Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study.

2018/10/22 by Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee +4 · 264 citations
Medicine · Psychology · Social Sciences · #Autonomy #Behavioral Health and Interventions #Developmental psychology #Disengagement theory #Frustration #Intervention (counseling) #Medicine #Motivation and Self-Concept in Sports #Psychology #Self-determination theory #Social psychology #Youth Development and Social Support

paper · open access · doi:10.1037/edu0000306

published in Journal of Educational Psychology 111(4), 685-702 (American Psychological Association)

openalex publication_date 2018/10/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01

Abstract

We propose that students experience 'autonomy dissatisfaction' when the learning environment is indifferent to their psychological need for autonomy. We hypothesized that (a) students could distinguish this newly proposed need state from both autonomy satisfaction and autonomy frustration, (b) autonomy dissatisfaction would explain unique and rather substantial variance in students’ classroom disengagement, and (c) a full understanding of the psychological need for autonomy necessitates expanding the current emphasis from two need states (satisfaction, frustration) to three (dissatisfaction). In the experimental condition, 20 secondary-school physical education (PE) teachers learned how to teach in an autonomy-supportive way; in the control condition, 17 PE teachers taught using 'practice as usual.' Their 2,669 students (1,180 females, 1,489 males) self-reported their autonomy satisfaction, autonomy dissatisfaction, autonomy frustration, engagement, and disengagement throughout a semester. Objective raters scored the manipulation check (teachers’ autonomy-supportive instructional behaviors) and the engagement-disengagement outcome measure. Autonomy dissatisfaction longitudinally increased in the control group and longitudinally decreased in the experimental group. Most importantly, intervention-enabled decreases in autonomy dissatisfaction decreased students’ end-of-semester disengagement, even after controlling for midsemester changes in autonomy satisfaction and autonomy frustration. We discuss the theoretical and practical benefits of adding autonomy dissatisfaction to the self-determination theory explanatory framework. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Citations

• What makes lessons interesting? The role of situational and individual factors in three school subjects.
• What teachers say and do to support students' autonomy during a learning activity.
• A Motivational Perspective on Engagement and Disaffection
• Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
• Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
• Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?
• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Cited by

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• Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
• Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis
• A self-support approach to satisfy basic psychological needs during difficult situations
• Influence of Teaching Style on Physical Education Adolescents' Motivation and Health-Related Lifestyle. [europepmc]
• Mexican Validation of the Engagement and Disaffection in Physical Education Scale. [europepmc]
• Impact of Gender and Relationship Status on Young People's Autonomy and Psychological Wellbeing. [europepmc]
• 'At first I was overwhelmed, but then-I have to say-I did almost enjoy it'. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown. [europepmc]
• How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions. [europepmc]
• University Students' Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach. [europepmc]
• Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. [europepmc]
• A self-support approach to satisfy basic psychological needs during difficult situations. [europepmc]
• Patterns of the Satisfaction and Frustration of Psychological Needs and Their Associations with Adolescent Students' School Affect, Burnout, and Achievement. [europepmc]
• Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy. [europepmc]
• Exploring basic psychological needs within and across domains of physical activity. [europepmc]
• Daily within-fluctuations in need frustration and implications for employee recovery and well-being: A mixed-methods study. [europepmc]
• Assessing basic/fundamental psychological need fulfillment: systematic mapping and review of existing scales to foster cumulative science. [europepmc]
• A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence. [europepmc]
• Autonomy support in prenatal consultation: A quantitative observation study in maternity care. [europepmc]
• An autonomy-supportive intervention program for STEM teachers to enhance engagement among students. [europepmc]
• A Symphony of Fire, Ice, and Fog: How Leaders' Interpersonal Styles Shape Psychological Needs and Motivation. [europepmc]
• The impact of teachers' autonomy support on students' academic performance from the perspective of hyperscanning: the mediating role of autonomy need satisfaction. [europepmc]
• Impact of instructional design on students' critical thinking and engagement in online English reading classes: mediating role of motivation and moderating role of language proficiency. [europepmc]
• The antecedents and outcomes of teachers' autonomy satisfaction: A meta-analytic investigation. [europepmc]
• A Self-Support Approach to Satisfy Basic Psychological Needs During Difficult Situations [europepmc]

Related

• Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
• Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
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• Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation
• Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.