Zhu Yuanyuan, Dolmans Diana, Köhler S Eleonore, Kusurkar Rashmi A, Abidi Latifa, Savelberg Hans
Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, The Netherlands.
School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 50, 6229 ER Maastricht, The Netherlands.
Med Sci Educ. 2024 Jul 5;34(6):1331-1342. doi: 10.1007/s40670-024-02106-9. eCollection 2024 Dec.
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.
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.
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.
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.
攻读健康专业（HP）课程的本科生可能会面临与动机和幸福感相关的挑战。根据自我决定理论，支持三种基本心理需求（自主需求、归属需求、能力需求）的学习环境能够促进学生的自主动机和幸福感。在健康专业领域，对于基本心理需求满足感、自主动机和幸福感之间的关联以及它们在一个整合模型中如何相互关联，我们了解得还很少。本研究评估了健康专业领域内“基本心理需求满足感 - 自主动机 - 幸福感”这一路径的关联。
我们邀请了健康专业领域的一年级学生（n = 850）填写一份电子调查问卷，测量每种基本心理需求的满足感、自主动机和幸福感，并进行结构方程建模以检验这些变量之间的路径。
共有202名学生完成了调查（回复率为23.8%）。我们的模型具有可接受的模型拟合度：CFI = 0.924，TLI = 0.916，RMSEA = 0.052，SRMR = 0.057，模型拟合度的卡方检验值 = 688.678（p <.001）。自主需求满足感与自主动机直接正相关。归属需求和能力需求的满足感与幸福感直接正相关，并且它们各自在幸福感中解释的强度程度大致相同。自主动机对幸福感没有直接影响。
当学生认为他们的课程具有自主性支持时，他们可能会产生更高的自主动机。培养学生的归属感和能力可能会增强学生的幸福感。教师和课程设计者可以考虑营造支持学生自主性、归属感和能力的学习环境。
