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The relationship between autonomy, relatedness, and students' transformative experience: a cross-cultural study
1Department of Educational Psychology, College of Education, Kuwait University, Kuwait City, Kuwait.
Frontiers in Psychology
|July 24, 2025
Summary
Perceived autonomy and relatedness support significantly predict transformative experiences in pre-service teachers. Cultural differences between U.S. and Kuwaiti students impact the manifestation of these experiences.
Area of Science:
- Educational Psychology
- Cross-Cultural Psychology
Background:
- Transformative experience involves deep engagement with curriculum, leading to new world perspectives.
- Previous research identified individual factors predicting transformative experiences.
Purpose of the Study:
- Investigate perceived autonomy and relatedness support as predictors of transformative experience.
- Examine cross-cultural effects on these relationships in U.S. and Kuwaiti pre-service teachers.
Main Methods:
- Surveyed 353 pre-service teachers from the United States and Kuwait.
- Analyzed perceived autonomy support, relatedness support, nationality, and their interactions as predictors.
- Controlled for students' year in school and gender.
Main Results:
- Perceived autonomy and relatedness support, their interaction, and a three-way interaction with nationality significantly predicted transformative experience.
- A baseline of relatedness support was necessary for autonomy support to predict transformative experience, with higher needs for Kuwaiti students.
- Autonomy support was more crucial for U.S. students, while relatedness support was more critical for Kuwaiti students.
Conclusions:
- Perceived autonomy and relatedness support are key predictors of transformative experience across cultures.
- Cultural context significantly moderates the interplay between autonomy, relatedness, and transformative experiences in education.
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