Psychological distress (PD) is highly prevalent among college students. However, not much is known about the role study programs can have in fostering or reducing PD. Two studies were conducted to assess the importance of study program climate in predicting students PD, in addition to that of teachers and peers. In Study 1 (N = 1855), we developed and confirmed the validity of a questionnaire assessing need supportive/thwarting practices emitted by college teachers, peers, and study programs using a bifactor approach. In Study 2 (N = 1797), we relied on this questionnaire to investigate the prediction of students’ PD. Our findings showed that, taken individually, global levels of need support/thwarting from each source appear to be more important predictors of students’ PD than need-specific subfactors. Taken concurrently, the importance of need support by teachers was marginal while need thwarting by peers and study programs had the strongest prediction of students’ PD. Overall, study program climate may be an important overlooked factor spiraling students’ PD.

心理困扰（PD）在大学生中非常普遍。然而，关于研究计划在促进或减少 PD 方面的作用知之甚少。除了教师和同龄人之外，还进行了两项研究来评估学习计划氛围在预测学生 PD 方面的重要性。在研究 1 ( N  = 1855) 中，我们开发并确认了问卷的有效性，该问卷评估使用双因素方法由大学教师、同龄人和学习计划发出的需要支持/阻碍实践。在研究 2 ( N = 1797)，我们依靠这份问卷调查学生的 PD 预测。我们的研究结果表明，单独来看，来自每个来源的需求支持/阻碍的全球水平似乎比特定需求的子因素更能预测学生的 PD。同时，教师需要支持的重要性微乎其微，而同伴和学习计划的需要阻碍对学生 PD 的预测最强。总体而言，学习计划氛围可能是导致学生 PD 呈螺旋式上升的一个被忽视的重要因素。