Prior research has shown that students face various stressors which can affect their psychological health. The present study examines the role of students' psychological need states in explaining their burnout and dropout intentions. More precisely, relying on recent findings from Self-Determination Theory research, we examined whether students' psychological need unfulfilment could contribute to explain their ill-being over and above need satisfaction and frustration. To this end, we also tested the validity of a tripartite instrument allowing to assess these need states in academic settings (Psychological Need States in Education-Scale [PNSE-S]). A study was conducted among two samples of high school (N = 473; Sample 1) and college (N = 1143; Sample 2) students. Results supported the construct validity of the 35-item PNSE-S in both samples by showing that students' relatedness, autonomy, and competence unfulfilment can be modelled as distinct need states alongside the frustration and satisfaction of those three needs. Moreover, these different need states displayed a well-differentiated pattern of associations with various facets of student burnout and with dropout intentions. Results also showed the critical role of psychological need unfulfilment in explaining students' ill-being.

中文翻译：

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重新思考学生的心理需求状态：需求未满足对于理解学术环境中的不适感的独特作用

先前的研究表明，学生面临着各种可能影响他们心理健康的压力源。本研究探讨了学生的心理需求状态在解释他们的倦怠和辍学意图方面的作用。更准确地说，根据自决理论研究的最新发现，我们研究了学生的心理需求未得到满足是否可以解释他们的不适感，而不是需求满足和沮丧。为此，我们还测试了三方工具的有效性，该工具允许评估学术环境中的这些需求状态（教育量表中的心理需求状态[PNSE-S]）。对高中生（N  = 473；样本 1）和大学学生（N  = 1143；样本 2）的两个样本进行了一项研究。结果表明，学生的相关性、自主性和能力未实现可以与这三种需求的挫败感和满足感一起建模为不同的需求状态，从而支持了两个样本中 35 项 PNSE-S 的结构效度。此外，这些不同的需求状态与学生倦怠和辍学意图的各个方面表现出一种截然不同的关联模式。结果还表明，心理需求未得到满足在解释学生的不适感方面发挥着关键作用。