Predicting college students' psychological distress through basic psychological need-relevant practices by teachers, peers, and the academic program

Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations

In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples (N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychological need satisfaction and well-being are seen as more supportive. Supportive teacher behaviors correlated positively with a range of desired student outcomes, including performance, engagement, and well-being. Thwarting behaviors tended to display the opposite pattern. Our results are consistent with the theoretical expectations of SDT, yet questions remain concerning the incremental validity of these constructs. We highlight the need for further research on (a) factors that cause teachers to provide support and (b) the specific behaviors within each category to distinguish these categories and increase practical utility.

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Introduction

In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to PSU, psychological distress, and perceived administrative support. However, most previous studies have adopted a variable-centered approach, which may overlook the possibility that the three basic needs are not closely associated and could form distinct profiles. Therefore, this study aims to apply latent profile analysis to identify different PNT profiles and their associations with PSU, psychological distress, and perceived administrative support.

Methods

A longitudinal survey was conducted using convenience and purposive sampling methods. The survey involved 1,642 primary and middle school teachers working in China over a two-month interval, with the first assessment in November 2021 (Time 1) and the second in January 2022 (Time 2).

Results

The results indicate that a three-profile model, intricately based on the PNT data gathered at Time 1, is most optimal: Class 1 is labeled as 'High autonomy-High competence and Moderate relatedness thwarting', Class 2 as 'High autonomy-High competence and High relatedness thwarting', and Class 3 as 'Low psychological needs thwarting'. Distinct associations were observed among the three profiles concerning PSU, psychological distress, and perceived administrative support. Specifically, in terms of PSU, the score of Class 2 was higher than Class 1, with that of Class 3 being the lowest at Time 1, while at Time 2 no significant difference was found between any two of these three groups; in terms of distress, the scores of the three profiles were arranged from high to low as Class 2, 1, and 3 at both time points; and in terms of perceived administrative support, the order was just the opposite, with 3, 1, and 2 from high to low at both Time 1 and Time 2.

Conclusion

Notably, the consistent ranking of the three classes in terms of psychological distress and administrative support suggests a lasting influence of PNT. Future studies should explore this enduring impact further by employing additional longitudinal data sets and examining potential mediators or moderators beyond the current study's scope.

Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control

BACKGROUND

Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted.

AIMS

This study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership.

SAMPLE

A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic.

METHODS

We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors.

RESULTS

A four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated).

CONCLUSIONS

The COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.

Professional identification in the beginning of a teacher's career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training

Introduction

This study examines the extent to which VET trainee teachers' identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee's subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers.

Methods

On the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay.

Results

Cross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting.

Discussion

Particularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.

Prospective associations between peer support, academic competence, and anxiety in college students

Previous literature has demonstrated that peer support is instrumental for the promotion of adaptive academic and mental health outcomes; however, limited research has examined prospective directional associations between peer support and adjustment within college settings. The purpose of this study was to investigate the longitudinal associations between peer support, academic competence, and anxiety among U.S. college students. U.S. students from a diverse 4-year university (N = 251, 75% women, 24% men, and < 1% a different gender) reported on peer support, academic competence, and anxiety using validated questionnaires at two time points (Fall term of sophomore year and Spring term of senior year). Results showed that peer support was positively associated with academic competence over time but was not significantly related to future anxiety. Academic competence did not significantly predict peer support or anxiety over time, but anxiety was associated with lower future academic competence. These findings offer insight into how types of social relationships link with academic motivation and anxiety over time within educational settings.

Risk factors and digital interventions for anxiety disorders in college students: Stakeholder perspectives

The worldwide prevalence of anxiety disorders among college students is high, which negatively affects countries, schools, families, and individual students to varying degrees. This paper reviews the relevant literature regarding risk factors and digital interventions for anxiety disorders among college students from the perspectives of different stakeholders. Risk factors at the national and societal levels include class differences and the coronavirus disease 2019 pandemic. College-level risk factors include the indoor environment design of the college environment, peer relationships, student satisfaction with college culture, and school functional levels. Family-level risk factors include parenting style, family relationship, and parental level of education. Individual-level risk factors include biological factors, lifestyle, and personality. Among the intervention options for college students' anxiety disorders, in addition to traditional cognitive behavioral therapy, mindfulness-based interventions, psychological counseling, and group counseling, digital mental health interventions are increasingly popular due to their low cost, positive effect, and convenient diagnostics and treatment. To better apply digital intervention to the prevention and treatment of college students' anxiety, this paper suggests that the different stakeholders form a synergy among themselves. The nation and society should provide necessary policy guarantees, financial support, and moral and ethical supervision for the prevention and treatment of college students' anxiety disorders. Colleges should actively participate in the screening and intervention of college students' anxiety disorders. Families should increase their awareness of college students' anxiety disorders and take the initiative to study and understand various digital intervention methods. College students with anxiety disorders should actively seek psychological assistance and actively accept and participate in digital intervention projects and services. We believe that in the future, the application of methods such as big data and artificial intelligence to improve digital interventions and provide individualized treatment plans will become the primary means of preventing and treating anxiety disorders among college students.

Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach

Introduction

Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam.

Methods

92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time.

Results

Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes.

Discussion

Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.

A Latent Profile Analysis of PERMA: Associations with Physical Activity and Psychological Distress among Chinese Nursing College Students

Background: The wellbeing of college students is an important concern for public health, and may have associations with insufficient physical activity and psychological distress. This study aimed to identify the latent classes of wellbeing based on the PERMA (i.e., positive emotions, engagement, relationships, meaning, and accomplishments) wellbeing framework, and to explore their associations with levels of physical activity and psychological distress. Methods: A cross-sectional online survey was conducted. A latent profile analysis was performed to characterize the different classes of wellbeing of nursing college students. Results: A group of 1741 nursing college students in China completed the study. Three wellbeing classes were identified in the final model (i.e., low-level wellbeing, moderate-level wellbeing, and high-level wellbeing). Significant differences were found between the three classes in terms of gender (p = 0.002) and year of study (p = 0.038). Low levels of physical activity participation were significantly associated with lower odds of being in the high-level wellbeing class compared with the moderate-level wellbeing class (OR = 1.398, 95%CI [1.023, 1.910], p = 0.035). Lower levels of psychological distress were also associated with greater wellbeing among the three wellbeing classes (p < 0.05). Conclusions: Effective strategies are needed to increase college students’ physical activity participation and decrease the severity of psychological distress to improve their health and wellbeing in China.

Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

Psychological distress and unhealthy lifestyle behaviors are highly prevalent among undergraduate students. Importantly, numerous longitudinal studies show that these phenomena rise significantly during the first months of college and remain high thereafter. However, research identifying theory-driven mechanisms to explain these phenomena is lacking. Using two complementary statistical approaches (person- and variable-centered), this study assesses basic psychological needs (BPNs) and self-control as possible explanatory factors underlying the association between student's educational experience and multiple health-related outcomes. A total of 2450 Canadian undergraduates participated in this study study involving two time points (12 months apart; NTime1 = 1783; NTime2 = 1053), of which 386 participated at both measurement occasions. First, results from person-centered analyses (i.e., latent profile and transition analyses) revealed three profiles of need-satisfaction and frustration in students that were replicated at both time points. Need-supportive conditions within college generally predicted membership in the most adaptive profile. In turn, more adaptive profiles predicted higher self-control, lower levels of psychological distress (anxiety, depression), and healthier lifestyle behaviors (physical activity, fruit and vegetable consumption). Second, results from variable-centered analyses (i.e., structural equation modeling) showed that the association between students' BPNs and health-related outcomes was mediated by self-control. In other words, high need satisfaction and low need frustration were associated with higher self-regulatory performance at Time 1, which in turn predicted a more adaptive functioning at Time 2. Overall, these findings help clarify the mechanisms underlying the association between college educational climate and students' health-related functioning.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-022-04019-5.

Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions

Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from 361 schools in China in the Programme for International Student Assessment (PISA) 2018 reading database. The results elucidated that student-perceived teacher autonomy support is significantly positively related to adolescents’ reading outcomes by fostering internal control and value appraisals and academic enjoyment. These current findings confirm the positive correlation between teacher autonomy support and adolescents’ motivational and emotional factors, providing significant practical implications for educators to adopt various teaching strategies to enhance adolescents’ self-efficacy, intrinsic values, and positive emotions.

A Model to Explore how Communal Traits Affects Stay Intent Amongst Taiwanese Nurses

Aims

This study discusses the model built to explore low levels of communal traits' influence on nurses' stay intent.

Background

The high turnover rate and low stay intent amongst Taiwan's nurses is a serious issue. One reason for the low stay intent is nurse-to-nurse interpersonal conflict. Surface-level difference, such as low levels of communal traits, may be an important antecedent factor. Previous studies have found that this type of conflict can frequently arise in female-to-female relationships.

Design

This was quantitative, cross-sectional research using a questionnaire survey.

Method

249 registered nurses participated in the survey, which employed convenience sampling. The data was collected from January 10th 2020 to February 10th 2020. Results/Findings: We found that nurses with low levels of communal traits become frustrated, creating psychological need thwarting and decreasing stay intention. Belonging perception appears to weaken this. In addition, autonomy and relatedness of need thwarting but not competence mediates the relationship between frustration experience and stay intent. Unlike in past studies, this was not found to be an exclusively female phenomenon.

Conclusion

Improving belonging perception may be the answer to overcoming negative outcomes caused by surface-level difference in the nursing profession. However, why surface-level difference has a negative influence remains a question that needs to be further explored. In addition, Taiwanese nursing managers in this low status and relationship-oriented nursing culture should also focus on improving frontline nurses' confidence and self-conceptualizations.