Open Access

Teacher support and adolescents’ personal growth initiative: The mediating role of basic psychological needs satisfaction

Xi Chen^1,2, Qing Wang¹, Xiaoxiao Hong¹, Wanru Lin^1,*

1 College of Educational Sciences, Hanshan Normal University, Chaozhou, 521041, China
2 College of Education and Psychology, Minnan Normal University, Zhangzhou, 363000, China

* Corresponding Author: Wanru Lin. Email:

Journal of Psychology in Africa 2025, 35(1), 37-42. https://doi.org/10.32604/jpa.2025.065760

Received 23 July 2024; Accepted 02 December 2024; Issue published 30 April 2025

Abstract

This study investigated the mediating role of basic psychological needs satisfaction in relationship between teacher support and adolescents’ personal growth initiative. A total of 493 adolescents (females = 44.8%, mean age = 12.46, SD = 0.57) completed the Teacher Support Scale, the Adolescents’ Personal Growth Initiative Scale, and the Basic Psychological Needs Scale. The results, analyzed through a Mediation model analysis results indicated higher teacher support to be significantly associated with higher adolescents’ personal growth initiative. Teacher support was also associated with higher basic psychological needs satisfaction. Basic psychological needs satisfaction mediated the relationship between teacher support and adolescents’ personal growth initiative for higher personal growth initiative. Thus, enhancing students’ perceptions of teacher support would support the student’s sense of proactive and resilient growth with basic psychological needs satisfaction.

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Keywords

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