Assessing the Needs of Educational Psychology Graduate Students: Perceived Autonomy Support and Basic Psychological Needs

Abstract

This thesis explores the fulfillment of basic psychological needs (autonomy, competency, and relatedness) and perceived autonomy support among educational psychology graduate students at a public university in the southwestern United States. Utilizing Self-Determination Theory (SDT) as a theoretical framework, this study adopts a quantitative descriptive survey methodology to investigate the extent to which these needs are met within the department. A sample of 37 graduate students participated, providing insights through the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) and the Perceived Autonomy Support Questionnaire (PASQ). The findings reveal that the majority of students experience high levels of psychological need satisfaction and perceive substantial autonomy support from faculty, indicating a positive educational environment that fosters student well-being and motivation. However, variations exist across different student demographics, suggesting areas for further improvement. The study underscores the importance of nurturing environments in graduate programs that cater to the diverse needs of students and highlights the role of autonomy support in enhancing educational experiences. Recommendations for educational practices within the department include enhancing guidance, fostering community interaction, and providing increased support for research and coursework. This research contributes to the broader discourse on graduate education by emphasizing the need for environments that support the holistic development of students, aligning with SDT’s emphasis on the critical role of autonomy, competency, and relatedness in fostering student success and well-being.