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Basic psychological needs and achievement emotions: the role of control and value appraisals in higher education
Jason Skues1, Earl Freeman1, Kelly-Ann Allen2,3
1School of Health Sciences, Swinburne University of Technology, Hawthorn, Australia.
Objective:
To investigate how satisfaction of basic psychological needs (autonomy, competence, and relatedness) influences achievement emotions through control and value appraisals among university students in Australia.
Method:
The study employed an online survey completed by 420 university students. Measurements included scales for psychological needs satisfaction, control and value appraisals, and achievement emotions. Structural equation modelling analysed the relationships between these variables.
Results:
Analysis revealed that autonomy satisfaction positively correlated with perceived value, while competence and relatedness satisfaction showed no significant associations. The three basic psychological needs demonstrated no significant relationship with perceived control. Perceived value positively associated with both positive and negative activating emotions. Perceived control showed no significant links to achievement emotions. The hypothesised indirect effect of autonomy satisfaction on achievement emotions through value appraisals was not supported, and the overall model demonstrated inadequate fit.
Conclusions:
The findings highlight autonomy satisfaction's unique role in shaping students' value appraisals and achievement emotions. Educational practitioners should consider incorporating strategies that support students' basic psychological needs, particularly autonomy, when designing curriculum and learning environments. Future research should explore alternative pathways between psychological needs satisfaction and achievement emotions to better understand these relationships.
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