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dc.rights.licenseopenen_US
hal.structure.identifierLaboratoire de Psychopathologie et Processus de Santé [LPPS (URP_4057)]
dc.contributor.authorCHEVRIER, Basilie
hal.structure.identifierLaboratoire de psychologie [LabPsy]
dc.contributor.authorLANNEGRAND, Lyda
ORCID: 0000-0002-6388-4806
IDREF: 180698168
dc.date.accessioned2024-02-06T15:03:17Z
dc.date.available2024-02-06T15:03:17Z
dc.date.issued2022
dc.identifier.issn0256-2928en_US
dc.identifier.urihttps://oskar-bordeaux.fr/handle/20.500.12278/187925
dc.description.abstractEnFreshman year is a major life event in emerging adulthood requiring adaptation that is associated with self-determination processes, like academic motivation and basic psychological needs. The purpose of this study was to analyze the way that academic motivation and the satisfaction and frustration of the basic psychological needs are interrelated over the freshman year within a longitudinal person-oriented approach. Such a perspective allows for the identification of patterns and configurations that account for each individual’s dynamic nature. The participants were 246 freshmen (84.55% women; Mage = 18.41; SDage = 0.64). The sample was followed longitudinally through two waves. Longitudinal cluster analyses emphasized a diversity of patterns and heterogeneity of evolution. For academic motivation, it revealed four profiles of academic motivation (i.e., combined stable; low autonomous with an increase of amotivation; demotivated stable; amotivated with a decrease) and four profiles of basic psychological needs (i.e., satisfied stable; autonomy frustration becoming undifferentiated; undifferentiated becoming frustrated; frustrated with a decrease). Second, a chi-square test revealed typical relations associating the most and the least adapted profiles. Stable profiles were linked underlying a joint experience of academic motivation, needs satisfaction, and needs frustration. Overall, these findings highlight the importance of considering academic motivation, needs satisfaction, and needs frustration in fostering emerging adult students’ adaptation in the freshman year context.
dc.language.isoENen_US
dc.subject.enFreshman year
dc.subject.enAcademic motivation
dc.subject.enBasic psychological needs satisfaction and frustration
dc.subject.enSelf-determination theory
dc.subject.enLongitudinal cluster analysis
dc.title.enThe relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach
dc.typeArticle de revueen_US
dc.identifier.doi10.1007/s10212-021-00569-7en_US
dc.subject.halSciences de l'Homme et Société/Psychologieen_US
dc.subject.halSciences de l'Homme et Sociétéen_US
bordeaux.journalEuropean Journal of Psychology of Educationen_US
bordeaux.hal.laboratoriesLaboratoire de psychologie (LabPsy) - UR 4139en_US
bordeaux.institutionUniversité de Bordeauxen_US
bordeaux.peerReviewedouien_US
bordeaux.inpressnonen_US
bordeaux.import.sourcehal
hal.identifierhal-03599492
hal.version1
hal.popularnonen_US
hal.audienceInternationaleen_US
hal.exportfalse
workflow.import.sourcehal
dc.rights.ccPas de Licence CCen_US
bordeaux.COinSctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European%20Journal%20of%20Psychology%20of%20Education&rft.date=2022&rft.eissn=0256-2928&rft.issn=0256-2928&rft.au=CHEVRIER,%20Basilie&LANNEGRAND,%20Lyda&rft.genre=article


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