ArticleF1000Research2024
Autonomy support in higher education: a key strategy for the well-being of university students.
Article in F1000Research, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Psychological Capital's Impact on Learned Helplessness Among Nursing Postgraduates: A Path Analysis of Dual Mediation Through Professional Identity Dimensions.Nursing open · 2026Article
- Perceived teacher support in ideological and political education and life satisfaction among Chinese university students: an indirect association through presence of meaning in life.Frontiers in psychology · 2026Article
- Foregrounding motivational climate in university physical education: a mixed-methods latent profile analysis with classroom prescriptions.Frontiers in sports and active living · 2026Article
- Autonomy support in higher education: a key strategy for the well-being of university students.F1000Research · 2024Article
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Authors and funding
3 authors.
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Abstract
Introduction: Amid changing social dynamics, the world of higher education faces, among other challenges, the growing impact on the mental health of students. In this scenario, the Self-Determination Theory (SDT) highlights the important role of autonomy support as it generates positive effects on students' motivation and well-being. Methods: The present study tests the predictive capacity of the teacher's interpersonal style of autonomy support in a higher education institution, in relation to the satisfaction of basic psychological needs, autonomous motivation and depressive symptoms. A sample composed of 356 Spanish university students of which 237 were male (66.57%) from different grades and courses, aged between 17 and 57 years ( Results: After the analysis of structural equations, the results showed that the teacher's interpersonal style of autonomy support positively predicted: the satisfaction of basic psychological needs, and autonomous motivation; but negatively depressive symptoms. Conclusions: The model describes the possible importance of promoting the teacher's interpersonal style of autonomy support in higher education as a protective factor for well-being and mental health. These findings highlight the importance of motivational strategies that higher education teachers must implement to promote student motivation and well-being.
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