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.

Les natifs du numérique aux études : enjeux et pratiques | The Digital Natives in Education: Issues and Practices

Largement débattu dans la littérature, il existe tout un débat autour des générations dans la société. Souvent utilisé pour caractériser les individus, les réflexions basées sur les générations peuvent devenir problématique lorsque les décideurs orientent leur décision sur des théories non fondées empiriquement. Cette étude propose d’examiner les natifs du numérique à partir de données empiriques, sous la perspective des usages du numériques en éducation. Nos résultats permettent de nuancer ce que l’on croit connaitre des natifs du numérique tout en appuyant d’autres études menées à travers le monde, qui mettent en exergue les usages technologiques et le numérique éducatif.  Although widely discussed in the public media, there is currently a debate about the characteristics of generations in society (C, X, Y, Z), particularly with regard to their technological habits. Based on 24, 502 college students, this study proposes to examine the digital natives in terms of their use of technologies in education. The results of multivariate analysis challenge our assumptions about digital natives while supporting other studies from around the world that highlight technological uses and educational potential.

Liens entre le modèle CBAM et l’approche d’enseignement dans le contexte de l’adoption d’une classe d’apprentissage actif par des enseignants au postsecondaire | Relationships between the CBAM Model and the Approach to Teaching Inventory in the Adoption of the Active Learning Classrooms by Postsecondary Teachers

Although research shows that the use of active learning clasrooms, specially designed for the use of technologies and active pedagogies, has positive impacts on learning (Beichner et al., 2007), the process by which teachers come to adopt this type of class setup has yet to be explored in depth. This multi-case study uses the Concern-Based Adoption Model (CBAM) and Approaches to Teaching Inventory (ATI) theoretical models to describe the cases of 15 teachers who use this class setup, which is still quite new in the Quebec cégep network. The results reveal CBAM stage of concern (SoC) profiles that are sometimes surprising, especially with regard to new users who display characteristics typical of advanced user profiles. A correlation of the SoC profiles with the teaching approach adopted could account for this profile distribution. Finally, as collaboration is shown to be a dominant factor in the teachers’ interests, its links with the CBAM levels of use (LoU) are discussed.Des recherches montrent que l’utilisation de classes d’apprentissage actif (CLAAC) a des impacts positifs sur l’apprentissage, spécialement dans les classes aménagées pour une utilisation de la pédagogie active et des technologies (Beichner et al., 2007). Cependant, le processus par lequel les enseignants en viennent à adopter ce type de classe semble inexploré. Cette étude fait appel aux modèles CBAM (Concern-Based Adoption Model) et ATI (Approaches to Teaching Inventory) pour décrire 15 cas d’enseignants qui utilisent ce type d’aménagement encore récent pour le réseau collégial québécois. Les résultats montrent des profils d’intérêt et de préoccupation parfois surprenants, en particulier chez les nouveaux utilisateurs qui affichent un profil d’utilisateur avancé. Une corrélation des profils d’intérêts avec l’approche d’enseignement pourrait expliquer cette distribution de profils. Enfin, la collaboration est un élément dominant dans les intérêts des enseignants et ses liens avec les niveaux d’utilisation sont exposés.