BackgroundSelf-determination theory (SDT) posits that teachers who engage in need-supportive teaching through satisfying students’ basic needs for autonomy, competence, and relatedness facilitate optimal well-being. However, there are debates about the purported applicability and relevance of need-supportive teaching across cultural, economic, and political contexts. AimsThis study examined whether need-supportive teaching was associated with students’ subjective, eudaimonic, and cognitive well-being. These relationships were tested across different macro-contexts, including cultural, economic, and political systems. SampleWe drew on data from 535,512 students across 70 countries. These students came from diverse cultural groups (Western Europe, Eastern-Central Europe, Eastern Europe, Latin America, English-speaking, Confucian, Southeast Asia, and Africa and the Middle East), economic systems (high, upper-middle, and lower-middle-income), and political climates (full democracies, flawed democracies, hybrid, and authoritarian regimes). MethodsConfirmatory factor analyses, structural equation modelling, and multi-group invariance tests were conducted. ResultsBy and large, need-supportive teaching was associated with better well-being across cultural, economic, and political contexts. However, the magnitude of associations was somewhat different across macro-contexts. Minor deviations from the general pattern were also found in a few cultural groups. ConclusionsAcross the globe, students who perceived their teachers to engage in need-supportive teaching were also more likely to experience better well-being. The results supported the universalist perspective, which recognizes the existence of broad universal patterns alongside contextual differences.
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