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Related Experiment Video

Updated: Jan 20, 2026

Perspectives on Experimental Psychology
05:13

Perspectives on Experimental Psychology

Published on: April 30, 2023

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College environment and basic psychological needs: Predicting academic major satisfaction.

Mary Schenkenfelder1, Elise A Frickey1, Lisa M Larson1

  • 1Department of Psychology.

Journal of Counseling Psychology
|August 30, 2019
PubMed
Summary
This summary is machine-generated.

Faculty and peer support positively influence college students

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Area of Science:

  • Psychology
  • Educational Psychology
  • Social Psychology

Background:

  • Self-determination theory (SDT) provides a framework for understanding motivation and psychological needs.
  • College environmental factors, such as faculty and peer support, are crucial for student well-being and academic success.
  • Previous research has explored factors influencing academic major satisfaction, but the mediating role of psychological needs requires further investigation.

Purpose of the Study:

  • To investigate the relationship between college environmental variables (faculty and peer support) and academic major satisfaction.
  • To examine the mediating role of volitional autonomy, competence, and relatedness (psychological needs) in the aforementioned relationship, guided by Self-Determination Theory (SDT).
  • To test a hypothesized mediation model against alternative models using structural equation modeling.

Main Methods:

  • A quantitative study involving 320 undergraduate students from a large midwestern university.
  • Data collection via an online platform assessing perceptions of faculty and peer support, autonomy, competence, relatedness, and major satisfaction.
  • Structural equation modeling (SEM) was employed to test the hypothesized mediation model.

Main Results:

  • Both faculty and peer support significantly predicted students' volitional autonomy, perceived competence, and relatedness in their academic major.
  • Volitional autonomy fully mediated the relationship between faculty support and major satisfaction, and between peer support and major satisfaction.
  • The hypothesized mediation model was found to be superior to partially mediated and alternate models, supporting the proposed theoretical framework.

Conclusions:

  • Self-Determination Theory (SDT) effectively explains how faculty and peer support contribute to academic major satisfaction through psychological needs.
  • Fostering faculty and peer support is crucial for enhancing students' volitional autonomy, competence, and relatedness, thereby increasing major satisfaction.
  • The findings underscore the importance of the social environment in higher education for promoting student engagement and satisfaction with their academic path.