Profiles of Basic Psychological Needs Satisfaction and Sociodemographic and School-Associated Factors

Abstract

The fulfillment of basic psychological needs (competency, autonomy, relatedness) enhances intrinsic motivation, school engagement, and academic achievement. Establishing profiles of psychological needs satisfaction using a person-centered approach may help in identifying students at-risk of low academic success. This study investigated how students vary in their basic psychological needs satisfaction and their associated sociodemographic and school-related factors. Using a latent class analysis approach, five profiles of students were identified at the end of elementary school (n = 1,362). A multinomial regression analysis revealed that academic achievement and the quality of relationship with peers and teachers distinguished most profiles of basic psychological needs satisfaction. In particular, having conflict with teachers increased the likelihood of belonging to profiles with low psychological needs satisfaction. Closeness with the teacher and friendship decreased the likelihood of having average to low levels of psychological needs satisfaction. Students with higher grades in French and Math were less likely to belong to profiles with low competency, autonomy, and/or relatedness satisfaction. Sociodemographic factors, having negative relationship and joint negative behaviors with peers did not distinguish profiles of basic psychological needs satisfaction.

Keywords:

• Autonomy
• competence
• relatedness
• basic psychological needs
• latent profiles
• sociodemographic factors
• student-teacher relationship
• peers relationship
• elementary school students

Disclosure statement

The authors report no conflicts of interest or financial disclosures. There was no off-label or investigational use. This was not an industry-supported study. The first author had full access to all of the data in the study. The corresponding author takes responsibility for the integrity of the data and the accuracy.

Additional information

Funding

The Quebec Longitudinal Study of Child Development was supported by funding from the ministère de la Santé et des Services sociaux, the ministère de la Famille, and the ministère de l’Éducation et de l’Enseignement supérieur, the Lucie and André Chagnon Foundation, the Institut de recherche Robert-Sauvé en santé et en sécurité du travail, the Research Center of the Sainte-Justine University Hospital, the ministère du Travail de l’Emploi et de la Solidarité sociale, and the Institut de la statistique du Québec. This study was also supported by the Canada Research Chairs Program.