Formazione & insegnamento
ISSN: 2279-7505 | Published: 2025-05-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/7625
Full Text HTML (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/7625/6925
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/7625/6959
Full Text HTML (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/7625/6925
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/7625/6959
Alternate URL (this mirror): https://formazione-insegnamento.eu/2025-23/1/7625-the-role-of-teachers-in-the-satisfaction-frustration-of
Title: The Role of Teachers in the Satisfaction/Frustration of Students' Basic Psychological Needs: A Longitudinal Study in Middle School
Abstract: This study, based on the Self-Determination Theory, explores the longitudinal relationships between autonomy support provided by teachers in the school classroom and students' satisfaction/frustration of the psychological needs for autonomy, competence, and relatedness in middle school. The research employed a quantitative longitudinal design with data collected at two time points through a questionnaire administered to a convenience sample of 305 students. A cross-lagged model revealed that autonomy support is critical for the satisfaction/frustration of students' need for autonomy and for reducing their competence frustration, essential factors for maintaining intrinsic motivation and well-being in the school context over time. Findings provide valuable insights for further understanding the role of autonomy support in lower secondary education and for designing targeted interventions aimed at supporting teachers in enhancing their daily teaching practices.
Keywords: Lower secondary school; Students' basic psychological needs; autonomy support; longitudinal study; teachers' behaviors
Title: Il ruolo degli insegnanti nella soddisfazione/frustrazione dei bisogni psicologici di base degli studenti: Uno studio longitudinale nella scuola secondaria di primo grado
Abstract: Il presente studio, basato sulla Self-Determination Theory, esplora le relazioni nel tempo tra il supporto all'autonomia fornito dagli insegnanti in classe e la soddisfazione/frustrazione dei bisogni psicologici di autonomia, competenza e relazione degli studenti nella scuola secondaria di primo grado. Lo studio ha previsto un disegno quantitativo longitudinale articolato in due momenti temporali, attraverso la somministrazione di un questionario a un campione di convenienza di 305 studenti. È stato utilizzato un modello cross-lagged, dal quale è emerso che il supporto all'autonomia è determinante per la soddisfazione/frustrazione del bisogno di autonomia e per una minore frustrazione del bisogno di competenza degli studenti, elementi essenziali per mantenere nel tempo motivazione intrinseca e benessere nel contesto scolastico. I risultati possono fornire diversi spunti sia per approfondire il ruolo del supporto all'autonomia nella scuola secondaria di primo grado, sia per progettare interventi mirati a supportare gli insegnanti nel migliorare le loro pratiche quotidiane.
Keywords: Bisogni psicologici di base degli studenti; comportamenti degli insegnanti; scuola secondaria di primo grado; studio longitudinale; supporto all'autonomia
Title: Le rôle des enseignants dans la satisfaction/frustration des besoins psychologiques de base des élèves : une étude longitudinale au collège
Abstract: Cette étude, fondée sur la théorie de l'autodétermination, explore les relations longitudinales entre le soutien à l'autonomie offert par les enseignants en classe et la satisfaction/frustration des besoins psychologiques d'autonomie, de compétence et de lien social des élèves au collège. La recherche s'appuie sur un protocole quantitatif longitudinal avec collecte de données à deux moments différents, à travers un questionnaire administré à un échantillon de convenance de 305 élèves. Un modèle cross-lagged a révélé que le soutien à l'autonomie joue un rôle essentiel dans la satisfaction/frustration du besoin d'autonomie et dans la réduction de la frustration liée au besoin de compétence des élèves, deux facteurs fondamentaux pour maintenir la motivation intrinsèque et le bien-être dans le contexte scolaire sur le long terme. Les résultats offrent des pistes intéressantes pour mieux comprendre le rôle du soutien à l'autonomie au collège, ainsi que pour concevoir des interventions ciblées visant à accompagner les enseignants dans l'amélioration de leurs pratiques pédagogiques quotidiennes.
Keywords: Besoins psychologiques de base des élèves; Collège; Comportements des enseignants; Soutien à l'autonomie; Étude longitudinale
Title: El papel del profesorado en la satisfacción/frustración de las necesidades psicológicas básicas del alumnado: un estudio longitudinal en la educación secundaria inferior
Abstract: Este estudio, basado en la Teoría de la Autodeterminación, explora las relaciones longitudinales entre el apoyo a la autonomía ofrecido por el profesorado en el aula y la satisfacción/frustración de las necesidades psicológicas de autonomía, competencia y relación en estudiantes de educación secundaria inferior. La investigación adoptó un diseño cuantitativo longitudinal con recogida de datos en dos momentos distintos mediante un cuestionario administrado a una muestra por conveniencia de 305 estudiantes. Un modelo cross-lagged reveló que el apoyo a la autonomía es determinante para la satisfacción/frustración de la necesidad de autonomía del alumnado y para reducir la frustración de su necesidad de competencia, factores esenciales para mantener la motivación intrínseca y el bienestar en el contexto escolar a lo largo del tiempo. Los resultados ofrecen aportaciones valiosas tanto para profundizar en el papel del apoyo a la autonomía en la educación secundaria inferior como para diseñar intervenciones específicas orientadas a apoyar al profesorado en la mejora de sus prácticas docentes cotidianas.
Keywords: Apoyo a la autonomía; Comportamientos del profesorado; Educación secundaria inferior; Estudio longitudinal; Necesidades psicológicas básicas del alumnado
Title: O papel dos professores na satisfação/frustração das necessidades psicológicas básicas dos alunos: um estudo longitudinal no ensino fundamental II
Abstract: Este estudo, baseado na Teoria da Autodeterminação, investiga as relações longitudinais entre o apoio à autonomia fornecido pelos professores em sala de aula e a satisfação/frustração das necessidades psicológicas de autonomia, competência e vínculo dos alunos no ensino fundamental II. A pesquisa seguiu um desenho quantitativo longitudinal com coleta de dados em dois momentos distintos, por meio da aplicação de um questionário a uma amostra de conveniência de 305 alunos. Um modelo cross-lagged revelou que o apoio à autonomia é crucial para a satisfação/frustração da necessidade de autonomia e para a redução da frustração da necessidade de competência dos alunos, elementos essenciais para manter, ao longo do tempo, a motivação intrínseca e o bem-estar no contexto escolar. Os resultados fornecem insights valiosos tanto para aprofundar a compreensão sobre o papel do apoio à autonomia no ensino fundamental II quanto para planejar intervenções direcionadas ao apoio dos professores na melhoria de suas práticas pedagógicas diárias.
Keywords: Apoio à autonomia; Comportamentos dos professores; Ensino fundamental II; Estudo longitudinal; Necessidades psicológicas básicas dos alunos
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teaching behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261–278. https://doi.org/10.1348/000709902158883
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: the role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37, 1459-73. https://doi.org/10.1177/0146167211413125
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science education, 84(6), 740-756. https://doi.org/10.1002/1098-237X(200011)84:6%3C740::AID-SCE4%3E3.0.CO;2-3
Bureau, J. S., Howard, J. L., Chong, J. X., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72. https://doi.org/10.3102/00346543211042426
Buzzai, C., Sorrenti, L., Costa, S., Toffle, M. E., & Filippello, P. (2021). The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement. School Psychology International, 42(5), 497-519. https://doi.org/10.1177/01430343211017170
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
Deci, E. L., Schwartz, A., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adult's orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650. https://doi.org/10.1037/0022-0663.73.5.642
Germani, S. (2023a). Supportare la motivazione degli studenti a scuola. Uno studio longitudinale basato sulla Self-Determination Theory [Tesi di dottorato, Università degli Studi di Roma 'La Sapienza']. https://hdl.handle.net/11573/1693930
Germani, S. (2023b). Il supporto all'autonomia nel contesto scolastico: la Self-Determination Theory come approccio per favorire la motivazione degli studenti ad apprendere: primi risultati di uno studio longitudinale. Quaderni del Dottorato SIRD, pp. 162-181.
Guay, F. (2022). Applying self-determination theory to education: Regulation types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1), 75-92. https://doi.org/10.1177/08295735211055355
Guay, F., Morin, A. J. S., Litalien, D., Howard, J. L., & Gilbert, W. (2021). Trajectories of self-determined motivation during the secondary school: A growth mixture analysis. Journal of Educational Psychology, 113(2), 390–410. https://doi.org/10.1037/edu0000482
Haerens, L., Vansteenkiste, M., Aelterman, N., & Van den Berghe, L. (2016). Toward a systematic study of the dark side of student motivation: Antecedents and consequences of teachers' controlling behaviors In Liu, W. C., Wang, J. C. K., & Ryan, R. M. (Eds.). Building autonomous learners. Singapore: Springer, pp. 59-81. https://doi.org/10.1007/978-981-287-630-0_4
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Howard, J. L., Slemp, G. R., & Wang, X. (2024). Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. Personality and Social Psychology Bulletin, 0(0), 1-22. https://doi.org/10.1177/01461672231225364
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144. https://doi.org/10.1177/1477878509104318
OECD (2023), PISA 2022 Results (Volume II): Learning During – and From – Disruption, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en
Patall, E. A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105(2), 522–534. https://psycnet.apa.org/doi/10.1037/a0030307
Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39(4), 388-400. https://doi.org/10.1016/j.cedpsych.2014.09.003
Ratelle, C. F., Lascano, D. I. V., Guay, F., & Duchesne, S. (2023). Need satisfaction profiles during the transition to secondary school and its implications in later education. Learning and Individual Differences, 107, 102357. https://doi.org/10.1016/j.lindif.2023.102357
Reeve J. (2016). Autonomy-supportive teaching: what it is, how to do it. In Liu, W. C., Wang, J. C. K., & Ryan, R. M. (Eds.). Building autonomous learners. Singapore: Springer, pp. 129–52. https://doi.org/10.1007/978-981-287-630-0_7
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational psychologist, 44(3), 159-175. https://doi.org/10.1080/00461520903028990
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77. https://doi.org/10.1080/00461520.2020.1862657
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2), 145-154. https://doi.org/10.1177/1477878509104319
Reeve, J., Ryan, R. M., Cheon, S. H., Matos, L., & Kaplan, H. (2022). Supporting Students' Motivation: Strategies for Success. Taylor & Francis. https://doi.org/10.4324/9781003091738
Rodríguez-Meirinhos, A., Antolín-Suárez, L., Brenning, K., Vansteenkiste, M., & Oliva, A. (2020). A bright and a dark path to adolescents' functioning: The role of need satisfaction and need frustration across gender, age, and socioeconomic status. Journal of Happiness Studies, 21, 95-116. https://doi.org/10.1007/s10902-018-00072-9
Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. The elementary school journal, 100(5), 443-471. https://doi.org/10.1086/499650
Ryan, R. M., & Deci, E. L. (2017). Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Publishing.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M., Reeve, J., Kaplan, H., Matos, L., & Cheon, S. H. (2023). Education as flourishing: Self-determination theory in schools as they are and as they might be. In R. M. Ryan (Ed.), The Oxford handbook of self-determination theory (pp. 591-618). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197600047.013.60
Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational psychology review, 23(1), 159-188. https://doi.org/10.1007/s10648-010-9142-7
Tian, L., Chen, H., and Huebner, E. S. (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Soc. Indic. Res. 119, 353–372. https://doi.org/10.1007/s11205-013-0495-4
Van der Kaap-Deeder, J., Soenens, B., Ryan, R. M., & Vansteenkiste, M. (2020). Manual of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS). Ghent University.
Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263-280. https://psycnet.apa.org/doi/10.1037/a0032359
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and emotion, 44, 1-31. https://doi.org/10.1007/s11031-019-09818-1