Freshman 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; M_age = 18.41; SD_age = 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.

大一是成年后的重大生活事件，需要与自我决定过程相关的适应，如学术动机和基本心理需求。本研究的目的是在纵向以人为本的方法中分析大一期间学术动机与基本心理需求的满足和挫折之间的相互关系。这种观点允许识别说明每个人动态性质的模式和配置。参与者为 246 名新生（84.55% 女性；M_年龄= 18.41；SD_年龄= 0.64）。通过两个波纵向跟踪样品。纵向聚类分析强调了进化模式的多样性和异质性。在学业动机方面，它揭示了四种学业动机（即，组合稳定；低自主性，动机增加；消极稳定；动机减少）和四种基本心理需求（即满意稳定；自主挫折变得无差别） ；无差别变得沮丧；因减少而沮丧）。其次，卡方检验揭示了关联最多和最不适应的配置文件的典型关系。稳定的档案与学术动机、需求满足和需求挫折的共同经历有关。全面的，