Context / probleemstelling of aanleiding
Context/probleemstelling of aanleiding:
Autonomous motivation (AM) is positively related to higher academic performances1 and improved well-being2. Despite its importance, it is not uncommon to see university students experiencing decreased AM, especially in the first year. As a result of the declined motivation and well-being, students are likely to quit their studies. Therefore, it is paramount for education programmes to tailor their characteristics to develop autonomously driven students with improved well-being.
Beschrijving van de interventie/innovatie:
Self-Determination Theory poses that satisfaction of basic psychological needs (BPNs), namely, autonomy, relatedness, and competence facilitate AM and well-being. We want to investigate how learning environments with different levels of satisfaction of BPNs are associated with AM and well-being. This study firstly investigated whether students’ BPNs, AM, and well-being differ across programmes with different characteristics pertaining to BPNs and secondly tested the hypothesized positive associations between BPNs, AM, and well-being. Lastly we explored what elements in learning environments were related to students’ feeling of BPNs. First-year bachelor’s students from three programmes (two in the field of Health Professions Education and another 1 in natural sciences) at Maastricht University (N=202) completed an electronic survey. A MANOVA was performed to explore the score differences for the variables across programmes. Structural Equation Modelling analysis tested the relations between the three variables. Three focus groups and deductive thematic analysis were conducted to understand programmes’ characteristics associated with students’ BPNs.
Ervaringen/analyse van de implementatie:
Students’ autonomy and AM differed across programmes. Autonomy was positively associated with AM. Autonomy, relatedness and competence had positive direct associations with well-being. The three needs were interconnected and contributed approximately the same to students’ well-being. Students’ BPNs were linked to characteristics of their programmes such as freedom in choosing courses and optimal level of challenges. Students felt lost when having too much freedom without enough support. Their competence was frustrated when a task was too difficult but they did not receive sufficient guidance.
Lessons learned (implicaties voor de praktijk):
Educators should provide structure and support while trying to satisfy students’ autonomy. Students’ competence requires an optimal level of challenges. Educators should pay equal attention to all three needs since these are interconnected and equally important for students’ well-being. Motivation depends on a learning environment that supports BPNs.
Referenties (max. 2):
Artino AR, La Rochelle JS. Second-year medical students’ motivational beliefs, emotions, and achievement. Med Educ. 2010;44(12):1203–12. https://doi.org/10.1111/j.1365-2923.2010.03712.x
Deci EL, Ryan RM. Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/psychologie canadienne. 2008;49(1):14–23. https://doi.org/10.1037/0708-5591.49.1.14
