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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1411082

Influence of Teacher Autonomy Support in Feedback on High School Students' Feedback Literacy: The Multiple Mediating Effects of Basic Psychological Needs and Intrinsic Motivation

Provisionally accepted
Shang Zhang Shang Zhang *Jie Xu Jie Xu Hao Chen Hao Chen Lan Jiang Lan Jiang Xinfa Yi Xinfa Yi
  • Shaanxi Normal University, Xi'an, China

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

    This research presents and confirms an intermediary model, deeply anchored in selfdetermination theory, to dissect the influence of Chinese high school students' core psychological needs and intrinsic drive on the nexus between educators' autonomous backing and students' proficiency in feedback literacy, highlighting the mediating roles of these elements. A survey of 704 Chinese senior high school students, including 319 males and 385 females, employed the Feedback Literacy Scale, Basic Psychological Needs Scale, Intrinsic Motivation Scale, and Perceived Teacher Autonomy Support Scale.The study's discoveries illuminate that educators' autonomous support not only directly amplifies students' feedback literacy but also has an indirect impact through the intermediation of basic psychological needs and intrinsic motivation, along with their interconnected dynamics. This inquiry not only deepens our grasp of the mechanisms interlinking teacher support with feedback literacy but also critically evaluates the findings to proffer targeted recommendations, thereby enhancing our comprehension of the underlying processes and guiding educational practices and student development.

    Keywords: Chinese high school students, teacher autonomy support, Basic psychological needs, intrinsic motivation, feedback literacy

    Received: 02 Apr 2024; Accepted: 25 Jul 2024.

    Copyright: © 2024 Zhang, Xu, Chen, Jiang and Yi. 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: Shang Zhang, Shaanxi Normal University, Xi'an, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.