Abstract
The current study aimed at assessing the peculiarities of the relationships among perceived (de)motivating teaching styles and students need satisfaction/frustration in the Chinese context. A total of 1715 middle and high school students filled in measures of self-reported and perceived adoption of (de)motivating styles and need satisfaction/frustration. The results confirmed the positive relationship between perceived motivating teaching styles and students need satisfaction, as well as perceived demotivating teaching styles and students need frustration. Moreover, students need satisfaction was positively associated with their perception of a controlling teaching style. Theoretical and practical implications are discussed.
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