How agentic engagement relates to basic psychological needs and teachers’ motivating styles: comparing LOTE and English writing contexts

This explanatory sequential mixed-method study examines the relationships among agentic engagement (AE), basic psychological needs (BPN), and teachers’ motivating styles in languages other than English (LOTE) and English writing contexts. It then compares these relationships across contexts and explores factors underlying the observed similarities and differences. A total of 686 Chinese LOTE undergraduates (Japanese majors in this study) completed an online survey, and 10 participated in semi-structured interviews. Structural equation modelling (SEM) showed that, in both contexts, AE was positively related to autonomy-supportive motivating style (ASMS) and controlling motivating style (CMS); BPN functioned as a complementary mediator between ASMS and AE, but as a competitive mediator between CMS and AE. Multi-group SEM showed that most paths were similar across contexts, but the direct association between ASMS and BPN and the indirect association between ASMS and AE via BPN were stronger in the Japanese writing context. Qualitative findings suggested that learning motivation, self-regulatory practices, and teacher emotional support helped explain path similarities across contexts, whereas classroom environment and cultural connections contributed to the differences.