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Evaluating and Understanding Undergraduate Students' Basic Psychological Needs Satisfaction and Motivation across Different Learning Environments: A Mixed-Methods Study

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Title: Evaluating and Understanding Undergraduate Students' Basic Psychological Needs Satisfaction and Motivation across Different Learning Environments: A Mixed-Methods Study
Language: English
Authors: Yuanyuan Zhu (ORCID 0009-0006-8500-6250), Rashmi A. Kusurkar (ORCID 0000-0002-9382-0379), Diana Dolmans (ORCID 0000-0002-4802-1156), S. Eleonore Köhler (ORCID 0000-0003-1977-9977), Latifa Abidi (ORCID 0000-0002-7086-5013), Roy H. J. Erkens (ORCID 0000-0002-1093-0370), Hans Savelberg (ORCID 0000-0002-8864-2109)
Source: Learning Environments Research. 2026 29(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Psychological Needs, Need Gratification, Student Motivation, Self Determination, Educational Environment, Well Being, Bachelors Degrees, Course Selection (Students), Personal Autonomy, Relevance (Education), Student Needs
DOI: 10.1007/s10984-025-09558-9
ISSN: 1387-1579
1573-1855
Abstract: Self-determination theory posits that learning environments supporting students' basic psychological needs (autonomy, competence, relatedness) stimulate their autonomous motivation and well-being. This study investigated basic psychological needs satisfaction, motivation and well-being in distinctive learning environments, and explored how learning environment characteristics contributed to basic psychological needs and autonomous motivation. We examined first-year students' basic psychological needs satisfaction, motivation and well-being across three Bachelor's programmes (A, B, C) using a survey (N = 202) and focus groups (N = 4, 4, 3) from each programme, respectively. All programmes used a student-centered problem-based learning approach. Programmes A and B offered pre-determined courses, while C allowed course selection in the second semester and included a research project where students chose a topic of interest. Programme A students had a lower score than Programme C's in autonomy satisfaction (mean = 3.4 vs. 3.7, p = 0.017, η[subscript part]² = 0.039). They also had lower scores than Programme B's in autonomous motivation (mean = 5.0 vs. 5.5, p = 0.008, η[subscript part]² = 0.039) and relative autonomous motivation (mean = 1.3 vs. 3.8, p < 0.001, η[subscript part]² = 0.070). Learning environments providing freedom and support for choosing topics of interest fostered students' autonomy satisfaction, while insufficient guidance hindered it. Acquiring knowledge, small-group collaborations, peer connections, and real-life relevant learning activities stimulated autonomous motivation, while assessments not reflecting deep understanding hampered it. Students experienced different degrees of autonomy satisfaction, autonomous motivation and relative autonomous motivation in learning environments of distinctive characteristics. To stimulate students' autonomous motivation, learning environments should offer choices of students' interest with guidance, use assessments that reflect deep learning, facilitate group collaboration and connections and provide real-life relevant problems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501121
Database: ERIC
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  Data: Evaluating and Understanding Undergraduate Students&#39; Basic Psychological Needs Satisfaction and Motivation across Different Learning Environments: A Mixed-Methods Study
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  Data: Self-determination theory posits that learning environments supporting students&#39; basic psychological needs (autonomy, competence, relatedness) stimulate their autonomous motivation and well-being. This study investigated basic psychological needs satisfaction, motivation and well-being in distinctive learning environments, and explored how learning environment characteristics contributed to basic psychological needs and autonomous motivation. We examined first-year students&#39; basic psychological needs satisfaction, motivation and well-being across three Bachelor&#39;s programmes (A, B, C) using a survey (N = 202) and focus groups (N = 4, 4, 3) from each programme, respectively. All programmes used a student-centered problem-based learning approach. Programmes A and B offered pre-determined courses, while C allowed course selection in the second semester and included a research project where students chose a topic of interest. Programme A students had a lower score than Programme C&#39;s in autonomy satisfaction (mean = 3.4 vs. 3.7, p = 0.017, η[subscript part]&#178; = 0.039). They also had lower scores than Programme B&#39;s in autonomous motivation (mean = 5.0 vs. 5.5, p = 0.008, η[subscript part]&#178; = 0.039) and relative autonomous motivation (mean = 1.3 vs. 3.8, p &lt; 0.001, η[subscript part]&#178; = 0.070). Learning environments providing freedom and support for choosing topics of interest fostered students&#39; autonomy satisfaction, while insufficient guidance hindered it. Acquiring knowledge, small-group collaborations, peer connections, and real-life relevant learning activities stimulated autonomous motivation, while assessments not reflecting deep understanding hampered it. Students experienced different degrees of autonomy satisfaction, autonomous motivation and relative autonomous motivation in learning environments of distinctive characteristics. To stimulate students&#39; autonomous motivation, learning environments should offer choices of students&#39; interest with guidance, use assessments that reflect deep learning, facilitate group collaboration and connections and provide real-life relevant problems.
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