How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective

We explored Asian international students’ successful learning experiences and adjustment through the lens of self-determination theory. To explore how international students perceive their classroom learning environments and learning experiences in more detail, a sequential explanatory mixed-methods approach was used. In the quantitative phase, empirical relationships between autonomy-supportive environments and affective (language anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about classroom assessments) learning components in the classroom were examined. In the qualitative phase, results from the quantitative study were further explored for additional explanations through follow-up interviews. Autonomy-supportive environments seemed to satisfy international students’ basic psychological needs, which decreased language anxiety and increased classroom participation and adaptive perspectives about classroom assessments. The discussion focuses on the theoretical and classroom implications of the quantitative and qualitative findings. This study contributes to the literature by suggesting a solid theoretical foundation to support successful academic adjustment among Asian international students.