TY  - JOUR
T1  - Akademik Dayanıklılık ve Sosyal Destek Arasındaki İlişkide Temel Psikolojik İhtiyaçların Doyumunun Aracı Rolü
TT  - The Mediating Role of Basic Psychological Needs Satisfaction in the Relationship Between Academic Resilience and Social Support
AU  - Akman Özdemir, Petek
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.53444/deubefd.1601686
JF  - Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi
JO  - DEU BEF Dergi
PB  - Dokuz Eylul University
WT  - DergiPark
SN  - 2602-2850
SP  - 3057
EP  - 3077
IS  - 65
LA  - tr
AB  - Bu çalışma sosyal desteğin ve üniversite ortamında temel psikolojik ihtiyaçların (yeterlilik, özerklik, ilişkili olma) doyumunun akademik dayanıklılık ile ilişkilerinin belirlenmesini amaçlamaktadır. Çalışmada sosyal destek kaynakları olarak öğretmenlere ve arkadaşlara odaklanılmıştır. Ayrıca temel psikolojik ihtiyaç doyumunun sosyal destek ile akademik dayanıklılık arasındaki ilişkideki aracılık etkisi incelenmiştir. Çalışmaya 18-25 yaşları arasındaki 378 lisans öğrencisi katılmıştır. Katılımcılar kişisel bilgi formunu, Akademik Yılmazlık Ölçeğini, Üniversite Öğrencilerinin Temel İhtiyaçlarının Doyumu Ölçeğini, Algılanan Sosyal Destek Ölçeğinin Öğretmen ve Arkadaş Desteği Alt Ölçeklerini tamamlamışlardır. Araştırma değişkenleri arasındaki ilişkiler Pearson korelasyon analizleri ve yapısal eşitlik modeli analizleri ile incelenmiştir. Analizler öğretmen ve arkadaş desteğinin, yeterlilik, özerklik ve ilişkili olma ihtiyaçlarının, akademik dayanıklılığının bileşenlerinden azim ve adaptif yardım arama ile pozitif, olumsuz duygulanım ile negatif yönde ilişkili olduğunu göstermiştir. Sosyal desteğin temel psikolojik ihtiyaçların doyumunu, ihtiyaç doyumunun da akademik dayanıklılığı pozitif yönde yordadığı belirlenmiştir. Temel psikolojik ihtiyaçların doyumunun, sosyal destek ile akademik dayanıklılık arasındaki ilişkide aracılık rolünün anlamlı olduğu bulunmuştur. Araştırma bulguları alan yazını ile ilişkili olarak tartışılmıştır, eğitsel uygulamalar ve ileride yapılacak araştırmalar için önerilerde bulunulmuştur.
KW  - Akademik dayanıklılık
KW  - Sosyal destek
KW  - Temel psikolojik ihtiyaçlar
KW  - Yükseköğretim
N2  - This study aimed to determine the relationships between social support and the satisfaction of basic psychological needs (competence, autonomy, relatedness) in the university context and academic resilience. The study focused on teachers and friends as sources of social support. Additionally, the mediating effect of basic psychological need satisfaction on the relationship between social support and academic resilience was examined. A total of 378 undergraduate students between the ages of 18-25 participated in the study. Participants completed a personal information form, the Academic Resilience Scale, the Basic Needs Satisfaction at College Scale, the Teacher and Peer (Friend) Support Subscales of the Perceived Social Support Scale. The relationships between the research variables were examined using Pearson correlation analyses and structural equation model analyses. The analyses revealed that teacher and friend support, competence, autonomy and relatedness needs were positively associated with academic resilience components such as perseverance and adaptive help-seeking, and negatively related to negative affect. The satisfaction of basic psychological needs significantly mediated the relationship between social support and academic resilience. The research findings were discussed in relation to the existing literature, and recommendations were provided for educational practices and future research.
CR  - Afzali, L., Hosseinian, S., & Nooripour, R. (2024). Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents. BMC Psychology, 12: 553. https://doi.org/10.1186/s40359-024-02011-1
CR  - Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. N. A. (2018). Examining the links between teachers’ support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39–46. https://doi.org/10.21833/ijaas.2018.09.008
CR  - Aliyev, R., Akbaş, U., & Özbay, Y. (2021). Mediating role of internal factors in predicting academic resilience. International Journal of School & Educational Psychology, 9(3), 236–251. https://doi.org/10.1080/21683603.2021.1904068
CR  - Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411
CR  - Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469
CR  - Aydın, G., & Michou, A. (2020). Self‐determined motivation and academic buoyancy as predictors of achievement in normative settings. British Journal of Educational Psychology, 90(4), 964–980. https://doi.org/10.1111/bjep.12338
CR  - Baltacı, U., Öztemel, K., & Traş, Z. (2020). Investigation of the relationship between adolescents’ career indecision, and social support perception and basic psychological needs. International Education Studies, 13(10), 113–123. https://doi.org/10.5539/ies.v13n10p113
CR  - Berry, W. D., & Feldman, S. (1985). Multiple regression in practice. SAGE Publications, Inc. https://doi.org/10.4135/9781412985208
CR  - Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
CR  - Camirand, E., & Poulin, F. (2022). Links between best friendship, romantic relationship, and psychological well-being in emerging adulthood. The Journal of Genetic Psychology: Research and Theory on Human Development, 183(4), 328–344. https://doi.org/10.1080/00221325.2022.2078684
CR  - Cantarero, K., van Tilburg, W. A. P., & Smoktunowicz, E. (2021). Affirming basic psychological needs promotes mental well-being during the COVID-19 outbreak. Social Psychological and Personality Science, 12(5), 821–828. https://doi.org/10.1177/1948550620942708
CR  - Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7:1787. https://doi.org/10.3389/fpsyg.2016.01787
CR  - Chen, X., Cheung, H. Y., Fan, X., & Wu, J. (2018). Factors related to resilience of academically gifted students in the Chinese cultural and educational environment. Psychology in the Schools, 55(2), 107–119. https://doi.org/10.1002/pits.22044
CR  - Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
CR  - Cui, T., Kam, C. C. S., Cheng, E. H., & Liu, Q. (2023). Exploring the factors relating to academic resilience among students with socioeconomic disadvantages: Factors from individual, school, and family domains. Psychology in the Schools, 60(4), 1186–1201. https://doi.org/10.1002/pits.22824
CR  - Çakır, M., & Avcı, S. (2021). Lise öğrencilerinde akademik dayanıklılık ve başarının belirleyicileri olarak ebeveynlerin duygusal desteği, öznel iyi oluş, ustalık hedef yönelimleri ve okula aidiyet duygusu. Türkiye Sosyal Araştırmalar Dergisi, 25(1), 235–252.
CR  - Çam, Z., Deniz, K. Z., & Kurnaz, A. (2014). Okul tükenmişliği: Algılanan sosyal destek, mükemmeliyetçilik ve stres değişkenlerine dayalı bir yapısal eşitlik modeli sınaması. Eğitim ve Bilim, 39(173), 312–327.
CR  - Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students' perceived life satisfaction. The Journal of Educational Research, 102(4), 303–318. 
https://doi.org/10.3200/JOER.102.4.303-320
CR  - Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self- determination in human behavior. Plenum Press. https://doi.org/10.1007/978-1-4899-2271-7
CR  - Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
CR  - Edwards, M., Williams, E., & Akerman, K. (2022). Promoting academic resilience through peer support in a new pre-registration nursing programme. British Journal of Nursing, 31(22), 1144–1148. https://doi.org/10.12968/bjon.2022.31.22.1144
CR  - Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8. Ed.). McGraw-Hill.
CR  - Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7-34. https://doi.org/10.1023/A:1009932514731
CR  - Frisby, B. N., Hosek, A. M., & Beck, A. C. (2020). The role of classroom relationships as sources of academic resilience and hope. Communication Quarterly, 68(3), 289–305. https://doi.org/10.1080/01463373.2020.1779099
CR  - Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. Teachers College Record, 116(13), 101-123. https://doi.org/10.1177/016146811411601319
CR  - Geoke-Morey, M. C., Taylor, L. K., Cairns, E., Merrilees, C. E., Shirlow, P., & Cummings, E. M. (2013). Adolescents’ educational outcomes in a social ecology of parenting, family, and community risks in Northern Ireland. School Psychology International, 34(3), 243–256. https://doi.org/10.1177/0143034311435162
CR  - Haberstock, S., Schulte, L., Seidel, J., Cowper, I., & Pels, F. (2024). The relationships between (dis-) empowering climate and basic psychological need satisfaction and frustration. German Journal of Exercise and Sport Research, 54, 609–614. https://doi.org/10.1007/s12662-024-00980-4
CR  - Hair, J. F. Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2013). Multivariate data analysis. Pearson Prentice Hall.
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. https://doi.org/10.1080/03637750903310360
CR  - Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling in new technology research: Updated guidelines. Industrial Management & Data Systems, 166(1), 2–20. https://doi.org/10.1108/IMDS-09-2015-0382
CR  - Howard, S., & Johnson, B. (2000). What makes the difference? Children and teachers talk about resilient outcomes for children "at risk". Educational Studies, 26(3), 321–337. https://doi.org/10.1080/03055690050137132
CR  - Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
CR  - Jenkins-Guarnieri, M. A., Vaughan, A. L., & Wright, S. L. (2015). Development of a self-determination measure for college students: Validity evidence for the Basic Needs Satisfaction at College Scale. Measurement and Evaluation in Counseling and Development, 48(4), 266–284. https://doi.org/10.1177/0748175615578737
CR  - Karasar, N. (2011). Bilimsel araştırma yöntemi. Nobel Akademik Yayıncılık.
CR  - Kashdan, T. B., McKnight, P. E., & Goodman, F. R. (2022). Evolving positive psychology: A blueprint for advancing the study of purpose in life, psychological strengths, and resilience. The Journal of Positive Psychology, 17(2), 210–218. https://doi.org/10.1080/17439760.2021.2016906
CR  - Kelloway, E. K. (1998). Using LISREL for Structural equation modeling: A researcher’s guide. Sage Publications, Inc.
CR  - Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
CR  - Koirikivi, P., Benjamin, S., Hietajarvi, L., Kuusisto, A., & Gearon, L. (2021). Resourcing resilience: Educational considerations for supporting well-being and preventing violent extremism amongst Finnish youth. International Journal of Adolescence and Youth, 26(1), 553–569. 
https://doi.org/10.1080/02673843.2021.2010578
CR  - Lei, P.-W., & Wu, Q. (2007). Introduction to structural equation modeling: Issues and practical considerations. Educational Measurement Issues and Practice, 26(3), 33–43. https://doi.org/10.1111/j.1745-3992.2007.00099.x
CR  - Li, C., Martindale, R., & Sun, Y. (2019). Relationships between talent development environments and mental toughness: The role of basic psychological need satisfaction. Journal of Sports Sciences, 37(18), 2057–2065. https://doi.org/10.1080/02640414.2019.1620979
CR  - Liu, Y., & Huang, X. (2021). Effects of basic psychological needs on resilience: A human agency model. Frontiers in Psychology, 12, 700035. https://doi.org/10.3389/fpsyg.2021.700035
CR  - Macakova, V., & Wood, C. (2022). The relationship between academic achievement, self-efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259–269. https://doi.org/10.1080/03075079.2020.1739017
CR  - Malecki, C. K., & Demary, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools, 39(1), 1-18. https://doi.org/10.1002/pits.10004
CR  - Martin, A. J. (2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education, 46(1), 34–49. https://doi.org/10.1177/00049441020460010
CR  - Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34(5), 488–500. https://doi.org/10.1177/0143034312472759
CR  - Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
CR  - Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205–220. https://doi.org/10.1037/0003-066X.53.2.205
CR  - Maunder, R. E. (2017). Students’ peer relationships and their contribution to university adjustment: The need to belong in the university community. Journal of Further and Higher Education, 42(6), 756–768. https://doi.org/10.1080/0309877X.2017.1311996
CR  - Mead, S., Hilton, D., & Curtis, L. (2001). Peer support: A theoretical perspective. Psychiatric Rehabilitation Journal, 25(2), 134–141. https://doi.org/10.1037/h0095032
CR  - Morsünbül, Ü., & Yazar, B. (2021). Akademik dayanıklılığın kimlik boyutları ve okula bağlanma ile ilişkisi: Ortaokul öğrencileri üzerinden bir inceleme. Başkent University Journal of Education, 8(1), 1–10.
CR  - Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education, 19(1):405. https://doi.org/10.1186/s12909-019-1847-9
CR  - Oldfield, J., Stevenson, A., & Ortiz, E. (2020). Promoting resilience in street connected young people in Guatemala: The role of psychological and educational protective factors. Journal of Community Psychology, 48(2), 590–604. https://doi.org/10.1002/jcop.22272
CR  - Permatasari, N., Rahmatillah Ashari, F., & Ismail, N. (2021). Contribution of perceived social support (peer, family, and teacher) to academic resilience during COVID-19. Golden Ratio of Social Science and Education, 1(1), 1–12. https://doi.org/10.52970/grsse.v1i1.94
CR  - Perry, J. C., Fisher, A. L., Caemmerer, J. M., Keith, T. Z., & Poklar, A. E. (2018). The role of social support and coping skills in promoting self-regulated learning among urban youth. Youth & Society, 50(4), 551–570. https://doi.org/10.1177/0044118X15618313
CR  - Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731. https://doi.org/10.3758/BF03206553
CR  - Randolph, K. A., Fraser, M. W., & Orthner, D. K. (2004). Educational resilience among youth at risk. Substance Use and Misuse, 39(5), 747–767. https://doi.org/10.1081/JA-120034014
CR  - Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209
CR  - Roach, A. (2018). Supportive peer relationships and mental health in adolescence: An integrative review. Issues in Mental Health Nursing, 39(9), 723–737. https://doi.org/: 10.1080/01612840.2018.1496498.
CR  - Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European Journal of Investigation in Health, Psychology and Education, 11(2), 334–344. https://doi.org/10.3390/ejihpe11020025
CR  - Rosen, J. A., Warkentien, S., & Rotermund, S. (2019). Stopping out versus dropping out: The role of educational resilience in explaining on-time completion of high school. American Journal of Education, 125(2), 259-287. https://doi.org/10.1086/701248
CR  - Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
CR  - Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. https://doi.org/10.1037/a0012840
CR  - Skinner, E., Pitzer, J., & Steele, J. (2013). Coping as part of motivational resilience in school: A multidimensional measure of families, allocations, and profiles of academic coping. Educational and Psychological Measurement, 73(5), 803–835. https://doi.org/10.1177/0013164413485241
CR  - Skinner, E., Saxton, E., Currie, C., & Shusterman, G. (2017). A motivational account of the undergraduate experience in science: Brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education, 39(17), 2433–2459. https://doi.org/10.1080/09500693.2017.1387946
CR  - Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
CR  - Skinner, E. A., Graham, J. P., Brule, H., Rickert, N., & Kindermann, T. A. (2020). “I get knocked down but I get up again”: Integrative frameworks for studying the development of motivational resilience in school. 
International Journal of Behavioral Development, 44(4), 290–300. https://doi.org/10.1177/0165025420924122
CR  - Şimşir, Z., Arslan, C., & Dilmaç, B. (2020). Üniversite Öğrencilerinin Temel İhtiyaçlarının Doyumu Ölçeğinin (ÜÖTİDÖ) Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Türk Eğitim Bilimleri Dergisi, 18(2), 940–955. https://doi.org/10.37217/tebd.704554
CR  - Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6. Ed.). Pearson.
CR  - Tian, L., Tian, Q., & Huebner, E. S. (2016). School-related social support and adolescents’ school-related subjective well-being: The mediating role of basic psychological needs satisfaction at school. Social Indicators Research, 128(1), 105–129. https://doi.org/10.1007/s11205-015-1021-7
CR  - Tudor, K. E., & Spray, C. M. (2018). Approaches to measuring academic resilience: A systematic review. International Journal of Research Studies in Education, 7(4), 41–61. https://doi.org/10.5861/ijrse.2017.1880
CR  - Türkcan, N., & Yıldız, M. A. (2024). Bilişsel esneklik ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Ege Eğitim Dergisi, 25(1), 30–49. https://doi.org/10.12984/egeefd.1356826
CR  - Unanue, J., Oriol, X., Oyanedel, J. C., Unanue, W., & Gómez, M. (2022). Basic psychological needs satisfaction and frustration prospectively mediates the link between dispositional gratitude and life satisfaction: Longitudinal evidence from a representative sample in Chile. Personality and Individual Differences, 193, 111608. https://doi.org/10.1016/j.paid.2022.111608
CR  - Vicente, I., Pastor J., M., & Soler, A. (2021). Improving educational resilience in the OECD countries: Two convergent paths. Journal of Policy Modeling, 43(6), 1149–1166. https://doi.org/10.1016/j.jpolmod.2021.09.007
CR  - Victor-Aigboidion, V., Onyishi, C. N., & Ngwoke, D. U. (2020). Predictive power of academic self-efficacy on academic resilience among secondary school students. Journal of the Nigerian Council of Educational Psychologists, 12(1), 294–306.
CR  - Wang, M. C., Haertel, G. D., & Walgberg, H. J. (1994). Educational resilience in inner cities. In M. C. Wang & E. W. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45–72). Lawrence Erlbaunm Associates.
CR  - Wang, Y., Tian, L., & Scott Huebner, E. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130–139. https://doi.org/10.1016/j.cedpsych.2019.01.003
CR  - Wentzel, K. R. (2009). Peers and academic functioning at school. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships and groups (pp. 531–547). Guilford Press.
CR  - Werner, E. E. (2000). Protective factors and individual resilience. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2. Ed., pp. 115–132). Cambridge University Press.
CR  - Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and Quality of Life Outcomes, 9:8. https://doi.org/10.1186/1477-7525-9-8.
CR  - Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 56(1), 92–104. https://doi.org/10.1111/j.1741-3729.2007.00442.x
CR  - Wright, M. O. D., & Masten, A. S. (2005) Resilience processes in development. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp 17-37). Springer.
CR  - Xu, S., Liu, Z., Tian, S., Ma, Z., Jia, C., & Sun, G. (2021). Physical activity and resilience among college students: The mediating effects of basic psychological needs. International Journal of Environmental Research and Public Health, 18(7):3722. https://doi.org/ 10.3390/ijerph18073722
CR  - Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805
CR  - Yıldırım, İ. (1997). Algılanan Sosyal Destek Ölçeğinin geliştirilmesi, güvenilirliği ve geçerliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 13, 81–87.
CR  - Yıldırım, İ. (2004). Algılanan Sosyal Destek Ölçeğinin revizyonu. Eurasian Journal of Educational Research, 17(1), 221–236.
CR  - Zhang, T., Solmon, M. A., & Gu, X. (2012). The role of teachers’ support in predicting students’ motivation and achievement outcomes in physical education. Journal of Teaching in Physical Education, 31(4), 329–343. https://doi.org/10.1123/jtpe.31.4.329
CR  - Zhang, T., Solmon, M. A., Kosma, M., Carson, R. L., & Gu, X. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 30(1), 51–68. https://doi.org/10.1123/jtpe.30.1.51
UR  - https://doi.org/10.53444/deubefd.1601686
L1  - https://dergipark.org.tr/en/download/article-file/4441401
ER  -