Structural Relationships Among Parents’ and Teachers’ Autonomy Support, Children’s Basic Psychological Needs, and Children’s Participation in Decision-Making

Abstract

Objective The purpose of this study was to explore the structural relationships among parents' and teachers' autonomy support, children's basic psychological needs, and children's participation in decision-making. Methods The participants were 687 elementary school students (5th and 6th grades) in Seoul and Gyeonggi-do. The data were analyzed using SEM. Results First, parents' and teachers' autonomy support had a direct effect on children's participation in decision-making. Second, parents' and teachers' autonomy support had an indirect effect on children's participation in decision–making through the children's basic psychological needs. Third, children's basic psychological needs mediated the effects of parents' and teachers's autonomy support and children's participation in decision-making. Conclusion The findings suggest the importance of the mediating effect of children's basic psychological needs, between parents' and teachers' autonomy support and children's participation in decision-making. The findings can be used as an important basis for prospective research and practices for improving children's participation in decision-making. Keywords: participation in decision-making, children's right to participate, basic psychological needs, autonomy support