Teachers' basic psychological need satisfaction or frustration are associated with their tendency to adopt a motivating or demotivating teaching style. However, the mechanisms underlying these associations remain unclear. This study examined the role played by teachers' experienced and displayed enthusiasm. Three hundred forty-one high school teachers filled in self-report questionnaires to assess basic psychological need satisfaction and frustration, experienced and displayed enthusiasm, and adoption of (de)motivating teaching styles. The results showed that experienced but not displayed enthusiasm mediated the relationship between teachers' need satisfaction and their tendency to adopt autonomy-supportive and structuring styles, and between teachers' need frustration and their tendency to adopt a chaotic style. The discussion focuses on the theoretical and practical implications.

教师的基本心理需求满足或挫折与他们采用激励或消极教学风格的倾向有关。然而，这些关联背后的机制仍不清楚。本研究考察了教师经验丰富和表现出的热情所起的作用。341 名高中教师填写了自我报告问卷，以评估基本心理需求的满意度和挫折感，体验并表现出热情，并采用（去）激励的教学方式。结果表明，经验丰富但没有表现出热情在教师的需求满足与他们采用自主支持和结构化风格的倾向之间以及教师的需求挫折与他们采用混乱风格的倾向之间起中介作用。