Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students

Abstract

This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.

Why feeling competent matters

“…Although no further studies are known that specifically investigated this relationship between the need for competence satisfaction and self-efficacy in the context of physical education, some findings show similar connections: A recent longitudinal study over four months confirmed that high school students who experienced better school-related satisfaction of needs also performed better at school. These correlations are mediated by personal resources such as selfefficacy, hope, optimism, and resilience (Carmona-Halty et al, 2019). In the context of science learning, a survey study with students from scientifically orientated schools in Taiwan confirmed that higher psychological need satisfaction coincides with higher self-efficacy, and higher need frustration is related to lower self-efficacy (Wang & Tsai, 2020).…”

“…Deci & Ryan (2000) provided support for the assumption that occupational psychological need satisfaction leads to higher professional commitment, lower anxiety, and higher general self-esteem. For the educational context, Carmona-Halty, Schaufeli, Llorens, and Salanova (2019) show in a longitudinal study that teenaged students whose school-related basic psychological needs are satisfied are more hopeful, optimistic, and resilient, and they also have a better academic performance.…”

Learning goal orientation and psychological capital among students: A pathway to academic satisfaction and performance

“…Furthermore, the fulfillment of psychological needs is related to intrinsic motivation, and learning goal‐oriented individuals tend to have intrinsic motivation toward the tasks. In such cases, the fulfillment of psychological needs and intrinsic motivation will contribute significantly to enhanced performance and well‐being (Carmona‐Halty et al, 2019). Furthermore, although we focused our attention on PsyCap as a higher‐order construct as advice in recent literature (Luthans & Youssef‐Morgan, 2017), future research should address the association of LGO with each component: hope, efficacy, resilience, and optimism.…”

“…Riolli et al (2012) found that PsyCap mediated the association between stress and psychological and physical well‐being, while it increased students' satisfaction with life. Similarly, recent research has shown the mediating role of PsyCap in the association between motivational approaches (i.e., academic engagement and basic needs satisfaction) and academic satisfaction and performance (Carmona‐Halty et al, 2019; Martínez, Youssef‐Morgan, et al, 2019). Additionally, Dello Russo and Stoykova (2015) found significant increases in PsyCap levels after intervention among university students, which remained stable after 1 month.…”

“…Therefore, this study also extends and integrates PsyCap conceptual application to the educational literature, providing a psychological mechanism that links individual goal orientation to academic satisfaction and performance. This could support the design of activities that improve PsyCap as a personal resource to increase students' well‐being and learning experiences (Carmona‐Halty et al, 2019; Datu & Valdez, 2019; Kim et al, 2020). As college students face challenging situations throughout their academic career, understanding the psychosocial mechanisms which contribute to engagement, satisfaction, and success are essential to design academic curriculums, programs, and institutions to increase well‐being and academic success (Rattan et al, 2015; Sánchez‐Cardona et al, 2012; Slemp, 2017).…”