Purpose

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.

Design/methodology/approach

Real-life coaching (N₁ = 110) and training (N₂ = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.

Findings

The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.

Research limitations/implications

The research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.

Practical implications

The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.

Originality/value

Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

中文翻译：

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根据学生的基本心理需求为他们提供辅导或培训

目的

这项研究旨在调查大学生的基本心理需求（自主性，能力和亲和力）如何确定教练或培训是否对他们更有利。

设计/方法/方法

 考察了以客户为对象的实际教练（N ₁  = 110）和培训（N ₂ = 176）流程，测量了在教练/培训之前学生的需求，在教练/培训之后他们的需求满足以及他们的满意度和目标教练/培训后的成就/内在动力。

发现

结果表明，具有较高自治需求的大学生通过教练满足了这一需求，而具有较高能力需求的大学生通过培训使满足了更大的需求。

研究局限/意义

该研究主要针对大学生，并且是在说德语的大学中进行的，因此目前尚不清楚研究结果在多大程度上可以转移到其他环境中。此外，需要进行进一步的研究以进一步比较其他个人开发工具，例如指导或咨询。

实际影响

结果描述了最合适的个人发展工具（教练或培训）的相关性，具体取决于学生的需求。此外，教练应该支持自主性，而教练应该支持能力。

创意/价值

为学生提供最合适的个人发展工具对于该工具的有效性至关重要。因此，所使用的个人发展工具应反映学生的需求：具有高度自治需求的学生应接受辅导，而具有高能力需求的学生应接受培训。