Self-determination theory (SDT) posits that need-supportive teaching, which includes support for autonomy, competence, and relatedness facilitates motivation and achievement across cultures. However, prior evidence of SDT's cross-cultural generalizability were drawn from a limited set of cultural contexts. Furthermore, prior work has mainly focused on autonomy-support. This study used data from the 2018 Programme for International Student Assessment (N = 578,168). Countries were grouped following Schwartz’ (2009) eight cultural clusters. Results found that need-supportive teaching predicted achievement via intrinsic motivation across the eight cultural groups. However, the magnitude of the associations among the variables varied across cultures. Findings also indicated a positive association between need-supportive teaching and achievement in six out of the eight cultural groups. However, a different pattern was observed in East-Central Europe (non-significant association) and Africa and the Middle East (negative association). This study offers broad, though not unanimous, support for SDT's cultural generalizability.

自我决定理论 (SDT) 假设需要支持型教学，包括对自主性、能力和相关性的支持，有助于促进跨文化的动机和成就。然而，SDT 跨文化普遍性的先前证据来自有限的文化背景。此外，先前的工作主要集中在自治支持上。本研究使用了 2018 年国际学生评估项目（N = 578,168）。国家按照 Schwartz (2009) 的八个文化集群进行分组。结果发现，需要支持的教学通过八个文化群体的内在动机来预测成就。然而，变量之间的关联程度因文化而异。调查结果还表明，在八个文化群体中的六个中，需求支持型教学与成就之间存在正相关关系。然而，在东中欧（非显着关联）以及非洲和中东（负关联）观察到不同的模式。这项研究为 SDT 的文化普遍性提供了广泛的但不是一致的支持。