Purpose This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies. Methods A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university. Results Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies. Conclusion Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching.

中文翻译：

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牙科学生的课程经历和基本心理需求如何影响对智利学习的热情

目的本研究旨在确定智利牙科学生的一般课程体验以及他们对基本心理需求的满足或沮丧如何影响他们的学习热情，以及激情如何影响学生的学习策略。方法于2018年4月至6月间在3所智利牙科学校进行了相关的横断面研究，共有935名本科生参加。学生回答了四种心理量表工具的西班牙语版本：课程体验问卷，基本心理需求满意度和挫败感量表，激情量表和修订后的学习过程问卷。使用双变量相关性和结构方程模型分析数据，控制年龄，性别，学习年份和大学类型。结果学生的总体课程经验（即良好的教学，明确的目标和标准，适当的评估和适当的工作量）对基本需求满意度有积极的预测，而对挫折感则有负面的预测。需要满意度可以积极预测学生的热情，并为和谐热情提供更高的分数。基本需求挫败感会积极地预测强迫性情绪，负面地预测和谐的情绪。和谐的热情积极地预测了深度学习策略，而消极的情绪则预测了表面学习策略，而痴迷的热情则积极地预测了深度学习策略和表面学习策略。结论牙科学生的最佳课程体验对他们的基本心理需求的满意度产生积极影响，因此，与强迫症相比，和谐更有利。反过来，强迫症的和谐对深度学习策略产生了积极影响。因此，无论是在课堂教学还是在椅子旁教学中，都应努力提供能够支持学生基本需求和学习热情的课程体验。