An integrated motivational and emotional sequence to explain the psychological well-being of students

Abstract

Self-determination macro-theory has been established as a theoretical framework to explain students´ optimal functioning. Within this theory, it has been posited that socials factors influence students’ well-being by nurturing versus thwarting the basic psychological needs. In the educational context, a critical social factor is the motivational climate, which influences the students’ needs, and this, in turn, has an effect on the students’ well-being. The aim of this study was to test a structural equation model in which the total effect of climate on basic psychological needs is divided into a direct and an indirect effect through clarity (understanding of our own and others’ emotions). In addition, we tested the effect of the basic psychological needs on three psychological well-being indicators (self-esteem, life satisfaction, and subjective vitality). A total of 422 students (60 men and 362 women) took part in this study. The fit indices were adequate and confirmed the relationships proposed in the model. In conclusion, if a teacher properly structure their classes, fosters relationships among students, between teacher and students, accepts their students' decisions and negative feelings, and offers choices, this will nurture the basic psychological needs. When students understand their emotions and those of others, nurture their basic psychological needs. In addition, if students feel competent, autonomous and related to both their peers and their teachers, will have a better self-esteem, greater satisfaction with their lives and feel more energetic and vital.