ArticleFrontiers in psychology2026
The psychological pathways to maritime English motivation: need satisfaction, frustration, and learning outcomes.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Numerous studies have confirmed the positive effects of Self-Determination Theory (SDT) on educational motivation; however, how its three core psychological needs operate in the high-pressure context of maritime English training remains underexplored. To address this gap, in the present study, we examined the drivers of English-learning motivation among Chinese maritime cadets preparing for Standards of Training, Certification and Watch-keeping for Seafarers (STCW) certification using a non-WEIRD sample. Methods: A sequential explanatory mixed-methods design was utilized. The quantitative phase tested a dual-path SDT model among 304 cadets, with need satisfaction and frustration as parallel mediators between a need-supportive learning environment and learning outcomes, using Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative phase comprised 20 semistructured interviews selected through maximum variation sampling and evaluated using thematic analysis (intercoder reliability: Cohen's Results: Competence satisfaction was the strongest factor for intrinsic motivation ( Discussion: These findings show that in vocational settings psychological needs are weighed differently. Autonomy support works best as "guided autonomy" within set rules, and relatedness includes connections to the professional community. The dual-path model explains much of the difference between self-reported learning outcomes (R
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