Health Psychology Research / HPR / Online First / DOI: 10.14440/hpr.0325
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RESEARCH ARTICLE

Self-Regulated Learning and Mental Health of Teacher Trainees: Mediating Roles of Basic Psychological Needs

Qiying Gan1* ,  Hong Wang1
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1 Faculty of Teacher Education, Wenshan University, Wenshan, Yunnan 663099, China
HPR, e81240053 https://doi.org/10.14440/hpr.0325
Submitted: 8 October 2025 | Revised: 12 December 2025 | Accepted: 16 December 2025 | Published: 13 February 2026
© 2026 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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Abstract

Background

Self-regulated learning is important for the mental health of teacher trainees. Based on the self-determination theory, an analytical framework of “self-regulated learning–internal psychological needs” was constructed to promote the mental health of teacher-training students.

Objective

This study aimed to investigate the effects of self-regulated learning on the mental health of teacher trainees and examine the multiple mediating roles of autonomy, competence, and relatedness needs.

Methods

A questionnaire assessing self-regulated learning, the Chinese version of the Self- Determination Theory Basic Psychological Need Satisfaction Scale, and a self-assessed health scale were used to investigate the effects of self-regulated learning on the mental health of 528 teacher trainees from three teacher training schools.

Results

Self-regulated learning positively predicted mental health through autonomy, competence, and relational needs. The mechanisms of action of self-regulated learning, basic psychological needs, and psychological well-being were found to be informative for the development of teacher trainees.

Conclusion

Self-regulated learning ability is a crucial factor in promoting the mental health of teacher trainees, and meeting their basic psychological needs has a unique functional value for their well-being. Group intervention programs can be designed based on the need satisfaction model to enhance teacher trainees’ self-regulated learning abilities and improve their mental well-being.

Keywords
Post-epidemic era
Self-regulated learning
Teacher trainees
Basic psychological needs
Mental health
Funding
This study was funded by the Yunnan Provincial Education Department Scientific Research Fund Project (2022J0930) for the project “Research on SRL Dual Role Competency Model for Pre-service Teachers.”
Conflict of interest
The authors declare that they have no conflict of interest related to the subject matter or materials discussed in this manuscript.
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