The relationship among psychological need satisfaction, class engagement, and academic performance: Evidence from China

References

• Adie, J., Duda, J., & Ntoumanis, N. (2008). Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory. Motivation and Emotion, 32(3), 189–199. doi:10.1007/s11031-008-9095-z
   Web of Science ®Google Scholar
• Alborzi, M., Jokar, B., & Khayer, M. (2010). The effect of children's perception of their parents and instructors on their creativity with regards to their motivational beliefs. Journal of Psychology, 14(2), 161–181.
   Google Scholar
• Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.
   Web of Science ®Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246.
   PubMed Web of Science ®Google Scholar
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606.
   Web of Science ®Google Scholar
• 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.
   Web of Science ®Google Scholar
• Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
   Google Scholar
• Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185–216.
   Web of Science ®Google Scholar
• Brown, T. A. (2006). Confirmatory factor analysis for applied sciences. New York: The Guilford Press.
   Google Scholar
• Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Ed.), Testing structural equation models (pp. 136–162). Newsbury Park, CA: Sage.
   Google Scholar
• Chen, T. T. Y. (2015). Is reform in accounting education needed in China and Russia: A literature review. Australasian Accounting, Business and Finance Journal, 9(3), 72–83.
   Web of Science ®Google Scholar
• Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111. doi:10.1016/j.cedpsych.2014.06.004
   Web of Science ®Google Scholar
• Church, A. T., Katigbak, M. S., Locke, K. D., Zhang, H., Shen, J., de Jesús Vargas-Flores, J., … Ching, C. M. (2013). Need satisfaction and well-being: Testing self-determination theory in eight cultures. Journal of Cross-Cultural Psychology, 44(4), 507–534. doi:10.1177/0022022112466590
   Web of Science ®Google Scholar
• Ciani, K. D., Ferguson, Y., Bergin, D., & Hilpert, J. (2010). Motivational influences on school-prompted interest. Educational Psychology, 30(4), 377–393. doi: 10.1080/01443411003660232
   Web of Science ®Google Scholar
• Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81(2), 223–243. doi:10.1348/000709910X517399
   PubMed Web of Science ®Google Scholar
• Ciani, K. D., Summers, J. J., Easter, M. A., & Sheldon, K. M. (2008). Collaborative learning and positive experiences: Does letting students choose their own groups matter? Educational Psychology, 28(6), 627–641. doi: 10.1080/01443410802084792
   Web of Science ®Google Scholar
• Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology (Vol. 23, pp. 167–216). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). ‘‘The ‘‘what’’ and the ‘‘why’’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. doi:10.1037/a0012801
   Web of Science ®Google Scholar
• Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country. Personality and Social Psychology Bulletin, 27(8), 930–942.
   Web of Science ®Google Scholar
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3&4), 325–346.
   Google Scholar
• Diseth, Å., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335–354. doi:10.1080/01443410.2012.657159
   Web of Science ®Google Scholar
• Filak, V. F., & Sheldon, K. M. (2008). Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology, 28(6), 711–724. doi: 10.1080/01443410802337794
   Web of Science ®Google Scholar
• Gillet, N., Vallerand, R., & Lafrenière, M. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education, 15(1), 77–95. doi:10.1007/s11218-011-9170-2
   Web of Science ®Google Scholar
• Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
   Web of Science ®Google Scholar
• Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychologist, 49(3), 233–240. doi:10.1037/a0012758
   Google Scholar
• Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis, 5th ed. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95(2), 347–356.
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
   Web of Science ®Google Scholar
• Jang, H., Kim, E., & Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. doi:10.1037/a0028089
   Web of Science ®Google Scholar
• Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644–661. doi:10.1037/a0014241
   Web of Science ®Google Scholar
• Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Instructors' relatedness with students: An underemphasized component of instructors' basic psychological needs. Journal of Educational Psychology, 104(1), 150–165. doi:10.1037/a0026253
   Web of Science ®Google Scholar
• Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling (3rd ed.). New York, NY: Guilford Press.
   Google Scholar
• Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101(1), 190–206. doi:10.1037/a0013153
   PubMed Web of Science ®Google Scholar
• Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of instructors' implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529–545. doi: 10.1007/bf03173470
   Web of Science ®Google Scholar
• Lin, Z. J., Xiong, X., & Liu, M. (2005). Knowledge base and skill development in accounting education: Evidence from China. Journal of Accounting Education, 23(3), 149–169. doi:10.1016/j.jaccedu.2005.06.003
   Google Scholar
• Minnaert, A., Boekaerts, M., & de Brabander, C. (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101(6), 574–586. doi:10.2466/PR0.101.6.574-586
   PubMedGoogle Scholar
• Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203–214. doi:10.1037/0022-0663.88.2.203
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide. Sixth Edition. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Pacharn, P., Bay, D., & Felton, S. (2012). Impact of a flexible evaluation system on effort and timing of study. Accounting Education, 21(5), 451–470. doi:10.1080/09639284.2011.635851
   Google Scholar
• Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896–915. doi:10.1037/a0019545
   Web of Science ®Google Scholar
• Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive instructors: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537–548. doi:10.1037/0022-0663.91.3.537
   Web of Science ®Google Scholar
• Reeve, J., & Lee, W. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527–540.
   Web of Science ®Google Scholar
• Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392.
   Web of Science ®Google Scholar
• Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation motivation: The AFS scales. Educational and Psychological Measurement, 54(2), 506–515.
   Web of Science ®Google Scholar
• Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26(4), 419–435.
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
   PubMed Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. P. John, R. W. Robbins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 654–678). New York: The Guilford Press.
   Google Scholar
• Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45(4), 736–750.
   Web of Science ®Google Scholar
• Saeki, E., & Quirk, M. (2015). Getting students engaged might not be enough: the importance of psychological needs satisfaction on social-emotional and behavioral functioning among early adolescents. Social Psychology of Education, 18(2), 355–371. doi:10.1007/s11218-014-9283-5
   Web of Science ®Google Scholar
• Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80(2), 325–339.
   PubMed Web of Science ®Google Scholar
• Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33(6), 883–897. doi: 10.1177/0146167207301014
   PubMed Web of Science ®Google Scholar
• Shih, S. (2009). An examination of factors related to Taiwanese adolescents' reports of avoidance strategies. Journal of Educational Research, 102(5), 377–388.
   Web of Science ®Google Scholar
• Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. doi:10.1037/a0012840
   Web of Science ®Google Scholar
• Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 223–245). Mahwah, NJ: Erlbaum.
   Google Scholar
• Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York: Taylor & Francis Group.
   Google Scholar
• Su, Y., & Reeve, J. (2011). A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy. Educational Psychology Review, 23(1), 159–188. doi:10.1007/s10648-010-9142-7
   Web of Science ®Google Scholar
• Taylor, I. M., & Ntoumanis, N. (2007). Instructor motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99(4), 747–760. doi:10.1037/0022-0663.99.4.747
   Web of Science ®Google Scholar
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260. doi:10.1037/0022-3514.87.2.246
   PubMed Web of Science ®Google Scholar
• Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767–779. doi:10.1037//0022-3514.70.4.767
   PubMed Web of Science ®Google Scholar
• Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70(1), 115–126.
   PubMed Web of Science ®Google Scholar
• Woodbine, G. F. (2007). Accounting education in modern China: an analysis of conditions and observations. Asian Review of Accounting, 15(1), 62–71. doi: 10.1108/13217340710763753
   Google Scholar
• Xiao, Z., & Dyson, J. R. (1999). Chinese students' perceptions of good accounting teaching. Accounting Education, 8(4), 341–361. doi:10.1080/096392899330838
   Google Scholar
• Zhang, G., Boyce, G., & Ahmed, K. (2014). Institutional changes in university accounting education in post-revolutionary China: From political orientation to internationalization. Critical Perspectives on Accounting, 25(8), 819–843. doi:10.1016/j.cpa.2013.10.007
   Web of Science ®Google Scholar