The presented research aims to show that satisfaction and frustration of students' basic psychological needs for autonomy, competence and relatedness is directly tied to the development of students' learning goal orientation. This assumption was investigated through a longitudinal survey study (N = 1059 German undergraduate students, assessment covering the first four semesters at university). Latent growth curve modeling showed that students' learning goal orientation declined over time, while students simultaneously experienced increasingly stronger autonomy frustration. Parallel-process modeling indicated stable associations between need satisfaction and students' learning goal orientation. Additional moderated cross-lagged panel models showed that feelings of autonomy and competence during the first semester predicted an increase in learning goal orientation over time (direct effect) and also increased the malleability of this goal orientation (moderation effect). This result pattern suggests that need satisfaction plays an important role in the development of a learning goal orientation.

本研究旨在表明，学生对自主性、能力和关联性的基本心理需求的满足和挫折与学生学习目标导向的发展直接相关。通过纵向调查研究（N = 1059 名德国本科生，评估涵盖大学前四个学期）。潜在增长曲线模型表明，学生的学习目标取向随着时间的推移而下降，同时学生的自主挫败感也越来越强。并行过程建模表明需求满足与学生的学习目标取向之间存在稳定的关联。其他有节制的交叉滞后面板模型表明，第一学期的自主感和能力感预示着学习目标取向会随着时间的推移而增加（直接效应），并且也增加了这种目标取向的延展性（节制效应）。这种结果模式表明，需求满足在学习目标导向的发展中起着重要作用。