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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1352337
This article is part of the Research Topic Highlights in Educational Psychology: Teacher-student Relationship View all 23 articles

Linking Teacher Support to Achievement Emotion Profile: the mediating role of Basic Psychological Need Satisfaction

Provisionally accepted
Yang Yang Yang Yang 1,2,3Shaoying Gong Shaoying Gong 1,2*Yang Cao Yang Cao 4Yin Qiu Yin Qiu 1,2,5Xizheng Xu Xizheng Xu 1,2,6Yanqing Wang Yanqing Wang 1,2
  • 1 Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, Hubei Province, China
  • 2 School of Psychology, Central China Normal University, Wuhan, Hubei Province, China
  • 3 Other, Zhumadian, China
  • 4 School of Health Humanities, Hubei Shizhen laboratory, Hubei University of Chinese Medicine, Wuhan, China
  • 5 Wuhan College, Wuhan, China
  • 6 Hunan Police Academy, Changsha, Hunan Province, China

The final, formatted version of the article will be published soon.

    The current study used a person-centered approach to explore the achievement emotions cooccurrence of college students. It also examined the impact of teacher support on achievement emotion profiles, as well as the mediating effect of need satisfaction. 866 college students participated in the survey. A robust 3-step latent profile analysis was employed to analysis the data. Four profiles of achievement emotions were identified: moderate mixed emotions, blends of high positive emotions, blends of moderate positive emotions and high mixed emotions. Higher perceived teacher support was associated with a greater likelihood of being classified into the blends of moderate positive emotions profile or the blends of high positive emotions profile. Moreover, basic psychological need satisfaction mediated the relationship between teacher support and four emotion profiles. Our findings contribute to a more comprehensive understanding of the role of teacher support in shaping achievement emotion profiles and broaden the application of self-determination theory to explain the mechanism to explain how external support influences emotion profiles.

    Keywords: Emotion co-occurrence, teacher support, Basic psychological need satisfaction, 3-Step Latent Profile Analysis, Achievement emotion

    Received: 08 Dec 2023; Accepted: 11 Jul 2024.

    Copyright: © 2024 Yang, Gong, Cao, Qiu, Xu and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Shaoying Gong, Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, Wuhan, 430079, Hubei Province, China

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