According to Self-Determination Theory (SDT), teacher motivation affects student motivation indirectly via teaching practices that support the satisfaction of students’ basic psychological needs, but studies have not shown evidence of this entire sequence. We tested the complete model: teacher motivation (autonomous, controlled, and amotivation) → perceived need-supportive practices (autonomy support, structure, and involvement) → student need satisfaction (autonomy, competence, and relatedness) → student motivation (autonomous, controlled, and amotivation) → student academic achievement. South Korean 5th and 6th graders (N = 697) and their 35 teachers participated in this study. A multi-level structural equation model showed evidence supporting: 1) a positive link between teacher and student autonomous motivation, and, 2) its mediation by student perceived need-supportive practices and student autonomy and competence. We discussed further conceptual and empirical consideration with the results.

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根据自决理论（SDT），教师的动机通过支持满足学生基本心理需求的教学实践间接影响学生的动机，但研究并未显示出整个过程的证据。我们测试了完整的模型：教师动机（自主，受控和主动）→感知的需求支持实践（自主支持，结构和参与）→学生需求满意度（自主，能力和相关性）→学生动机（自主，受控和动机）→学生的学业成就。韩国5年级和6年级学生（N = 697），他们的35名老师参加了这项研究。一个多层次的结构方程模型显示了证据支持：1）教师和学生自主动机之间的正向联系，以及2）由学生感知的需要支持的行为以及学生的自主权和能力进行的调解。我们对结果进行了进一步的概念和实证研究。

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