HPRHealth Psychology ResearchTBA2420-8124Health Psychology Research10.14440/hpr.0325Research ArticleSelf-Regulated Learning and Mental Health of Teacher Trainees: Mediating Roles of Basic Psychological Needshttps://healthpr.org/journal/HPR/14/1/10.14440/hpr.0325GanQiying,WangHong20261412026-02-13Background 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.Post-epidemic era, Self-regulated learning, Teacher trainees, Basic psychological needs, Mental health

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