Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis

According to self-determination theory (SDT), teachers' autonomy-supportive behavior fosters students' autonomy and competence needs. However, individual differences in students' needs for autonomy support have been overlooked. Specifically, it is unclear whether variations in students' needs influence how effectively a teacher's support contributes to need satisfaction, and whether matching or exceeding the students' needs is most beneficial. This study addresses these gaps by extending SDT in two ways. Theoretically, it introduces a phenomenology of needs-supplies fit, where need satisfaction depends on the interplay between students' needs for autonomy support and teacher supplies. Methodologically, it introduces cubic response surface analysis (RSA) to model this fit. We tested these extensions using cross-sectional data from 389 French secondary school students (M(age) = 14.3 years, grades 6 through 12, 58% female), who self-reported their need satisfaction (autonomy and competence) and supplies and needs in teacher autonomy support. Results from cubic RSA highlighted asymmetric processes, which were overlooked by simpler methods (e.g., quadratic RSA). Matching levels of teacher supplies and student needs positively related to need satisfaction, but this relation reversed at low and high levels of fit. Additionally, misfit effects were asymmetrical: while moderate misfit had minimal impact, extreme excess supplies was related to high satisfaction, whereas extreme deficient supplies to low satisfaction. Overall, supplies exceeding students' needs appeared more beneficial than those merely matching them, but this depended on need levels. These findings underscore the importance of tailoring autonomy-supportive behaviors to individual students' needs, as this can enhance or diminish the beneficial impact of such support.Educational relevance and implications statementSelf-determination theory (SDT) contends that teacher autonomy support fosters students' needs for competence and autonomy, thereby enhancing their learning processes. This study proposes that students actually differ in how much support they need. to address this, it extends SDT with a conceptual framework for understanding individual differences in psychological needs and introduces new methods for analyzing needs-supplies fit, specifically cubic response surface analysis (RSA). the study provides empirical evidence showing that the effectiveness of teacher autonomy support on need satisfaction largely depends on students' specific need levels. These findings have implications for designing needs. Supportive educational contexts and practices that foster self-determined behavior in schools, while also underscoring the value of cubic RSA over simpler methods (quadratic RSA).