Abstract
Objective: This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers’ involvement (TI). Method: A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. Results: Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. Conclusions: Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.
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