Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

Abstract

Psychological distress and unhealthy lifestyle behaviors are highly prevalent among undergraduate students. Importantly, numerous longitudinal studies show that these phenomena rise significantly during the first months of college and remain high thereafter. However, research identifying theory-driven mechanisms to explain these phenomena is lacking. Using two complementary statistical approaches (person- and variable-centered), this study assesses basic psychological needs (BPNs) and self-control as possible explanatory factors underlying the association between student's educational experience and multiple health-related outcomes. A total of 2450 Canadian undergraduates participated in this study study involving two time points (12 months apart; N_Time1 = 1783; N_Time2 = 1053), of which 386 participated at both measurement occasions. First, results from person-centered analyses (i.e., latent profile and transition analyses) revealed three profiles of need-satisfaction and frustration in students that were replicated at both time points. Need-supportive conditions within college generally predicted membership in the most adaptive profile. In turn, more adaptive profiles predicted higher self-control, lower levels of psychological distress (anxiety, depression), and healthier lifestyle behaviors (physical activity, fruit and vegetable consumption). Second, results from variable-centered analyses (i.e., structural equation modeling) showed that the association between students' BPNs and health-related outcomes was mediated by self-control. In other words, high need satisfaction and low need frustration were associated with higher self-regulatory performance at Time 1, which in turn predicted a more adaptive functioning at Time 2. Overall, these findings help clarify the mechanisms underlying the association between college educational climate and students' health-related functioning.

Supplementary information: The online version contains supplementary material available at 10.1007/s12144-022-04019-5.

Keywords: Basic psychological needs; Educational climate; Health behaviors; Latent transition analysis; Psychological distress; Self-control.

Fig. 1

Graphical representation of study objectives and hypotheses

Fig. 2

Final 3-Profile solution selected at both time points. Note. The profile indicators are estimated from factor scores with mean of 0 and a standard deviation of 1. Profile 1 = High need satisfaction; Profile 2 = Average need satisfaction; Profile 3 = Need frustration

Fig. 3

Associations between profile membership and the outcomes (equal across time). Note. For purpose of clarity, the within-profile mean of each outcome was standardized before being graphically illustrated. Profile 1 = High need satisfaction; Profile 2 = Average need satisfaction; Profile 3 = Need frustration

Fig. 4

Results from the autoregressive prediction model tested in the variable-centered analyses. Note. Model fit: χ.²(13) = 46.893, p < .01, CFI = 0.975, TLI = 0.922, RMSEA = 0.037; SRMR = 0.032. Gray paths are not statistically significant. Correlation paths between predictors and those between outcomes are not shown for the sake of simplicity. Time 1 outcomes and their paths towards their Time 2 counterparts are not illustrated for the same reason. Ovals represent factor scores, and rectangles represent observed indicators. * p < .05. ** p < .01