Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload
Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload
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DOI：
10.1016/j.sapharm.2017.04.015
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发表时间：
2018-04-01
影响因子：
3.9
通讯作者：
Rothmann, Sebastiaan
中科院分区：
文献类型：
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作者：
Basson, Marietta J.;Rothmann, Sebastiaan
背景：自我决定理论（SDT）提供了一个模型，以改善药学学生的健康或功能，在他们的学习环境。根据SDT，学生需要一个能满足他们对自主性、关联性和能力需求的环境，以便最佳地发挥作用。可能对学生的功能产生影响的背景因素是讲师，家庭，同龄人和工作量。目的：调查是否有贡献的家庭，讲师，同行和工作量之间的差异，使对药学专业学生的基本心理需求的满意度在大学context.Methods：管理与西北大学药学院的学生之间的电子调查。注册药学专业学生，779，完成了电子调查，包括人口统计学问卷，BMPN（心理需求的平衡措施）和自行开发的ANPNS（心理需求满意度量表的先决条件）。结果：结构方程模型分别解释了46%、25%和30%的自主性、能力和人际关系满意度的总方差，解释了26%的心理需求挫折的总方差。同伴和家庭在满足学生对自主性、相关性和能力的需求方面发挥了重要作用，而工作量似乎阻碍了对相关性和自主性的满足。心理需求满足方面的挫折感。讲师在满足药学专业学生的自主性，相关性和能力的需要所发挥的作用也将highlight.Conclusions：这项研究增加了有关背景因素的知识体系和这些因素对药学专业学生的需求满意度的影响，说明不是所有的因素（家庭，讲师，同行和工作量）可以被认为是平等的。讲师应该认识到家庭和同龄人在学生的情绪和心理健康中发挥的重要作用，并利用这些因素在他们的teaching.Synsopsis：自我决定理论中所描述的基本心理需求满足的机制提供洞察药学专业学生的最佳功能。因此，背景因素（讲师，同行，家庭和工作量）的需要满意度的影响进行了调查。结构模型分别解释了自主性、能力和关系满意度的46%、25%和30%的变异量，解释了心理需求挫折的26%的变异量。家庭和同伴的支持贡献最大的方差解释的变量。讲师应该承认家庭和同龄人的这一重要作用，并在设计学习机会时利用这一前提。(C)2017爱思唯尔公司All rights reserved.
Background: Self-determination theory (SDT) provides a model to improve pharmacy students' wellbeing or functioning in their study context. According to SDT, students need a context that satisfies their needs for autonomy, relatedness and competence in order to function optimally. Contextual factors that could have an impact on a student's functioning are lecturers, family, peers and workload. Objectives: To investigate whether there is a difference between the contributions family, lecturers, peers and workload make towards the satisfaction of pharmacy students' basic psychological needs within a university context.Methods: An electronic survey was administered amongst students registered with the North-West University's School of Pharmacy. Registered pharmacy students, 779, completed said electronic survey comprised of a questionnaire on demographics, BMPN (Balanced Measure of Psychological Needs) and self-developed ANPNS (Antecedents of Psychological Need-satisfaction Scale). Data derived from the afore-going was analysed with the aid of structural equation modelling (SEM).Results: Structural equation modelling explained 46%, 25% and 30% respectively of the total group's variances in autonomy, competence and relatedness satisfaction, and 26% of the variance in psychological need frustration. Peers and family played a significant role in the satisfaction of students' need for autonomy, relatedness and competence, whilst workload seemingly hampered satisfaction with regards to relatedness and autonomy. Workload contributed towards frustration with regards to psychological need satisfaction. The role played by lecturers in satisfying pharmacy students' need for autonomy, relatedness and competence will also be highlighted.Conclusions: This study added to the body of knowledge regarding contextual factors and the impact those factors have onpharmacy students' need satisfaction by illustrating that not all factors (family, lecturers, peers andworkload) can be considered equal. Lecturers ought to recognise the important role family and peers play in the emotional and mental wellbeing of students and utilise those factors in their teaching.Synopsis: The mechanism of basic psychological need satisfaction as described in Self-determination theory provide insight into pharmacy students' optimal functioning. Hence the influence of contextual factors, (lecturers, peers, family and workload) on the need satisfaction was investigated by means of a survey. The structural model explained 46%, 25% and 30% of the variances in autonomy, competence and relatedness satisfaction and 26% of the variance in psychological need frustration. Family and Peer support contributed the most to the variance explained of the variables. Lecturers should acknowledge this important role of family and peers and utilise this premise when they design learning encounters. (C) 2017 Elsevier Inc. All rights reserved.