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Basic psychological needs and well-being of secondary school students
Author
Eng, Yong Chye
Supervisor
Cheng, Yuan Shan
Abstract
The basic needs theory postulates that competence, autonomy and relatedness represent the basic psychological needs of every individual (Deci & Ryan, 2000). Competence has to do with understanding how to achieve desired outcomes and being effective in carrying out the required actions. Autonomy involves exercising one's initiative, making one's own choice and taking ownership of one's behaviour. Relatedness refers to feeling connected with and cared for by others. The satisfaction of all three needs is necessary for effective human functioning and well-being (Ryan & Deci, 2000).
The current study aims to apply basic needs theory in examining the relationship between basic psychological needs and well-being of students attending a secondary school in Singapore. A total of 497 students from a secondary school in Singapore participated in this correlational study. Participants completed a survey questionnaire which was employed to assess basic need satisfaction and well-being variables (i.e., self-esteem, positive affect, negative affect and depressive symptoms).
Correlations between need satisfaction and well-being variables showed that total need satisfaction was significantly associated with all four well-being variables. This finding supports the postulate of basic needs theory that basic needs satisfaction is associated with well-being outcomes (Deci & Ryan, 2000).
Competence-satisfaction emerged as a significant predictor of self-esteem, positive affect and depressive symptoms. Students need to experience success in their studies as well as their social relationships with peers, parents and teachers. Relatedness-satisfaction was an important predictor of positive affect and depressive symptoms. Being connected to parents, family and school can serve as protective factors against emotional and behavioural difficulties (EBD). Teachers and parents need to accept teenagers unconditionally so as to maintain a relationally supportive environment for them.
By domain, all three need-satisfaction measures emerged as significant predictors of the four well-being variables, with the exception of need satisfaction at school which was not a significant predictor of depressive symptoms. Need satisfaction at home emerged as the most important predictor of self-esteem and depressive symptoms. It would seem that parents still play a vital role in contributing to the well-being of their teenage children, even though teenagers appear to be closer to their peers. Need satisfaction at school emerged as the most important predictor of positive affect. The way students are treated by their teachers can have an impact on students' emotional lives.
Female students reported higher levels of negative affect and depressive symptoms than their male counterparts. Teachers and parents will need to be on the lookout for early signs of EBDs, particularly among female students. Female students reported higher levels of relatedness-satisfaction than their male counterparts. In view of their ability to relate well with others, it may be appropriate to use more group-based interventions when counselling or working with female students. Secondary One students reported higher levels of need satisfaction at school than Secondary Four students. There may be a need to review school policies and practices to see how they can be more supportive of students' need for competence, autonomy and relatedness. The findings, implications for practice and suggestions for future research are elaborated in this dissertation.
The current study aims to apply basic needs theory in examining the relationship between basic psychological needs and well-being of students attending a secondary school in Singapore. A total of 497 students from a secondary school in Singapore participated in this correlational study. Participants completed a survey questionnaire which was employed to assess basic need satisfaction and well-being variables (i.e., self-esteem, positive affect, negative affect and depressive symptoms).
Correlations between need satisfaction and well-being variables showed that total need satisfaction was significantly associated with all four well-being variables. This finding supports the postulate of basic needs theory that basic needs satisfaction is associated with well-being outcomes (Deci & Ryan, 2000).
Competence-satisfaction emerged as a significant predictor of self-esteem, positive affect and depressive symptoms. Students need to experience success in their studies as well as their social relationships with peers, parents and teachers. Relatedness-satisfaction was an important predictor of positive affect and depressive symptoms. Being connected to parents, family and school can serve as protective factors against emotional and behavioural difficulties (EBD). Teachers and parents need to accept teenagers unconditionally so as to maintain a relationally supportive environment for them.
By domain, all three need-satisfaction measures emerged as significant predictors of the four well-being variables, with the exception of need satisfaction at school which was not a significant predictor of depressive symptoms. Need satisfaction at home emerged as the most important predictor of self-esteem and depressive symptoms. It would seem that parents still play a vital role in contributing to the well-being of their teenage children, even though teenagers appear to be closer to their peers. Need satisfaction at school emerged as the most important predictor of positive affect. The way students are treated by their teachers can have an impact on students' emotional lives.
Female students reported higher levels of negative affect and depressive symptoms than their male counterparts. Teachers and parents will need to be on the lookout for early signs of EBDs, particularly among female students. Female students reported higher levels of relatedness-satisfaction than their male counterparts. In view of their ability to relate well with others, it may be appropriate to use more group-based interventions when counselling or working with female students. Secondary One students reported higher levels of need satisfaction at school than Secondary Four students. There may be a need to review school policies and practices to see how they can be more supportive of students' need for competence, autonomy and relatedness. The findings, implications for practice and suggestions for future research are elaborated in this dissertation.
Date Issued
2010
Call Number
LB1051 Eng
Date Submitted
2010