The association of autonomy, competence and relatedness with L2 reading engagement in teacher-directed and student-directed reading contexts

Abstract

Abstract Learning engagement, a critical component of personal development, encompasses behavioral, emotional, and cognitive dimensions. Engagement is triggered by motivational factors, including satisfaction-oriented sources. According to self-determination theory, the needs for autonomy, competence, and relatedness are key drivers of intrinsic motivation and learning efforts. This study investigates the impacts of these psychological needs on Chinese university students’ second language (L2) reading engagement, considering situational elements and comparing teacher-directed and self-directed learning contexts. A two-phase study was conducted. Phase 1 used qualitative methods with Chinese university students aged 19-23, employing general interviews, self-reported checklists, and stimulated recall interviews to assess reading engagement and perceived autonomy, competence, and relatedness. This phase generated a refined conceptual model of the relationship between these needs and L2 reading engagement. Phase 2 involved self-report surveys from 439 Chinese university students, analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test model fit. The findings reveal complex, nuanced relationships between these needs and various dimensions of engagement. The need for autonomy positively influences L2 reading behavioral engagement in self-directed contexts but shows no significant impact in teacher-directed settings. Emotional engagement is positively affected by autonomy in both contexts, though its effect on negative emotions varies. In self-directed contexts, autonomy shows a significant positive relationship with cognitive engagement; however, its impact may diminish if students lack motivation or choose overly simple texts, emphasizing the need for challenging materials. In teacher-directed contexts, autonomy still positively influences cognitive engagement, but the effect size is smaller. Students often rely more on external regulation and structured goals in these settings. The need for competence significantly enhances L2 reading behavioral engagement in both contexts, with a more pronounced impact in teacher-directed settings due to external obligations. Competence also positively influences emotional engagement by reducing negative emotions when students feel competent. Cognitive engagement benefits from competence through improved comprehension and persistence in challenging tasks, with self-directed contexts allowing more strategic adaptation to material difficulty. The relationship between relatedness and engagement shows mixed results. Quantitative analysis indicates a weak, non-significant relationship between perceived relatedness and L2 reading behavioral and cognitive engagement in both contexts. However, qualitative findings show that relatedness generally supports engagement through social interactions, though intrinsic interest remains crucial. For emotional engagement, relatedness enhances positive emotions by fostering a sense of connection and shared learning experiences. In self-directed contexts, relatedness boosts engagement through peer discussions and collaborative learning. In teacher-directed contexts, validation from teachers and classmates enhances emotional engagement, although the impact is less pronounced. While relatedness provides emotional support and reduces anxiety, intrinsic interest in reading materials remains critical for sustained engagement. The sense of relatedness alone is insufficient to drive engagement without complementary factors such as task interest and relevance. These results emphasize the importance of supporting psychological needs in educational settings to foster active and meaningful engagement with L2 reading. The study highlights the dynamic and context-dependent nature of these relationships, suggesting that educational strategies should be tailored to individual and situational factors to maximize L2 reading engagement.