Basic psychological need satisfaction is strongly associated with learning engagement among medical undergraduates¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Basic psychological need satisfaction was strongly and positively associated with learning engagement (β = 0.521, p < 0.001). → He Qian 2026

Evidence¶

He Qian 2026¶

He Qian, Chang Guanglei, Su Ning, Yang Yingying, Ma Jun. (2026). Generative Artificial Intelligence Use and Learning Engagement Among Medical Undergraduates: Statistical Indirect and Configurational Associations Involving Basic Psychological Need Satisfaction. Behavioral Sciences. https://doi.org/10.3390/bs16091694

q3 · i? · associational · r2

In the same CB-SEM structural model of 498 medical undergraduates, the path from latent basic psychological need satisfaction to latent learning engagement was "strongly and positively associated" (β = 0.521, p < 0.001), stronger than paths involving GAI use.

"Basic psychological need satisfaction was strongly and positively associated with learning engagement (B = 0.612, β = 0.521, p < 0.001)."

Studies bearing on this claim¶

Do learners whose needs for autonomy, competence and relatedness are met engage, persist and perform better, and which need matters most? This table gathers the studies behind this claim and the 10 narrower claims that bear on it: 8 distinct studies (4 associational, 2 review, 1 causal, 1 design), q2–q3, 2 of 8 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• The direct association between GAI use and learning engagement is not statistically significant, while the indirect association through need satisfaction is significant but small — related
• GAI use is weakly positively associated with basic psychological need satisfaction among medical undergraduates — related
• The comprehensive psychological need satisfaction configuration (competence core) has the highest coverage for high learning engagement, with GAI use unconstrained — related
• SDT need satisfaction predicted post-intervention willingness beyond baseline capacity, while post-intervention TPACK showed only a weak, non-significant association with willingness — related
• AI literacy directly and positively predicts learning engagement among university students — related
• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction — related
• Retention programs interpreted as meeting all three SDT needs show higher persistence and standing — a narrower finding that bears on this claim
• Both autonomy support and structure elevate students' motivation, engagement, and need satisfaction with moderate to large effect sizes — related
• A key divergence: SDT theorizes need thwarting as an active, independent dimension predicting unique negative outcomes, while HET focuses on positive teaching dimensions — related
• Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence — related