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Need Support and Need Satisfaction in Arabic Language Classes in Japanese Universities from the Viewpoint of Self-determination Theory

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Positive Psychology and Positive Education in Asia

Part of the book series: Positive Education ((POED))

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Abstract

According to self-determination theory, teachers’ support for students’ basic psychological needs facilitates students’ well-being. However, most Japanese university teachers, especially Arabic language teachers, are more focused on students’ motivation and achievement and are less concerned with well-being. This study mainly aimed to examine the influence of Arabic language teachers’ support (need support) on Arabic language students’ satisfaction (need satisfaction) in Japanese universities using longitudinal data. Additionally, a new measure to assess Arabic language students’ perceived need support was created. The results of the analysis of the data from 324 Arabic language students showed a positive relationship between perceived need support and further need satisfaction. The results also provide preliminary support for the new scale of perceived need support as a reliable and valid measure. Limitations of the study, directions for future research, and implications for Arabic language teachers’ need support are discussed.

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Authors and Affiliations

  1. Nagoya Institute of Technology, Nagoya, Japan

    Katsunori Sumi

  2. Kyoto Notre Dame University, Kyoto, Japan

    Akiko Sumi

Authors
  1. Katsunori Sumi
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  2. Akiko Sumi
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Correspondence to Katsunori Sumi .

Editor information

Editors and Affiliations

  1. The Chinese University of Hong Kong, Hong Kong SAR, China

    Ronnel B. King

  2. National Institute of Education, Nanyang Technological University, Nanyang Ave., Singapore

    Imelda Santos Caleon

  3. De La Salle University, Manila, Philippines

    Allan B. I. Bernardo

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Sumi, K., Sumi, A. (2023). Need Support and Need Satisfaction in Arabic Language Classes in Japanese Universities from the Viewpoint of Self-determination Theory. In: King, R.B., Caleon, I.S., Bernardo, A.B.I. (eds) Positive Psychology and Positive Education in Asia. Positive Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5571-8_10

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