University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective

Hagenauer G, Gläser-Zikuda M, Moschner B (2017)

Publication Type: Journal article

Publication year: 2017

Journal

Journal of Further and Higher Education Taylor & Francis (Routledge)

Book Volume: 42

Pages Range: 808-826

Journal Issue: 6

URI: http://www.tandfonline.com/doi/full/10.1080/0309877X.2017.1323189

DOI: 10.1080/0309877X.2017.1323189

Abstract

Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students’ basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to students’ overall life-satisfaction and study commitment. German students in teacher education programmes (N = 792) participated in the study by completing questionnaires. The results (estimated by path-modelling) reveal that students’ emotions can be predicted by a variety of environmental conditions associated with different basic psychological needs. Altogether, the model is able to explain 28.5% of the variance in positive emotions and 39.6% in negative emotions. The strongest predictor of students’ positive and negative emotions was the perceived relevance of the study material, a factor related to the need for autonomy. This perceived relevance also had a direct impact on study commitment. Furthermore, positive relationships with peers proved to be of importance for positive and negative emotions as well as for overall life-satisfaction. As expected, emotions at university predicted life-satisfaction and study commitment, with a particularly strong association between positive emotions and study commitment. The results point to the necessity to support study conditions that facilitate the fulfilment of students’ basic psychological needs in order to ensure students’ emotional well-being and enhance study commitment.

Authors with CRIS profile

Michaela Gläser-Zikuda Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung

Involved external institutions

Universität Bern CH Switzerland (CH) Carl von Ossietzky Universität Oldenburg DE Germany (DE)

How to cite

APA:

Hagenauer, G., Gläser-Zikuda, M., & Moschner, B. (2017). University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective. Journal of Further and Higher Education, 42(6), 808-826. https://dx.doi.org/10.1080/0309877X.2017.1323189

MLA:

Hagenauer, Gerda, Michaela Gläser-Zikuda, and Barbara Moschner. "University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective." Journal of Further and Higher Education 42.6 (2017): 808-826.

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