The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents

Situated within a positive psychology perspective, this study aimed at examining the nature and directionality of longitudinal relationships between basic psychological needs satisfaction at school and adolescents' school-related subjective well-being. A total of 576 students (40.5 male and 36....

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Bibliographic Details
Published in:Social indicators research 2014-10, Vol.119 (1), p.353-372
Main Authors: Tian, Lili, Chen, Huan, Huebner, E. Scott
Format: Article
Language:English
Subjects:
Academic achievement
Adolescence
Adolescents
Child development
Cognitive psychology
Competence
Educational Environment
Educational psychology
Happiness
High School Students
High schools
Human Geography
Junior High Schools
Males
Microeconomics
Needs
Personality. Social role
Psychological aspects
Psychological Needs
Psychological research
Psychology
Public Health
Quality of Life Research
Satisfaction
Schools
Social psychology
Social research
Social Sciences
Sociology
Sociology of education. Educational systems. Lifelong education
Students
Studies
Teenagers
Well Being
Wellbeing
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Summary:Situated within a positive psychology perspective, this study aimed at examining the nature and directionality of longitudinal relationships between basic psychological needs satisfaction at school and adolescents' school-related subjective well-being. A total of 576 students (40.5 male and 36.8 % students in junior high school) completed measures of adolescent students' basic psychological needs at school and school-related subjective well-being at two time points, 6 weeks apart. Cross-lagged structural equation modeling showed significant bidirectional longitudinal relationships between autonomy, relatedness, and competence needs satisfaction and school satisfaction. Furthermore, significant bidirectional relationships were observed between competence need satisfaction and positive affect in school. The findings provided important evidence of the roles of adolescents' different types of needs satisfaction, experienced specifically during school, in adolescents' school-related subjective well-being. The findings also helped extend the positive psychology perspective to the relatively neglected context of education.
ISSN:0303-8300
1573-0921
DOI:10.1007/s11205-013-0495-4