The Role of Basic Psychological Needs in Task Engagement
A Mixed-Methods Study in Chinese University EFL Contexts
Bibliographic Data
| ID | 22006760 |
|---|---|
| Authors | Shi Tang (0000-0001-7520-7450, Ludong University), Chenming Lyu (0000-0003-3159-2339, Ludong University), Shaopeng Li (0000-0001-5976-2366, Shanghai International Studies University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Publication date | 2026-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251407749 |
| OpenAlex | W7118598820 |
| Language | EN |
| References cited | 47 |
The present study investigated the interplay between Basic Psychological Needs (BPNs)—autonomy, competence, and relatedness—and task engagement in English as a Foreign Language (EFL) learning at the university level in China. Adopting a mixed-methods approach, the research combined quantitative data from 3,807 participants with qualitative insights from group interviews to explore how BPN satisfaction influenced students’ engagement across behavioral, emotional, cognitive, agentic, and social dimensions. The quantitative findings, analyzed through Structural Equation Modeling (SEM), revealed that autonomy was the most significant predictor of task engagement across all dimensions, with competence and relatedness also showed strong predictive effects, though competence did not significantly affect social engagement. The qualitative analysis identified three primary themes: instruction, stratification, and motivation, emphasizing the need for balanced autonomy support, differentiated instruction, and interactive activities to foster engagement. Notably, the study highlighted the “autonomy paradox” in transitional educational contexts, where students craved autonomy yet experienced stress in its absence of structured guidance. The findings offer both theoretical contributions to Self-Determination Theory (SDT) by highlighting cultural nuances in autonomy’s predictive power and practical implications for EFL pedagogy, urging educators to create environments that balance autonomy with structured support, promote competence development, and strengthen teacher-student and peer relationships. Despite limitations, such as the reliance on a single university sample, the study lays the foundation for further research into BPNs and task engagement in diverse educational settings
Autonomy · Predictive power · Qualitative research · Self-determination theory · Social competence · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Motivation and Self-Concept in Sports
Exploring Engagement in Tasks in the Language Classroom
Self-Determination Theory
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Basic psychological need theory
Agency as a fourth aspect of students’ engagement during learning activities
Un viaje alrededor de alfa y omega para estimar la fiabilidad de consistencia interna
Exploring Chinese EFL learners’ engagement with large language models
The Role of Structural Equation Modeling in Scale Development
A Self-determination Theory Perspective on Student Engagement
Autonomy, competence, and relatedness in the classroom
Students’ classroom engagement produces longitudinal changes in classroom motivation.
Daily Well-Being
The Reciprocal Links Between School Engagement, Youth Problem Behaviors, and School Dropout During Adolescence
How students create motivationally supportive learning environments for themselves
Intrinsic and extrinsic motivation from a self-determination theory perspective
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
School Engagement
Comparison of Convenience Sampling and Purposive Sampling
The impact of perceived autonomy support and autonomy orientation on orientations towards teaching and self-regulation at university
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Basic psychological needs and school engagement
I think I can engage my students. Teachers' perceptions of student engagement and their beliefs about being a teacher
Acting, thinking, feeling, making, collaborating
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement
Task engagement in second language acquisition
Using thematic analysis in psychology
The "What" and "Why" of Goal Pursuits
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Self-Determination and Classroom Engagement of EFL Learners
| Highly cited | No |
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