{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T12:03:03Z","timestamp":1784808183083,"version":"3.55.0"},"reference-count":43,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T00:00:00Z","timestamp":1784764800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>The present study examined the relationship between teachers\u2019 autonomy support and control interpersonal styles, psychological needs, and engagement. Based on the online survey, participants were 734 college students in China. The results showed that teacher autonomy support was positively associated with psychological need satisfaction, whereas teacher control was positively associated with psychological need frustration. No significant relationship was found between teacher control and psychological need satisfaction. Psychological need satisfaction was positively associated with engagement (behavioral engagement, emotional engagement, cognitive engagement, and agentic engagement). Whereas Psychological need frustration was negatively associated with engagement (behavioral engagement, emotional engagement, and cognitive engagement). In the relationship between teacher interpersonal and engagement, perceived autonomy support was found to have mediating effect, while control was shown to have a partly mediating effect. Therefore, teachers interpersonal can improve students\u2019 engagement (i.e., enthusiasm for class participation through interest, consideration, care, support), and effective communication to satisfy students\u2019 psychological needs, which is important for teachers.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1874740","type":"journal-article","created":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T11:23:04Z","timestamp":1784805784000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Effects of teachers\u2019 interpersonal styles on psychological needs and engagement in college students in China"],"prefix":"10.3389","volume":"17","author":[{"given":"Rui","family":"Yuan","sequence":"first","affiliation":[{"name":"Department of Physical Education, University of Shanghai for Science and Technology","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yufei","family":"Qi","sequence":"additional","affiliation":[{"name":"Henan University of Technology, Zhengzhou","place":["Henan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jae-Hoon","family":"Hwang","sequence":"additional","affiliation":[{"name":"Division of Smart Healthcare, Pukyong National University","place":["Busan, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Xinao","family":"Li","sequence":"additional","affiliation":[{"name":"School of Physical Education, Yuxi Normal University","place":["Yuxi, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yong-Gwan","family":"Song","sequence":"additional","affiliation":[{"name":"Division of Smart Healthcare, Pukyong National University","place":["Busan, Republic of Korea"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,23]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"142","DOI":"10.1016\/j.psychsport.2015.12.001","article-title":"A dimensional and person-centered perspective on controlled reasons for non-participation in physical education.","volume":"23","author":"Aelterman","year":"2016","journal-title":"Psychol. 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