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Basic needs satisfaction in a military learning environment: An exploratory study.

Anouk Lepinoy1, Salvatore Lo Bue1, Ruben Vanderlinde2

  • 1Behavioral Sciences Department, Royal Military Academy, Brussels, Belgium.

Military Psychology : the Official Journal of the Division of Military Psychology, American Psychological Association
|March 27, 2024
PubMed
Summary
This summary is machine-generated.

Military cadets need autonomy, relatedness, and competence for motivation. High relatedness motivates Social and Military Sciences cadets, while high competence motivates Engineering cadets. Lack of autonomy demotivates all.

Keywords:
Motivationbasic needslearning environmentmilitary academies

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Area of Science:

  • Educational Psychology
  • Military Education

Background:

  • Military academies seek pedagogical strategies to enhance cadet motivation and success.
  • Self-determination theory posits that fulfilling autonomy, relatedness, and competence needs fosters autonomous motivation.

Purpose of the Study:

  • To identify motivational critical incidents related to perceptions of autonomy, relatedness, and competence in military cadets.
  • To understand how learning environment characteristics influence basic psychological needs and motivation.

Main Methods:

  • Qualitative research employing four focus groups with cadets from Social and Military Sciences (SMS) and Engineering (ENG) faculties at the Royal Military Academy of Belgium.
  • Utilized the critical incident method to gather data on motivating and demotivating events.
  • Applied constant comparison method for analysis to link critical incidents to basic psychological needs.

Main Results:

  • High relatedness perception was most motivating for SMS cadets.
  • High competence perception was most motivating for ENG cadets.
  • A lack of autonomy was demotivating for both SMS and ENG cadets.

Conclusions:

  • The study offers a model illustrating how learning environment factors meet cadets' psychological needs, impacting motivation.
  • Findings highlight differential motivational drivers (relatedness vs. competence) across military academic disciplines.
  • Autonomy emerged as a universally critical need for maintaining cadet motivation.