Document Type
Article
DOI
https://doi.org/10.25774/wsy8-d929
Abstract
Basic psychological needs, socioeconomic status and involvement in honors programs may impact well-being of undergraduate students. This exploratory study examines these factors and uses Self-Determination Theory as a lens to interpret the effect on well-being of undergraduate honors and non-honors students. Self-Determination Theory is a macro theory of motivation and personality development that relates to individuals’ need for autonomy, competence, and relatedness, and addresses the social-emotional and cognitive components needed to ensure individuals’ well-being. In this study, researchers examined the relationship among basic psychological needs, socioeconomic status, honors participation, and well-being of 252 undergraduates. Results of a regression analysis indicated that well-being is primarily predicted by autonomy, competence, and relatedness. We discuss the implications of our findings for educators and researchers.
Keywords: basic psychological needs, self-determination theory, well-being, gifted, honors, postsecondary, undergraduate, motivation
Recommended Citation
Johnson, R. M., Mun, R., Hodges, J., & Rinn, A. (2023). Basic psychological needs, socioeconomic status, and well-being of undergraduate honors and non-honors students. SENG Journal: Exploring the Psychology of Giftedness, 2(2), 9-22. https://doi.org/https://doi.org/10.25774/wsy8-d929
Title Page
Basic Psychological Needs, Socioeconomic Status, and Well-Being of Undergraduate Honors and Non-Honors Students_Tables & Figures_2.5.2023.docx (700 kB)
Tables and Figures