Autonomy support in higher education: a key strategy for the well-being of university students

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 (M = 20.83; SD = 3.44), from middle socioeconomic strata, was used, and selected through purposive sampling. 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 this the 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.