Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students’ personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from the perspectives of college students and in their own words. We analyzed end-of-semester evaluations in 10 sections of a learning-to-learn course offered through an educational psychology program at a large public university. The findings highlighted how instructional features, intellectual experiences, and teaching practices supported autonomy, competence, and relatedness. The 10 themes emerging from the analysis can be used to understand self-determination theory in practice and guide learner-centered instruction.

自主性，能力和相关性是心理上的需求，对于讲师在旨在支持大学生的个人发展和学术成就的学习学习课程中解决这些问题可能尤其重要。在自决理论的指导下，本定性研究的重点是从学习到学习的语境，以大学生和他们自己的话来理解心理需求的满意度。我们分析了大型公立大学通过教育心理学计划提供的从学习到学习的课程的10个部分的学期末评估。研究结果强调了教学功能，知识经验和教学实践如何支持自主性，能力和相关性。