Wang Y., & Huang X. (2022). The Relationship between Teachers’ Autonomy Support and Middle School Students’ Willingness to Seek Psychological Help: A Moderated Mediation Model. Mental Health Education in Primary and Secondary Schools, No. 29, 24-29.

has been cited by the following article:

• TITLE: Autonomy Support Enhancing High School Students’ Meaning in Life through Subjective Authenticity: The Moderating Role of Self-Compassion

  AUTHORS: Mengqi Chen, Xishan Huang, Xiaowen Zhang

  KEYWORDS: Autonomy Support, Meaning in Life, Subjective Authenticity, Self-Compassion

  JOURNAL NAME: Psychology, Vol.17 No.2, February 27, 2026

  ABSTRACT: Positive social interactions are essential for adolescents to develop self-identity and a meaning in life. However, not all types of social support are equally effective. This study examines how autonomy support from others influences high school students’ sense of meaning in life and explores the mechanisms behind this relationship. Using questionnaires (Study 1 and 2) and an experiment (Study 3), the research investigates the impact of autonomy support on adolescents’ life meaning, the mediating role of subjective authenticity, and the moderating role of self-compassion. Results show: (1) Autonomy support significantly enhances students’ meaning in life, even after controlling for general social support. (2) Subjective authenticity mediates this effect, meaning autonomy support increases authenticity, which in turn strengthens life meaning. (3) Self-compassion moderates the relationship between autonomy support and authenticity; the effect is stronger for students with low self-compassion. These findings highlight the importance of autonomy-supportive environments in schools and families and provide insights for adolescent mental health interventions.