Satisfaction Does not Equal Success: College Alcohol Use and Basic Psychological Needs

Abstract

From the Self-Determination Theory (SDT) perspective, this study identified significant relationships between basic psychological needs (i.e., autonomy, competence, and relatedness) and alcohol-related attitudes and behaviors among college students. Also related to basic needs and alcohol use were GPA, university satisfaction, self-efficacy, and perceived academic support. Group differences were explored by gender, first-generation student status, and Greek affiliation. Implications for higher education institutions are discussed.

The Basic Psychological Need Satisfaction and Frustration Scale. Adaptation and associations with well-being and mental health disorders in a Polish sample

“…It is mainly the frustration of needs and to a lesser extent the lack of their satisfaction which, under appropriate conditions, may lead to the use of alcohol as a strategy of compensation and escape from negative emotional states (e.g. Burt et al, 2016;Marlatt, 1999;Poprawa, 2009Poprawa, , 2011. Moreover, alcohol dependence has a destructive effect on the psychosocial and health functioning of an individual.…”

Senioritis: College Student Perceptions on Causes, Outcomes, and Support

“…In fact, greater levels of intrinsic motivation are associated with resilience, lower levels of exhaustion, and higher self-efficacy (Paul et al, 2014;Pisarik, 2009). SDT has been utilized to study academic motivation in college students and the related roles faculty members and advisors play (Burt et al, 2014(Burt et al, , 2016. In studies applying SDT to academic motivation, subscales of the Academic Motivation Scale (Vallerand et al, 1992) may be combined to calculate the Self-Determination Index (SDI) as a measure of self-determined motivation in the academic environment (e.g., Standage et al, 2006).…”

“…The advisor-student relationship is a crucial contributor to students' academic, professional, and leadership success in college (Ferris et al, 2012). Academic motivation may be difficult to sustain for college students, but it is linked to meaningful interactions with academic advisors and instructors; in fact, academic advisors are particularly well-suited to meeting relational needs that predict academic motivation and even decision-making in the face of adolescent developmental challenges related to alcohol use (Burt et al, 2014;Burt et al, 2016). Regular meetings with advisors predict students' increased selfefficacy, study skills, and positive perceptions of advisor support to navigate the college environment (Young-Jones et al, 2013).…”