AI Article Synopsis
- Undergraduate students in Health Professions face motivation and well-being challenges, and the study explores how satisfying their basic psychological needs impacts their levels of autonomous motivation and overall well-being.
- Flowing from a survey of 202 students, the results indicate that satisfaction of autonomy boosts autonomous motivation, while satisfaction of relatedness and competence contributes equally to overall well-being.
- The findings suggest that creating an autonomy-supportive and need-satisfying learning environment can improve motivation and well-being, guiding educators to enhance student experiences in HP programs.
Article Abstract
Background: Undergraduate students enrolled in Health Professions (HP) programs may experience challenges related to motivation and well-being. According to Self-Determination Theory, learning environments that support the three basic psychological needs (needs for autonomy, relatedness, competence) foster students' autonomous motivation and well-being. Little is known about the associations between basic psychological needs satisfaction, autonomous motivation, and well-being in the HP domain and how they relate to one another in an integrative model. This study assesses the associations of the path "basic psychological needs satisfaction-autonomous motivation-well-being" within HP.
Methods: We invited first-year students in the field of HP ( = 850) to fill out an electronic survey, measuring the satisfaction of each basic psychological need, autonomous motivation, and well-being and performed structural equation modelling to examine the paths between these variables.
Results: In total, 202 students completed the survey (response rate 23.8%). Our model had an acceptable model fit: CFI = 0.924, TLI = 0.916, RMSEA = 0.052, SRMR = 0.057, chi-square test of model fit = 688.678 ( < .001). Autonomy satisfaction was directly and positively associated with autonomous motivation. The satisfaction of relatedness and competence was directly and positively associated with well-being, and each of them explained approximately the same degree of strength in well-being. Autonomous motivation did not have a direct effect on well-being.
Conclusion: When students perceived their programs as autonomy supportive, they might develop higher autonomous motivation. Fostering students' relatedness and competence might enhance students' well-being. Teachers and curriculum designers can consider developing learning environments that support students' autonomy, relatedness, and competence.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699180 | PMC |
| http://dx.doi.org/10.1007/s40670-024-02106-9 | DOI Listing |
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