Satisfying students' psychological needs in the classroom: benefits of an online intervention to help primary school teachers during a pandemic academic year

Abstract

Using a self-determination theory framework, this quasi-experimental study focused on designing and implementing online training for primary school teachers to help them develop a motivating style, reduce their burnout and support their students' psychological needs, autonomous motivation, agentic engagement, and academic achievement during the COVID-19 pandemic. Forty-two teachers and their students (N = 682) were randomly assigned to an experimental or a control group. Teachers who participated in the intervention increased their motivating style and reduced their controlling style compared to the control group. The intervention for teachers increased students' autonomy and competence satisfaction, autonomous motivation, and agentic engagement.