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The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach

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Abstract

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; Mage = 18.41; SDage = 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.

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Acknowledgements

The authors would like to thank the students who kindly volunteered to participate in the study.

Availability of data and material

The dataset generated or analyzed during the current study are not publicly available but are available from the corresponding author on reasonable request.

Code availability

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Author information

Authors and Affiliations

  1. Laboratoire de Psychopathologie et Processus de Santé UR 4057, University of Paris, 71 Avenue Édouard Vaillant, 92 100, Boulogne-Billancourt, France

    Basilie Chevrier

  2. Laboratory of Psychology UR 4139, University of Bordeaux, 3 ter Place de la Victoire, 33 076, Bordeaux, France

    Lyda Lannegrand

Authors
  1. Basilie Chevrier
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  2. Lyda Lannegrand
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Contributions

B.C. realized the conception of the study, its design, and drafted the manuscript. She collected the data and performed the statistical analyses; L.L. participated in the conception and the design of the study and in the drafting of the article.

Corresponding author

Correspondence to Basilie Chevrier.

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Conflict of interest

The authors declare no competing interests.

Additional information

Basilie Chevrier. Laboratoire de Psychopathologie et Processus de Santé UR 4057, University of Paris. basilie.chevrier@u-paris.fr, https://orcid.org/0000-0002-5263-2283

Current themes of research

Basilie Chevrier is a postdoctoral fellow at the University of Paris in France. She obtained her doctorate in Developmental and Educational Psychology at the University of Bordeaux. Her research interests include emerging adult students’ development, adaptation, and self-determination in a university context.

Most relevant publications in the field of Psychology of Education:

Chevrier, B. & Lannegrand, L. (in press; available online). Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS): Validation de l’adaptation française auprès d’étudiants de première année. Psychologie Française. https://doi.org/10.1016/j.psfr.2020.09.005

Chevrier, B., Compagnone, P., Carrizales, A., Brisset, C., & Lannegrand, L. (2020). Emerging adult self-perception and link with adjustment to academic context among French college students. European Review of Applied Psychology, 70(5), 100527. https://doi.org/10.1016/j.erap.2020.100527

Lyda Lannegrand. Laboratory of Psychology UR 4139, University of Bordeaux. lyda.lannegrand@u-bordeaux.fr, https://orcid.org/0000-0002-6388-4806

Current themes of research:

Lyda Lannegrand is a Professor of Developmental and Educational Psychology at the University of Bordeaux in France, where she received her doctorate in Psychology. Her major research interests include identity formation and psychosocial development in adolescence and emerging adulthood.

Most relevant publications in the field of Psychology of Education:

Kindelberger, C., Safont-Mottay, C., Lannegrand-Willems, L., & Galharret, J. M. (2020). Searching for autonomy before the transition to higher education: How do identity and self-determined academic motivation co-evolve? Journal of Youth and Adolescence, 49, 881-894. https://doi.org/10.1007/s10964-019-01137-5

Cannard, C., Lannegrand-Willems, L., Safont-Mottay, C., & Zimmermann, G. (2016). Brief report: Academic amotivation in light of the dark side of identity formation. Journal of Adolescence, 47, 179–184. https://doi.org/10.1016/j.adolescence.2015.10.002

Lannegrand-Willems, L., Cosnefroy, O., & Lecigne, A. (2012). Prediction of various degrees of vocational secondary school absenteeism: Importance of the organization of the educational system. School psychology international, 33(3), 294-307.

Lannegrand-Willems, L., & Bosma, H. A. (2006). Identity development-in-context: The school as an important context for identity development. Identity, 6(1), 85-113. https://doi.org/10.1207/s1532706xid0601_6

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Chevrier, B., Lannegrand, L. The relationship between academic motivation and basic psychological needs within the freshman year context: a longitudinal person-oriented approach. Eur J Psychol Educ 37, 921–947 (2022). https://doi.org/10.1007/s10212-021-00569-7

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