p < 0.01) and work engagement (r = 0.522, p < 0.01). Additionally, job satisfaction was positively and significantly correlated with work engagement (r = 0.506, p < 0.01). These significant correlations among the main variables suggest the suitability of further testing for mediating effects.

4.4. Convergent and Discriminant Validity Tests

The standardized factor loadings (β) of all measurement items were greater than 0.7 (BPNS: 0.779–0.836, OI: 0.767–0.805, JS: 0.775–0.835, and WE: 0.897–0.921), and all were statistically significant (p < 0.001), indicating that the measurement items were strongly correlated with and representative of their respective constructs. By calculating the average variance extracted (AVE) and combined reliability (CR), it was found that the AVE value of each construct was greater than 0.5 and the CR was greater than 0.7, indicating that the constructs had high internal consistency and convergent validity [75]. The specific results are shown in Table 3.
The test for discriminant validity between constructs was performed and the results are shown in Table 2. The values on the diagonal are the squared differences in the AVE values of the constructs and the remaining values are the correlation coefficients between the constructs. The results show that the correlation coefficients between the constructs are significantly smaller than the square root of the AVE of the row or column in which they are located. This indicates good discriminant validity [75].

4.5. Chain Mediation Effect Test

To test the mediating effect, the study constructed a structural equation model with basic psychological need satisfaction as the independent variable, work engagement as the dependent variable, and organizational identification and job satisfaction as mediating variables, in order to examine the mediating role of organizational identification and job satisfaction between basic psychological need satisfaction and work engagement. In this study, the scales were divided according to theoretical dimensions, and the mean score of the items within each dimension was calculated to serve as the observed variable for that dimension, which was then used in subsequent structural equation modeling analyses [76]. The model fit indices were: χ2/df = 2.368, RMSEA = 0.053, TLI = 0.937, NFI = 0.902, CFI = 0.941. All fit indices were within acceptable ranges, indicating good model fit.
The effect of basic psychological need satisfaction on work engagement was fully mediated, and it had indirect effects on work engagement through three mediating paths: Indirect Path 1: Basic psychological need satisfaction→Organizational identification→Work engagement; Indirect Path 2: Basic psychological need satisfaction→Job satisfaction→Work engagement; Indirect Path 3: Basic psychological need satisfaction→Organizational identification→Job satisfaction→Work engagement.
The results are shown in Figure 1.
To further test the hypotheses, the study employed the bias-corrected percentile Bootstrap method (5000 resamples) to examine the mediating effects. As shown in Table 4, the mediating effect of Path 1 was 0.089, with a 95% percentile confidence interval (CI) of (0.030, 0.157), indicating a significant mediation effect; that is, organizational identification played a significant mediating role between basic psychological need satisfaction and work engagement, supporting Hypothesis H2. The mediating effect of Path 2 was 0.074, with a 95% percentile CI of (0.018, 0.130), also significant; that is, job satisfaction significantly mediated the relationship between basic psychological need satisfaction and work engagement, supporting Hypothesis H3. The mediating effect of Path 3 was 0.011, with a 95% percentile CI of (0.003, 0.027), indicating a significant chain mediation effect; that is, organizational identification and job satisfaction jointly played a significant chain mediating role between basic psychological need satisfaction and work engagement, supporting Hypothesis H4. After including the mediating effects of organizational identification and job satisfaction, the direct effect of basic psychological need satisfaction on work engagement was 0.489, with a 95% percentile CI of (0.395, 0.585), which was significant. This indicates that organizational identification and job satisfaction partially mediated the effect of basic psychological need satisfaction on work engagement, supporting Hypothesis H1.

5. Discussion and Limitations

5.1. Discussion

This study developed a chained mediation model to examine how basic psychological needs satisfaction influences university teachers’ work engagement through organizational identification and job satisfaction. The findings align with, and further extend, the existing literature.
First, basic psychological needs satisfaction exerted a significant and positive direct effect on work engagement, consistent with recent studies [77,78]. However, prior research has largely centered on primary and secondary school teachers or general occupational groups, with limited attention given to university teachers—a group that faces unique challenges such as high cognitive demands, interdisciplinary collaboration, and value internalization. The present study provides new empirical evidence for this population: when teachers’ needs for autonomy, competence, and relatedness are met, they are more likely to internalize institutional goals as personal value pursuits, thereby engaging in deep and sustained work driven by intrinsic motivation.
Second, the independent mediating roles of organizational identification and job satisfaction corroborate the findings of Gomes et al. [79] and Yang et al. [80]. This study advances the field by demonstrating that both mechanisms operate within a single model among Chinese university teachers.
Furthermore, the study revealed a chained mediation process in which organizational identification and job satisfaction jointly transmit the effect of basic psychological needs satisfaction on work engagement. Previous studies have shown that satisfaction of autonomy, competence, and relatedness enhances teachers’ identification with their schools and increases their job-related satisfaction, both of which are essential psychological mechanisms for fostering work engagement [81]. Building on this foundation, the present study further demonstrates that increased organizational identification enhances job satisfaction, which in turn promotes higher levels of work engagement. This identifies a continuous psychological pathway linking teachers’ needs satisfaction, organizational belonging, and overall work experience.

5.2. Limitations

Despite its contributions, the study has several limitations. First, data collection relied primarily on self-reports, which may introduce common method bias [82]. Although procedural controls were implemented and Harman’s single-factor test was conducted to assess this bias, it cannot be entirely eliminated, and social desirability bias may remain. To enhance the robustness and validity of future research, multi-source data collection methods, such as student evaluations or behavioral observations, could be employed to mitigate the limitations of self-reported data. Second, the study used a cross-sectional design with simultaneous data collection, making it difficult to rigorously establish causal relation-ships between variables [83]. To further examine causality and the dynamic mechanisms among variables, future research should consider longitudinal designs that track changes over time. Additionally, experimental or intervention-based studies could be implemented to observe the actual impact on Work Engagement, thereby providing evidence with stronger causal inference.

6. Conclusions

In sum, this study confirms that satisfying university teachers’ basic psychological needs not only directly enhances their work engagement in Education for Sustainable Development (ESD) but also operates through two indirect pathways—organizational identification and job satisfaction—which together constitute a chain mediation mechanism. This finding highlights the necessity of integrating individual psychological resources, organizational belonging, and affective experiences when promoting high-quality engagement among university teachers in China.
Accordingly, Chinese higher education institutions should prioritize creating supportive work environments that safeguard teachers’ autonomy and foster a sense of competence in their professional practice, thereby strengthening their intrinsic motivation. At the same time, cultivating a shared value system and an inclusive institutional culture can reinforce teachers’ sense of organizational identification and belonging. Moreover, improving incentive structures, optimizing working conditions, and enhancing professional development support are essential for elevating teachers’ job satisfaction. Advancing these initiatives in a coordinated manner can activate the sequential psychological process—from need satisfaction, to organizational integration, to positive affective experience—ultimately sustaining stable, long-term, and high-quality work engagement among university teachers.

Author Contributions

Conceptualization, X.Z. and M.Y.; methodology, M.Y.; software, X.Z.; validation, X.Z.; formal analysis, X.Z.; investigation, X.Z.; resources, X.Z.; data curation, X.Z.; writing—original draft preparation, X.Z.; writing—review and editing, M.Y.; visualization, X.Z.; supervision, M.Y.; project administration, M.Y. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by Catholic University of Korea Institutional Review Board (IRB Office). The approval number (project management number) is (1040395-202507-05), and the approval is valid from 28 July 2025, to 27 July 2026.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The original contributions presented in this study are included in the article. Further inquiries can be directed to the corresponding author.

Conflicts of Interest

The authors declare no conflicts of interest.

Abbreviations

The following abbreviations are used in this manuscript:
BPNSBasic Psychological Need Satisfaction
WEWork Engagement
OIOrganizational Identification
JSJob Satisfaction

Appendix A

Items (In Simplified Chinese)Items (In English)
BPNS1在工作中，我能与同事建立真诚、互信的关系I can build genuine and trusting relationships with my colleagues at work
BPNS2我经常觉得自己缺乏完成教学或科研任务的能力I often feel unable to complete my teaching or research responsibilities
BPNS3我的工作压力很大，常常感到身心俱疲I often feel physically and mentally drained due to my work
BPNS4我相信自己能够高质量地完成所承担的专业工作I am confident in my ability to perform my professional duties at a high standard
BPNS5我与学生、同事和领导之间保持着良好的互动I have positive interactions with students, colleagues, and supervisors
BPNS6我在工作中很少有机会与他人深入交流或合作I seldom have opportunities to engage in meaningful communication or collaboration with others at work
BPNS7我能够按照自己的学术兴趣和教育理念开展教学与研究I can carry out my teaching and research according to my academic interests and educational philosophy
BPNS8我近期在专业能力或知识上取得了明显的进步I have recently achieved significant improvement in my professional abilities or knowledge
BPNS9我的工作安排主要由他人决定，个人选择空间很小Most of my work is assigned by others, and I have little autonomy in choosing how to organize it
BPNS10我感受到来自同事和团队的理解与支持I perceive understanding and support from my colleagues and team
BPNS11我能从教学或科研工作中获得成就感和意义感I gain a sense of achievement and purpose from my teaching and research activities
BPNS12在日常工作中，他人会尊重我的观点和专业判断Others respect my viewpoints and professional judgments in my daily work
BPNS13我在工作中很少有机会发挥自己的专业特长I seldom have the chance to utilize my professional skills in my work
BPNS14我在高校环境中缺乏可以信赖的同行或朋友I do not have trustworthy colleagues or friends in my university environment
BPNS15我能够真实地表达自己的学术立场和教育主张I can genuinely express my academic stance and educational philosophy
BPNS16周围的人对我并不真正认可或接纳Those around me do not truly acknowledge or accept me
BPNS17我常常怀疑自己的专业能力和职业价值I often question my professional competence and sense of vocational worth
BPNS18我在工作中很少能按自己的意愿做决定I seldom get to make work-related decisions based on my own choices
BPNS19同事和学生普遍对我持友善和尊重的态度I am generally treated with friendliness and respect by colleagues and students
OI1当听到别人称赞我所在的学校时，我感觉就像是在称赞我一样Hearing praise for my university makes me feel personally appreciated
OI2我所在学校的成功就是我的成功I feel that the achievements of my university reflect my own success
OI3我很想了解别人是如何评价我所在的学校的I care about others’ opinions regarding my university
OI4当听到别人批评我所在的学校时，我感觉就像是在批评我一样Hearing criticism of my university makes me feel personally criticized
OI5如果发现新闻媒体批评我所在的学校，我会感到不安I feel unsettled if news outlets criticize my university
OI6当谈起我所在的学校时，我经常说”我们”而不是”他们”I usually refer to my university as ‘we’ rather than ‘they’ when discussing it
JS1我的工作能给我带来学习成长的机会I gain opportunities for personal and professional development through my work
JS2我的工作很稳定，这使我感到满意My work is stable, which makes me feel satisfied
JS3在工作中有被尊重的感觉I feel respected in my work
JS4我从工作中获得很大的快乐I derive great joy from my work
JS5我经常在工作中体验到成就感I often experience a sense of accomplishment in my work
JS6学校给予教师工作足够的支持My university offers adequate support to teachers in their work
JS7学校所提供的福利待遇让我感到满意I am satisfied with the benefits and compensation provided by my university
JS8我对学校提供的办公条件感到满意I am satisfied with the working conditions provided by my university
JS9自己目前薪酬与我实际的工作付出相较，让我感到满意I am satisfied with my current salary relative to the work I contribute
JS10我对目前的工作负荷感到满意I am satisfied with my current workload
WE1在工作中，我感到自己迸发出能量I feel energized and full of vitality in my work
WE2工作时，我感到自己强大并且充满活力I feel powerful and energized while performing my work
WE3我对工作富有热情I feel passionate and motivated in my work.
WE4工作激发了我的灵感I feel inspired by my work
WE5早上一起床，我就想要去工作When I wake up in the morning, I look forward to going to work
WE6当工作紧张的时候，我会感到快乐I experience joy even during periods of high work pressure
WE7我为自己所从事的工作感到自豪I experience joy even during periods of high work pressure
WE8我沉浸于我的工作当中I become fully immersed in my work
WE9我在工作时会达到忘我的境界When working, I become completely absorbed and lose track of time

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Sustainability 17 11140 g001
Figure 1. Chain Mediation Model of the Relationship between Basic Psychological Need Satisfaction and Work Engagement. Note: ** p < 0.01, *** p < 0.001.
Figure 1. Chain Mediation Model of the Relationship between Basic Psychological Need Satisfaction and Work Engagement. Note: ** p < 0.01, *** p < 0.001.
Sustainability 17 11140 g001
Table 1. General distribution of the survey respondents by region and type of institution.
Table 1. General distribution of the survey respondents by region and type of institution.
DescriptorCategoryn%
RegionsEast China19841.0%
Central China12626.1%
West China12125.1%
Northeast China387.9%
Institutional typesComprehensive universities18638.5%
Science and engineering universities9820.3%
Normal universities8718.0%
Medical universities6513.5%
Agricultural and other specialized institutions479.7%
Note: n = 483.
Table 2. Descriptive statistics and correlations.
Table 2. Descriptive statistics and correlations.
VariableMSD1. BPNS2. OI3. JS4. WE
1. BPNS3.9331.3600.81
2. OI2.9391.0730.131 **0.78
3. JS2.9661.1150.140 **0.138 **0.80
4. WE3.7981.9700.452 **0.522 **0.506 **0.88
Note: n = 483; ** p < 0.01. Diagonal values are square roots of AVE values. BPNS = Basic Psychological Need Satisfaction; OI = Organizational Identification; JS = Job Satisfaction; WE = Work Engagement.
Table 3. Results of convergent validity.
Table 3. Results of convergent validity.
VariableMeasurement ItemBβS.E.C.R.pCRAVE
BPNSBPNS11.0000.799///0.9730.656
BPNS20.9520.7960.04720.226<0.001
……………<0.001
BPNS191.0500.8220.05021.137<0.001
OIOI11.0000.767///0.9030.609
OI20.9830.7740.05617.547<0.001
……………<0.001
OI61.0270.7930.05718.058<0.001
JSJS11.0000.805///0.9480.648
JS20.9860.7910.04919.932<0.001
……………<0.001
JS100.9940.7960.04920.092<0.001
WEWE11.0000.914///0.9730.782
WE20.9990.9070.03033.651<0.001
……………<0.001
WE90.9910.9110.02924.606<0.001
Note: BPNS = Basic Psychological Need Satisfaction; OI = Organizational Identification; JS = Job Satisfaction; WE = Work Engagement.
Table 4. Summary of Hypothesis Testing.
Table 4. Summary of Hypothesis Testing.
EffectPathEstimateEffect Sizep95% Confidence Interval
LowerUpper
Direct EffectBPNS→WE0.48973.87%0.0000.3950.585
Indirect EffectBPNS→OI→WE0.08913.44%0.0040.0300.157
BPNS→JS→WE0.07411.18%0.0090.0180.130
BPNS→OI→JS→WE0.0111.66%0.0060.0030.027
Total Indirect Effect 0.17326.13%0.0010.0860.262
Total Effect 0.662
Note: BPNS = Basic Psychological Need Satisfaction; OI = Organizational Identification; JS = Job Satisfaction; WE = Work Engagement.
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Zhang, X.; Yoon, M. The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model. Sustainability 2025, 17, 11140. https://doi.org/10.3390/su172411140

AMA Style

Zhang X, Yoon M. The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model. Sustainability. 2025; 17(24):11140. https://doi.org/10.3390/su172411140

Chicago/Turabian Style

Zhang, Xiaohan, and Mankeun Yoon. 2025. "The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model" Sustainability 17, no. 24: 11140. https://doi.org/10.3390/su172411140

APA Style

Zhang, X., & Yoon, M. (2025). The Impact of Basic Psychological Needs Satisfaction on University Teachers’ Work Engagement in the Context of Education for Sustainable Development: A Chain Mediation Model. Sustainability, 17(24), 11140. https://doi.org/10.3390/su172411140

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