Academic Engagement and Basic Psychological Needs: A Systematic Review of Research Trends in Self-Determination Theory
Keywords:
self-determination theory; basic psychological needs; academic engagement; bibliometric analysis; motivationAbstract
This study is grounded in self-determination theory (SDT) and employed bibliometric analysis to systematically review 439 peer-reviewed articles that report on studies of basic psychological needs and academic engagement in the education field. The findings reveal a stable and widely adopted model centered around the following pathway: need satisfaction ? motivational activation ? engagement behavior. The variable structure has become increasingly refined, and the application of SDT has expanded into diverse education contexts. Methodologically, most studies use quantitative, cross-sectional designs, while longitudinal and mixed-method approaches remain underrepresented. The research focus has been predominantly on university and secondary school students, with limited attention given to vocational learners and other non-traditional learner groups. International collaboration is shifting toward multi-centered development, with emerging contributors, such as China, demonstrating growing academic influence and increasing localization efforts. This review confirms strong theoretical adaptability of SDT in education, which emphasizes the need for future research to enhance model integration, diversify methodologies, and deepen cross-cultural comparisons. Such steps will foster closer interaction between theory and practice, thereby ultimately enriching educational strategies and improving academic engagement.
https://doi.org/10.26803/ijlter.24.7.40
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