The Relationship Between Need-Supportive Interaction, Perceived Academic Control, and Academic Success

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Abstract

This study examines how interactions in the social and academic environment of college may support or thwart students perceived academic control and academic success. We especially examine if formal and informal interactions with peers and teachers, when supporting the psychological needs (relatedness, autonomy, and competence), would predict a positive perception of academic control and academic success. This survey study involved 192 undergraduate students belonging to different universities of applied sciences in The Netherlands. The findings of path analysis showed that need supportive interaction predicts positive perception of academic control and academic success. Furthermore, it indicates that key to a positive perception of academic control is related to conditions in the college environment, which stimulate autonomy and competence supportive formal interactions.

Author

• Nasser Mohamedhoesein, VU University Amsterdam