Developing Teachers 'Professional Knowledge Based on The Students' Basic Psychological Needs: Components of Learning Engagement and Time Control Perception

 This study aimed to find practical solutions for developing teachers' professional knowledge based on students' psychological needs according to the two variables of academic engagement and Time control perception.

The research method was a correlation correlational research design. The statistical population was all-female secondary school students (N=8000). The participants were 316 female high school students (16-18 years old) who were selected by multistage random sampling method and responded to the Macan Time Management Questionnaires (1994), Gardia, Deci & Ryan (2000), and Reeve's Academic Engagement Questionnaire(2013). In this study, we used Deci and Ryan's self-determination theory to assess psychological needs (criterion variable) and Macan's time management theory to assess the perception of time control (predictor variable).

The statistical method is correlation and stepwise and multiple regression. Time management and academic engagement were predictors (18 - 21%) of variance in basic psychological needs. The mechanisms of goal setting and time management, and cognitive engagement were predictors of autonomy need. Total academic engagement (cognitive and acting) and perceptions of time control were predictors of the competence need. Academic engagement and time management mechanisms were identified as predictors of the relationship need.

This study examined individual components of the learning environment. It is suggested that environment components such as teacher-student relationships, learning, and teaching styles should be studied.