11041.english - SEPARATA EJREP Revisada Ingles

1
The Relationship among Student Psychological

Need Satisfaction, Approaches to Learning,
Reporting of Avoidance Strategies and
Achievement
Fernando Doménech Betoret1, Amparo Gómez Artiga2

1
Developmental and Educational Psychology, Universitat Jaume I, Castellón
2
Developmental and Educational Psychology, Universitat de València
(Estudi General), València
Spain
Dr. Fernando Doménech Betoret, Psicología Evolutiva y de la Educación. Universitat Jaume I, 12071 Castellón,
España. E-mail: betoret@psi.uji.es. Tel.: +34 964/729550, Fax: +34 964/729262.
© Education & Psychology I+D+i and Editorial EOS (Spain)
Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Student Psychological Need Satisfaction and Learning Strategies 2
Abstract
Introduction. This study examines the relationship between student psychological need
satisfaction (autonomy, competence, relatedness and belonging), their reporting of approaches to
learning (deep and surface), their reporting of avoidance strategies (avoidance of effort and
challenge, avoidance of help seeking and preference to avoid novelty) and achievement in
subject-matter domains.
Method. The sample was composed of 157 Spanish undergraduate students. Self-report
questionnaires were used to measure the construct selected for this study and their
interrelationships were examined using structural equation procedures.
Results. In general terms, we have proved that basic needs satisfaction, when satisfied, encourage
the use of the deep approach to learning and, in turn, the decrease of students’ avoidance
strategies. In contrast, when these needs are not satisfied, the use of the surface approach to
learning is encouraged, consequently, leads to an increase in students’ avoidance strategies and
achievement.
Conclusions. The results suggest that approaches to learning and avoidance strategies may play a
mediator role between student psychological needs and student achievement. Implications for
pedagogical practice are discussed.
Keywords. Psychological needs, approaches to learning, avoidance strategies, student

achievement.
Received: 03/07/11 Initial acceptance: 03/15/11 Final acceptance: 07/07/11
Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Resumen
Introducción. Este estudio examina la relación entre las necesidades psicológicas básicas de los
estudiantes (autonomía, competencia, relación y pertenencia), enfoques de aprendizaje (profundo
y superficial), estrategias de evitación (evitación al esfuerzo y desafíos, evitación en pedir ayuda,
y evitación de la novedad) y rendimiento en varias situaciones educativas universitarias.
Método. La muestra estaba compuesta por 157 estudiantes universitarios. Para medir los
constructos seleccionados se utilizaron escalas de auto-informe. La relación entre dichos
constructos se examinó a través de modelos de ecuaciones estructurales.
Results. En general se ha constatado que cuando las necesidades básicas de los estudiantes son
satisfechas promueven la utilización de enfoques de aprendizaje profundo lo que a su vez
repercute en una menor utilización de estrategias de evitación y un mayor rendimiento escolar.
Por el contrario, cuando no son satisfechas promueven a la utilización de enfoques de aprendizaje
superficial, lo que a su vez repercute en una mayor utilización de estrategias de evitación y un
menor rendimiento escolar.
Conclusions. Los resultados obtenidos sugieren que los enfoques de aprendizaje y las estrategias
de evitación pueden jugar un papel mediador entre las necesidades psicológicas de los estudiantes
y el rendimiento escolar. Por último se discuten las implicaciones prácticas que pueden tener
estos hallazgos en la educación universitaria.
Keywords. Necesidades psicológicas, enfoques de aprendizaje, estrategias de evitación,

rendimiento escolar.
Recibido: 07/03/11 Aceptación inicial: 15/03/11 Aceptación final: 07/07/11

Introduction
This study examines the relationship among students reporting psychological need
satisfaction (Autonomy, Competence, Relatedness and Belonging), their reporting of both
approaches to learning (deep and surface), avoidance strategies (avoidance of effort and
challenge, avoidance of help seeking and preference to avoid novelty) and achievement in
Spanish undergraduate students.
This research is addressed to go deep into the role played by psychological needs in
students learning and how their satisfaction can promote academic achievement in the classroom
context. The importance of this study is threefold: first, it could help build bridges between
different domains of Educational Psychology; second, by examining the connections the
variables considered, this research may help to understand the processes by which basic need
satisfaction affects achievement; and third, due to the practical implications that can be extracted
for teaching and learning.
Besides to extend previous research conducted in this field (Turner, Meyer, Anderman,
Midgley, Gheen, & Kang, 2002; Black & Deci, 2000), the main contribution of the present study
is to help explain the connections among avoidance strategies, approaches to learning, and
achievement in specific subject-matter domains. Another contribution is to help explain why
students use negative strategies in their learning process. This research could provide useful
information about how to improve students learning and achievement.
Student Psychological need satisfaction
Deci and Ryan's (1985, 2000) self-determination theory (SDT) is an organismic theory
of optimal human motivation, extensively supported over the last three decades by a number of
studies in the field of education, particularly at primary and secondary school levels (Ryan &
Stiller, 1991; Sheldon & Biddle, 1998). According to the SDT, three basic psychological needs
(autonomy, competence, and relatedness) undermine or support peoples’ intrinsic motivation to
engage in a given behavior. For example, educational research derived from this theory has

shown that teachers’ supportiveness of autonomy is an important factor for maximal learning,
growth, and creativity in students.
Autonomy occurs when people feel they are the cause of their behavior (Deci & Ryan,
1985). “Autonomy is not independence or total freedom, but rather an internal acceptance of, and
engagement with, one’s motivated behavior. Supporting autonomy means taking the student’s
perspective, providing choice, and providing a meaningful rationale when choice is not possible”
(Filak & Sheldon, 2003, p. 235). Competence occurs when one feels effective in one’s behavior.
Competence comes close to self-efficacy and can be seen when one takes on and masters
challenging tasks. “Supporting competence means conveying confidence in the students’ ability
to surmount challenges, and providing sensitive mentoring and feedback” (Filak & Sheldon,
2003, p. 237). Relatedness occurs when one feels connected to, or understood by, others. This
construct is similar to the need for belongingness posited by Baumeister and Leary (1995), but is
more general, including interpersonal as well as group connections (Filak & Sheldon, 2003).
Supporting relatedness means providing acceptance, respect, and a feeling of caring.
According to the SDT, when these three needs are satisfied, they encourage psychological
well-being and enable students to achieve optimal academic performance. In contrast, when these
needs are not satisfied, students fail to thrive. Previous research (Reis, Sheldon, Gable, Roscoe, &
Ryan, 2000; Sheldon, Ryan, & Reis, 1996; Sheldon, Elliot, Kim, & Kasser, 2001) has provided
empirical evidence of these assumptions. Previous research has also proved the positive effect of
psychological need satisfaction and achievement (Black & Deci, 2000), however, studies focused
on examining the relationship between students’ psychological needs and achievement in specific
subject-matter domains are scarce. Finally, the SDT further suggests that satisfaction of the three
basic psychological needs will enhance employees’ intrinsic motivation and that this will in turn
yield important outcomes such as “effective performance, particularly on tasks requiring
creativity, cognitive flexibility, and conceptual understanding”(Gagné & Deci, 2005, p. 337).
Approaches to Learning

A general consensus exists among authors to adopt the classification of surface and deep
approaches to learning (Biggs, 1987, Ramsden & Entwistle, 1981). The deep approach is
characterized by an intention to seek meaning in, and an understanding of, the material being
studied by using the material to elaborate and transform it (Dart, Burnett, Purdie, Boulton-Lewis,
Campbell, & Smith, 2000). This approach to learning is associated with constructivist teaching
(Biggs & More, 1993). With the surface approach, the material being studied is reproduced using
routine procedures and is related to the traditional transmission model of teaching in which
learners assume passive roles (Dart, et al., 2000). Some authors have also verified the existence
of a certain relationship between the motivation type and approaches to learning. Hence, the
student’s predominant motivation type could be significantly related to the use of certain learning
strategies and, consequently, to the approach that he or she uses (Biggs, 1989, Entwistle, 1987,
Schmeck 1988). The motive-strategy relationships that form and define each approach explain
the way of learning followed by students who adopt one approach or the other. Thus, students
who adopt a surface approach develop certain strategies designed to learn the information
mechanically and repetitively in order to reproduce it at the appropriate time. On the other hand,
students who adopt a deep approach show an intrinsic interest in, and involvement with, the
subject to be learned. These students characteristically focus their intentions on reaching a
significant understanding of the learning content by developing strategies aimed to discover the
meaning of what he or she will learn by establishing relationships with his or her most salient
previous knowledge. Finally, approaches to learning were found to predict academic achievement
(Diseth &Martinsen, 2003).
Avoidance Behaviors
According to Covington (1992), when students want to protect self-worth because they
are uncertain of their ability to be competent at school, they may develop strategies that deflect
attention from their ability. In this way, they protect their public image of competence. There are
diverse strategies available to students for deflecting attention from their ability, such as avoiding
help seeking, avoiding novelty in academic work, avoiding effort and challenges, withdrawing
effort (self-handicapping), and so forth. Although these avoidance strategies may protect students
from negative judgments by both teachers and classmates, they may also affect performance

negatively. Previous research (Nichols & Miller, 1984) has revealed that avoidance behaviors are
more frequent in young adolescents because, at this age, children switch from the conception of
ability as something modifiable with effort to a fixed notion. If students perceive that their basic
needs are supported by the teacher, they will feel more satisfied and more at ease in the
classroom. Consequently, they will worry less about protecting their self-worth.
Psychological Needs, Approaches to Learning and Avoidance Behaviors
To our knowledge, no attempts to relate student need satisfaction with both approaches
to learning and avoidance behaviors have been made, but connections among them can be
established. Studies have found that students’ perceptions of their learning environments have a
significant influence on their approaches to learning and also on the quality of their learning
outcomes (e.g. Doyle, 1977; Fraser, 1989, 1998; Ramsden, 1992; Waxman, 1991). More
specifically, a number of studies that relate approaches to learning to the perceptions of the
psychological classroom environments have been undertaken in the last two decades (e.g., Dart,
Burnett, Boulton-Lewis, Campbell, Smith, & McCrindle, 1999; Cleave-Hogg & Rothman, 1991;
Ramsden, Martin, & Bowden, 1989; Yuen-Yee & Watkins, 1994). According to the SDT, the
classroom environment (included teaching strategies) should be designed in order to meet
students’ psychological needs as it enhances intrinsic motivation for learning. As Valas and
Sovik (1993) claim: “to what extent a student is intrinsically motivated for an activity depends on
how far this activity and the related context can meet these needs”, p. 282). Consequently, it can
be inferred that psychological students’ perceptions of psychological needs satisfactions (learning
environment) may be related to the learning approach they adopt. Furthermore, the SDT
postulates that satisfying basic psychological needs provides the nutrients for intrinsic motivation
and internalization (Gagné & Deci, 2005) and, as we argue above, the student’s predominant
motivation type could be significantly related to the use of certain learning strategies and,
consequently, to the approach that he or she uses (Biggs, 1989, Entwistle, 1987, Schmeck 1988).
Moreover, the motive-strategy relationships that form and define each approach suggest that the
connections between psychological needs and approaches to learning could be important. If
intrinsic motivation will be facilitated by conditions that lead to psychological need satisfaction
(Deci & Ryan 2000), and intrinsic motivation is involved in deep approaches (since the student

who adopts a deep approach shows an intrinsic interest in, and involvement with, the subject to
be learned), positive connections can be inferred between psychological needs satisfaction and
deep approaches to learning. Previous studies also confirmed that intrinsic motivation is
associated with better learning, performance and well-being (Valas & Sovik, 1993). In contrast,
negative connections with the surface approach can be inferred since the student who adopts a
surface approach develops certain strategies designed to learn the information mechanically and
repetitively in order to reproduce it at the appropriate time.
As we pointed out before, the SDT psychological needs satisfaction enhances students’
intrinsic motivation. Intrinsic motivation “is manifested as curiosity and interest, which motivate
task engagement even in the absence of outside reinforcement or support…” (Ryan, Connell, &
Grolnick, 1992, p.170). Thus, students with intrinsic motivation will be more involved in their
learning process and, consequently, avoidance strategies will reduce. In contrast, when
psychological needs are not satisfied, intrinsic motivation may change into amotivation (the
opposite pole in the self-determination continuum). According to the SDT, people are likely to be
amotivated when they lack either a sense of efficacy or a sense of control to a desired outcome
(Deci & Ryan 2000). Thus based on the SDT, the use of avoidance strategies could be explained
as a consequence of students’ amotivation. Based on these considerations, negative connections
can be inferred between psychological needs and avoidance strategies.
Hypotheses
In accordance with the above rationale and the conceptual model proposed, the objective
of this study was to examine the relationships among student need satisfaction, students’
approaches to learning, avoidance strategic and student achievement in subject-matter domains in
the classroom context. The relationships among the variables hypothesized are structured into
three sequential phases where psychological needs satisfaction (depending on the students’
perception of their learning environment) are considered input variables, students’ approaches to
learning and avoidance strategy are considered process variables, and achievement is taken as an
output variable. We took psychological needs as a superordinate factor (latent variable) rather

than independent predictors given the substantial correlations observed among them. The general
model hypothesized is shown in Figure 1.
Student needs Avoidance and approaches to learn Achievement
Input Process Output
Deep learning
approach
(R2=.36)
+
- - +
+
Students Students
Psychol. Avoidance Achievement
Needs - strategies
-
(R2=.81)
-
+ +
-
Surface learning
approach
(R2=.38)
Figure 1. Structure of the general model hipothesized
Based on the model configuration, we predict (Hypothesis 1) that student psychological

need satisfaction will relate positively to the deep approach and negatively to the surface
approach. In turn, both deep and surface approaches will be positively and negatively related to
student achievement, respectively. Finally, need satisfaction will be related to students
achievement. If the student perceives that the teacher provides support to his or her basic
psychological needs, his or her intrinsic motivation will be enhanced and, consequently, the
student will tend to adopt a deep approach to learning. However, if the student perceives that the
teacher does not lend support to these needs, he or she will tend to adopt a surface approach. As a
result, achievement will be affected.

We also predict (Hypothesis 2) that student psychological need satisfaction will be

negatively related to avoidance strategies (avoidance of effort and challenge, avoidance of help
seeking help, and a preference to avoid novelty), in turn, avoidance strategies will be negatively
related to student achievement. Finally, need satisfaction will be positively related to student
achievement. When students perceive that their basic needs are satisfied, they will be more
intrinsically motivated. Intrinsic motivation “is manifested as curiosity and interest, which
motivate task engagement even in the absence of outside reinforcement or support…” (Ryan,
Connell, & Grolnick, 1992, p.170). Consequently, students will be more involved in their
learning process and avoidance strategies will reduce, and vice versa. As a result, achievement
will be positively affected.
Given that “students who adopt a surface learning approach: (a) see the task as a demand
to be met, a necessary imposition if some other goal is to be reached -a qualification for instance-
; (b) see the aspects or parts of the task as discrete and unrelated either to reach other or to other
tasks; (c) are worried about the time the task is taking; d) avoid personal or other meanings the
task may have; and (e) rely on memorization, attempting to reproduce the surface aspects of the
task” (Biggs 1987, p. 15), it seems logical to think that avoidance strategic will be positively
related with surface approach and negatively related to the deep approach. However since the
current investigation is a cross-sectional study, we cannot assume causality in a specific direction,
that is, students who use avoidance strategies, adopting a minimal effort approach to learn, will
probably take a surface approach of learning, and vice versa. Based on these considerations,
previous models have been expended and the following connections are predicted. On the one
hand, student psychological need satisfaction will have a positive effect on the deep approach,
and a negative effect on the surface approach and avoidance approaches. It is also expected that
the deep learning approach will have a negative effect on avoidance strategies whereas the effect
of surface approach on avoidance strategies is expected to be positive. Finally, students’
achievement will be affected positively by the deep approach and negatively by the surface
approach and avoidance strategies (Hypothesis 3). On the other hand, it is also expected that
avoidance strategies have a positive effect on the surface approach and a negative effect on the
deep approach. Finally, students’ achievement will be affected positively by the deep approach
and negatively by the surface approach and avoidance strategies (Hypothesis 4).

Method
Participants and student grouping
The sample was made up of 157 subjects, 132 female (84.1%) and 25 male (15.9%),
who studied different subjects at the university: Instructional Psychology (n=84, 53.5%),
Psychological Basis of Special Education (n=50, 31.8%), and Programs and Techniques of Early
intervention (n=23, 14.6%).
Instructional Psychology (IP) is an annual core subject in the Psychology degree and
comprises 9 credits (6 theoretical, 1.5 practical and 1.5 laboratory). It is taught in the third year of
the Psychology degree at Universitat Jaume I in Castellón (East Spain). Psychological Basis of
Special Education (PBSE) is a semester core subject in the Teacher Training degree and
comprises 4.5 credits (3 theoretical and 1.5 practical). It is taught in the third year of the Teacher
Training (Primary Education) degree at Universitat Jaume I (Spain). Programs and Techniques of
Early Intervention (PTEI) is a semester core subject in the Educational Psychology degree, and
comprises 5.5 credits (4.5 theoretical and 1 practical). It is taught in the second or third year of
the Educational Psychology degree at Universitat of València (East Spain).
Measures
The scales listed below were used to collect information from students on the variables
considered in the present study. A summary of the factor analyses carried out in each scale can be
seen in Table 1.
Basic psychological needs scale (17 items). This instrument was constructed to be based
on the Basic Psychological Needs Scale developed by Ilardi, Leone, Kasser, and Ryan (1993).
However, we expanded the original structure of the scale composed of three basic needs
(Autonomy, Competence and Relatedness) by adding another important need (belonging) in

accordance with previous studies (Goodenow, 1992), referring to the student’s feeling of
belonging to a group/class formed by students of the same degree course year.
A preliminary factor analysis (principal component with oblimin rotation) was

conducted on the whole scale composed of 20 items. Three items were removed in order to
clarify construct interpretation since they presented substantial loadings (.30 or grater) in more
than one factor. A second factor analysis (principal component with oblimin rotation) was
conducted on the remaining 17 items. Four factors were extracted corresponding to the four needs
considered: Autonomy (4 items, α = 0.76), Competence (4 items, α = 0.65), Relatedness (4 items,
α = 0.82) and Belonging (5 items, α = 0.86).. See the Appendix for the complete questionnaire.
Four-point Likert scales were used for each statement, ranging from 1 (I quite disagree) to 4 (I
quite agree).
Student learning approach scale (20 items). This scale was based on the revised two-
factor version of the Study Process Questionnaire (R-SPQ-2F) developed by Biggs, Kember and
Leung (2001). Following an adaptation for Spanish undergraduates, this scale was used to assess
the approaches to learning (deep and surface) used by psychology students in the sample. The R-
SPQ-2F questionnaire contains four subscales with five items each: deep motivation (DM), deep
strategy (DS), surface motivation (SM) and surface strategy (SS). In the original scale, items
ranged from 1 (never or only rarely true of me) to 5 (always or almost always true of me). In the
Spanish version, items ranged from 1 (I quite disagree) to 4 (I quite agree). To check the
adequacy of the R-SPQ-2F questionnaire factor structure for this sample (previously translated
into Spanish and adapted for this investigation), the procedure described by Burnett and Dart
(1997) was employed. This resulted in three items being retained for the DM subscale, four items
for the DS subscale, four for the SM subscale, and three for the SS subscale (see Justicia,
Pichardo, Cano, Berbén & De la Fuente, 2008, for more details about R-SPQ-2F structure
validated with Spanish samples). The internal consistencies of the four subscales were generally
acceptable (α = 0.68, α = 0.65, α = 0.83, and α = 0.61, respectively) and were similar to the
original scale except the SM scale which was higher in this case). The items used in each scale
can be seen in the Appendix I.

Avoidance strategies scale (15 items). This scale is made up of three subscales: avoiding
novelty (5 items), avoiding help seeking (5 items) and avoiding effort and challenges (5 items).
The two first avoidance strategies scales (avoiding novelty and avoiding help seeking) were
adapted for this study from those used by Turner, Meyer, Anderman, Midgley, Gheen, and Kang
(2002) for sixth grade elementary school students, whereas, the third (avoiding effort and
challenges) was constructed especially for the present study. Participants responded to the items
on a scale ranging from 1 (not at all true) to 5 (very true). A principal-components factor analysis
with oblimin rotation was conducted on the fourteen items collectively. This analysis yielded
three factors for this sample in accordance with the three avoidances considered: Avoiding
Novelty (made up of 5 items, α = 0.76), Avoiding Help Seeking (made up of 5 items, α = 0.73)
and Avoiding Effort and Challenges (made up of 5 items, α = 0.84). See the Appendix for the
complete questionnaire.
Achievement measure. The students academic achievement was measured with the
marks obtained by students in an individual test undertaken to evaluate their theoretical
knowledge of the subject matter being taught. Marks ranged from 1 (minimum) to 10
(maximum).
Procedure
The questionnaires were administered during two lectures at the end of the second semester
and collected by the authors. After providing verbal information about the research work and
once doubts were clarified, participants were requested to answer all the items in the scales. All
participating students were volunteers.
Statistical analysis
To carry out the statistical analyses, the programs SPSS (Norusis, 1999) and EQS
(Bentler, 1990, 1995) were used. The first program (SPSS) was used to test the construct validity
and internal consistency of scales, as well as the Pearson’s bivariate correlation analysis between
the variables considered. The second program (EQS) enabled us to examine the structural
relations hypothesized (maximum-likelihood method), according to the theoretical model
proposed.

Results
Structure and internal consistency of the measures
The mean, standard deviation, reliability and structure of the scales are shown in Table
1.A principal-components factor analysis with oblimin rotation was conducted on all the sets of
items for each scale used to test their construct validity. In general, the analyses confirmed the
original structure and configuration of the scales and subscales used, and the Cronbach’s  test
showed acceptable alpha reliabilities (0.61 to 0.86). As seen in Table 1, the lowest alpha values
were obtained for approaches to learning subscales (ranging from 0.61 to 0.79). However they
were similar to the original scale (see the validation scale in Biggs, Kember and Leung, 2001)
and to later studies (see Leung & Kember, 2003). It must be also taken into account that the alpha
values are affected by the number of items in a scale (Lord & Novick, 1968), and that the
subscales we are referring to are made up of three and four items. Furthermore, it ought to be
pointed out that reliability may be underestimated when a multidimensionality scale was
measured (Schmitt, 1996). A construct measure was obtained by averaging the items included in
each factor.
Table 1. Summary of the factor analysis and internal consistency of the scales (n=157).
Factors Items Mean S. D. %Variance Cronbach’s 
Students’ needs
Belonging 1 5 2.92 0.62 28,82% 0.86
Autonomy 1 4 3.31 0.53 14.57% 0.76
Relatedness 1 4 3.39 0.57 11,24% 0.82
Competence 1 4 2.95 0.56 6,83% 0.65
Total 4 17 61,47%
Approaches to learning
Surface Motivation 1 4 1.95 0.67 37,15% 0.79
Surface Strategies 1 3 2.05 0.68 9,90% 0.61

Deep Motivation 1 3 2.97 0.66 9,43% 0.68
Deep Strategies 1 4 2.29 0.65 7,38% 0.66
Total 4 14 63.88%
Avoidance strategies
Avoiding effort and challenges 1 5 2.26 0.76 31,81% 0.84
Avoiding novelty 1 5 2.33 0.75 15,34% 0.76
Avoiding help seeking 1 5 2.23 0.68 11,01% 0.73
Total 3 15 58.16%
Correlation between variables
Subsequently, Pearson’s bivariate correlations between constructs were also calculated.

In general, the correlations obtained (see Table 2) were in accordance with our expectations. On
the one hand, significant and positive correlations could be seen between most students’ need
satisfaction (competence, relatedness and belonging) and the deep approach, while significant
and negative correlations were noted between most students’ need satisfaction (competence,
relatedness and belonging) and the surface approach. However, autonomy was not associated
with approaches to learning. On the other hand, correlations between students’ needs and
avoidance strategies (avoidance of effort and challenges, avoidance of help seeking, and a
preference to avoid novelty) were in the same direction, and as before, the need of Autonomy
was not associated with any avoidance strategies. Finally, we wish to indicate that low
correlations were obtained between students’ need satisfaction and academic achievement,
whereas significant correlations were observed between approaches to learning (above all with
surface strategies; r= -.334, p<.001) and achievement, and also between some avoidance
strategies (above all with avoidance of effort and challenges; r= -.380, p<. 001) and achievement.
See Table 2 for details.

Table 2. Pearson’s bivariate correlations between constructs (n=157).
_________________________________________________________________________________________________________________________________
1.AUTON 2.COMP 3.RELAT 4.BELON 5. DM 6. DS 7.SM 8.SS 9.NOVE 10.HELP 11.EFFOR 12.ACHIEV
1. NEED AUTONOMY 1
2. NEED COMPETENCY .175(*) 1
3. NEED RELATEDNESS .214(**) .430(**) 1
4. NEED_BELONGING .057 .355(**) .343(**) 1
5. APROACH_DM .081 .259(**) .233(**) .256(**) 1
6. APROACH_DS -.033 .208(**) .135 .158(*) .256(**) 1
7. APROACH_SM .040 -.549(**) -.347(**) -.282(**) -.289(**) -.254(**) 1
8. APROACH_SS -.030 -.381(**) -.261(**) -.169(*) -.379(**) -.274(**) .691(**) 1
9. AVOID NOVELTY -.041 -.289(**) -.098 -.188(*) -.063 -.041 .448(**) .292(**) 1
10. AVOID HELP SEEKING .051 -.199(*) -.249(**) -.119 -.067 -.115 .395(**) .290(**) .201(*) 1
11. AVOID EFFORT-CHALLENGES .151 -.482(**) -.299(**) -.232(**) -.120 -.383(**) .737(**) .590(**) .328(**) .345(**) 1
12. ACHIEVEMENT .066 .243(**) .161(*) .147 .103 .281(**) -.258(**) -.334(**) -.128 -.294(**) -.380(**) 1
_________________________________________________________________________________________________________________________________________________________________________________________
** p< 0.01. * p < 0.05

Since the sample was produced from three different courses (Instructional Psychology-
IP, Psychological Basis of Special Education-PBSE and Psychological Basis of Special
Education-PBSE) belonging to two different universities, we checked whether there were
significant differences across courses on avoidance strategies, learning approaches and
psychological needs. To explore whether significant differences exist among the three university
class groups on avoidance strategies, learning approaches and psychological needs, analyses of
variance (ANOVA) were conducted. Subsequent post hoc comparisons using the Bonferroni
procedure displayed several significant differences in two avoidance strategies (avoiding novelty
and avoiding effort and challenges) between the PTEI and the PBSE groups (p=0.02, p=0.003
respectively; indicating that the PTEI students reported a more significant used these strategies
and on the three avoidance strategies between IP and PBSE (p=0.026, p=0.020, p=0.000),
respectively; this indicates that the IP students reported a more significant use of these
strategies). Significant differences were also obtained for the deep approach (DM and DS)
between the IP and PBSE groups (p=0.000, p=0.000, respectively, indicating that students from
the PBSE group reported a more significant use of deep strategies), and between the IP and PTEI
groups (p=0.000, p=0.000 respectively; indicating that students from the PBSE group reported a
more significant use of deep strategies). However, no significant differences in psychological
needs were obtained among the three groups, except for relatedness between the IP and PTEI
groups (p=0.011; indicating that students from the PTEI group had a significantly more positive
perception of satisfying this need).
Structural equation modeling
The evaluation of the Models hypothesized were tested by the EQS program (Bentler,
1995). The procedure was conducted in two steps. Firstly, by calculating the global fit indices to
check the extent to which each model reproduces the relationships that exist in the correlation
matrix of the empirical data. Secondly, by analyzing the system of relationships among the
variables considered. All models were tested with standardized coefficients obtained from the
maximum likelihood method of estimation. Since the chi-square test is sensitive to sample size,
the use of relative fit indices such as the CFI, the NNFI and the RMSA, is strongly recommended

(Bentler, 1990). Values smaller than .05 for RMSEA indicate a good fit, whereas values up to .08
indicate a poor fit (Browne & Cudeck, 1993). For NNFI and CFI, values greater than .90 indicate
a good fit (Hoyle, 1995).
The hypothesized connections predicted among student need satisfaction, approaches to

learning and student achievement were tested (Hypothesis 1). The fit indices values obtained (N=
150, 2 = 42.64; p =.005, D.F.= 22; NFI= 87; NNFI=.88; CFI = .93; GFI= .94; AGFI=
.88;RMSEA = .079) indicated that the model poorly fits the data. Regarding the relationships
between variables, as seen in Figure 2, the latent variable deep learning approach and the latent
variable surface learning approach were well accounted for by students’ basic needs (R2= .42
and R2= .50, respectively). However, the effects of approaches to learning on student
achievement were not significant (see Figure 2 for details). According to the data, hypothesis 1
was poorly supported.
Student needs (input) Approaches to learn (process) Achievement (output)
DM DS
.61* .78*
Deep learning
Autonomy approach
ns
.11 .65* (R2=.42)
.29 ns
Competency -.70*
.79* Psychol. Achievement
Needs .22 ns (R2=.16)
Relatedness .52*
.08 ns
.42* -.70* Surface learning
Belonging approach
(R2=.50)
.90* .57*
SM SS
Figure 2. Relationship among needs, approaches to learning and student achievement. Structural configuration,
standardized coefficients and fit indices are displayed (some cases were skipped because a variable was missing,
n=150 valid cases)
________________________________________________________________________________________________________
Notes: * = significant (p < .05), ns = not significant

Fit indices: Goodness-Of-Fit Statistics: Chi-Square = 42.64; D.F.= 22; p= .005

Bentler-Bonett Normed Fit Index (NFI) = .87 Bentler-Bonett Non-Normed Fit Index (NNFI) = .88; Comparative Fit Index (CFI)
= .93; Lisrel GFI Fit Index= .94; Lisrel AGFI Fit Index = .88; Root Mean-Square Residual (RMR) = .029; Root Mean-Square
Error Of Approximation (RMSEA) = .079
______________________________________________________________________________________________
Regarding the second connections predicted among, student need satisfaction, avoidance
strategies and achievement were tested (Hypothesis 2). The fit indices values obtained (N= 157,
2 = 30.02; p =.03, D.F.= 18; NFI= .86; NNFI= .90; CFI = .94; GFI= .95; AGFI= .91; RMSEA =
.066) indicated that the model tested shows a satisfactory fit to the data. Regarding the
relationships between variables, the latent variable F1 (Avoidance strategies) was well accounted
for by students’ basic needs (R2= .45). The effect of F1 (Avoidance strategies) on student
achievement is both negative and significant (R2= .13). However, achievement is not affected by
psychological needs as expected. See Figure 3 for details. According to the data, we can assert
that Hypothesis 2 was supported.
Student needs (input) Avoidance strategies (process) Achievement (output)
Autonomy
.16 ns
Competency .12 ns Achievement

.76* Psychol. (R2=.13)
Needs
Relatedness .58*
-..67* -.25*
.50*
Belonging Avoidance
strategies
(R2=.45)
.84* .56*
.36*
Help Novelty
seeking Effort and
challenges
Figure 3. Relationship among needs, avoidance strategies and student achievement. Structural configuration,
standardized coefficients and fit indices are displayed (some cases were skipped because a variable was missing,
n=157 valid cases)
_____________________________________________________________________________________________
Notes:
* = significant (p < .05), ns = not significant, # = marginally significant


Bentler-Bonett Normed Fit Index (NFI) = .86 Bentler-Bonett Non-Normed Fit Index (NNFI) = .90; Comparative Fit Index (CFI)
= .94; Lisrel GFI Fit Index= .95; Lisrel AGFI Fit Index = .91; Root Mean-Square Residual (RMR) = .038; Root Mean-Square
Error Of Approximation (RMSEA) = .066
______________________________________________________________________________
In relation to the expanded model, all the variables were tested simultaneously in a first
step considering avoidance strategies as predictors of learning approaches (Hypothesis 3), and in
a second step considering learning approaches as predictors of avoidance strategies (Hypothesis
4). The fixed indices values obtained for the connections predicted in Hypothesis 3 (N= 139, 2 =
89.57; p =.00, D.F.= 47; NFI= .83; NNFI= .88; CFI = .91; GFI= .92; AGFI= .86; RMSEA =
.078) and Hypothesis 4 (N= 139, 2 = 98.31; p =.00, D.F.= 47; NFI= .82; NNFI= .86; CFI = .89;
GFI= .90; AGFI= .84; RMSEA = .083) indicated that the models poorly fit the data.
Subsequently, and following the recommendations from the Wald and Lagrange multiplier test
for adjusting parameters, an optimized model was obtained. The fit indices values (N= 139, 2 =
62.30; p =.01, D.F.= 39; NFI= 88; NNFI= .92; CFI = .95; GFI= .94; AGFI= .87; RMSEA = .063)
indicated a good fit to the data. The structural configuration, standardized coefficients and fit
indices are displayed in Figure 4. The results revealed interesting connections between variables
that support the expected relationship hypothesized in Figure 1 to a certain extent. Student need
satisfaction (input factor) has a significant positive effect on the deep approach to learning
(R2=.31) whereas the effect on the surface approach to learning is significant but negative
(R2=.32). In turn, the surface approach to learning has a significant and positive impact on
avoidance strategies (R2=.54). Finally, achievement receives a significant and negative impact
from avoidance strategies, and a significant and positive impact from the deep approach to
learning (R2=.16). These results provide some support for Hypotheses 3 and 4.

Student needs Approaches to learn/Avoidance strategies Achievement
Input Process Output
DM DS
.61* .80*
Deep learning
approach .25*
Autonomy (R2=.31)
-.16 ns .55* ns
-.05
Competency Student
.85* Student -.68* -.06 ns Avoidance -.19* achievement
psychol. strategies (R2=.16)
Relatedness .59* Needs .74* (R2=.54)
.53* -.56* Surface learning .58* .63* .98*

Belonging approach
(R2=.32)
Help Effort and Novelty
.95* .54* seeking challenges
SM SS
Figure 4. Optimized model regarding the relationship among needs, avoidance strategies, approaches to learning and student achievement. the structural
configuration, standardized coefficients and fit indices are displayed (some cases were skipped because a variable was missing, n=139 valid cases)
________________________________________________________________________________________________________________________________________________
Notes: * = significant (p < .05), ns = not significant
Bentler-Bonett Normed Fit Index (NFI) = .88 Bentler-Bonett Non-Normed Fit Index (NNFI) = .92; Comparative Fit Index (CFI) = .95; Lisrel GFI Fit Index= .94; Lisrel AGFI Fit
Index = .87; Root Mean-Square Residual (RMR) = .031; Root Mean-Square Error Of Approximation (RMSEA) = .063
Note: covariance between avoidance variables errors and between psychological need errors were established.
_________________________________________________________________________________________________________________________________

Discussion and conclusions
The relationships among student psychological need satisfaction, students’ approaches

to learning in the classroom, their use of avoidance strategies, achievement in a sample of
undergraduate students, are discussed.
Regarding the first hypothesis, the path analyses carried out to test the hypothesized
model revealed that, in general, student basic needs considered in this study were good predictors
of both approaches (deep and surface). However, the contribution of autonomy is less clear since
it provides no significant contribution to the superordiante factor defined by the four student
needs considered. Standardized coefficients show substantial and positive associations (except
autonomy) between basic needs and the deep approach, and negative associations (except
autonomy) between basic needs and the surface approach. In general, the data from the first
model indicate that students who perceived their basic needs being more satisfied (except
autonomy) tended to adopt a deep approach, and conversely, students who perceived their basic
needs being less satisfied (except autonomy) tended to adopt a surface approach. This situation
emphasizes the importance of some instructional aspects under teacher control (teaching
methodology, task proposed, classroom layout, interaction with students, and so on) because,
according to the decisions teachers adopt toward such aspects, they showed students how much
attention they would pay on satisfying their basic needs. This will obviously have an effect on
student learning and achievement. According to the self-determination theory, when basic needs
are satisfied, they promote psychological well-being and enable students to reach optimal
academic performance. In contrast, when these needs are not satisfied, students fail to thrive
(Reis, Sheldon, Gable, Roscoe, & Ryan, 2000; Sheldon, Ryan, & Reis, 1996; Sheldon, Elliot,
Kim, & Kasser, 2001).
Regarding the second hypothesis, the path analyses carried out to test the hypothesized
model revealed that the model fits the data well. As seen in Figure 3, student need satisfaction
does not have a direct impact on student achievement, but rather the impact on achievement is
indirect, via avoidance strategies. That is, basic need satisfaction has a significant and negative
impact on avoidance strategies. In turn, avoidance strategies have a significant and negative

impact on student achievement. It seems that avoidance strategies play a mediator role between
students’ needs and achievement (Baron and Kenny, 1986). Again, the need of autonomy does
not have a significant contribution on the superordinate factor defined by the four psychological
needs as a latent variable. Previous research based on the self-determination theory have provided
considerable evidence about how psychological needs have a direct impact on well-being and
motivation, but the mechanism by which need satisfaction promotes achievement is less clear.
These results may provide valuable information for understanding the underlying processes that
explain the psychological needs-achievement relationship.
Regarding the third and forth hypothesis, the path analyses identified in the optimized
model (Figure 4) revealed that the latent variable students need satisfaction is associated with
learning approaches with the same relationship pattern that was identified in the first model
hypothesized. In turn, a deep approach to learning is positively associated with achievement,
whereas a surface approach is negatively associated with achievement via avoidance strategies.
Once more, the need of autonomy does not significantly contribute to the latent variable defined
by psychological needs. This extended model provides complementary information to the
previous model tested, about the process mechanism that connects psychological needs to
achievement. Although more research is needed, the results seem to indicate that processes
connecting psychological needs to achievement can be explained, in part, by approaches to
learning and avoidance strategies. In other words, approaches to learning and avoidance
strategies may play a mediator role between the psychological needs-achievement relationship.
We also wish to note the negative impact that the surface approach has on avoidance strategies.
These findings suggest that students who adopt a surface approach not only tend to use certain
strategies addressed to learn mechanically and repetitively, but they also tend to conduct
strategies to avoid novelty in academic work, to avoid help seeking, and also to avoid effort and
challenges which, in turn, lead to lower achievement.
Contrary to what was expected, it seems that the need of autonomy does not go in the
same direction as the remaining needs. Students with high scores on the autonomy scale are
students who perceived that his/her teacher encouraged autonomous and independent learning,
whereas students with low scores represent the student who perceives that his/her teacher

encouraged traditional learning, and that the need of autonomy was not satisfied. We found three
possible explanations for this fact. The first is that the autonomy need is ambiguous since the
degree of autonomy required by students may change according to their level of education
(primary, secondary or higher). Regarding this issue, an important question emerges which
justifies the need to create a valid scale: what is the students’ need concerning autonomy? Or,
more specifically, what degree of autonomy do undergraduate students need? Examples of items
included in the scale were: “I have been able to freely decide my own pace of learning in this
subject” “the teacher has allowed students to work independently and autonomously”, may be
interpreted as the teacher providing students with assignments, and who then misunderstand their
learning, when the idea to express the items should be that, although the teacher actually
encourages students to work independently, students will still be guided and orientated by their
teacher. Therefore, it would be more appropriate when writing items to specify and emphasize
clearly when referring to independent work assignments that are teacher-guided. The second
explanation is that, contrary to the other needs (competence, relatedness and belonging) that are
always perceived positively, autonomy can be assessed by students as either a positive or
negative element for their learning process, according to their personal variables such as learning
or thinking style. Based on his theory of “mental self-government”, Sternberg (1997) introduced
the concept of thinking style. Thinking style refers to what a person prefers to do, and how they
like to do it. For example, according to Sternberg (1997), executive people like to be told what
they should do or how they should do it. They prefer to work on tasks with clear instructions and
structures. Conversely, legislative people like doing things in their own way. They prefer to work
on tasks that require creative strategies. Regarding this issue, two important questions emerge,
what are the predominant students’ thinking style in Spanish universities? (traditional teaching
methodology, related to executive style, could be preferred by certain undergraduate Spanish
students according to García-Ros, Pérez-González, & Talaya, 2008), and how are they related to
learning approaches? According to Sternberg’s theory (1997), individuals should be more
comfortable and effective when their predominant thinking styles fit well with what the context
demands, and in this case, with the way that that course is conducted and organized or, in other
words, with the teaching style(s) used by the teacher (Doménech-Betoret, 2007). Therefore from
this perspective, autonomy could act as a stimulus to activate intrinsic interest, and involvement
with the subject to be learned, or the exact opposite. The third regards the cognitive evaluation

theory CET). The CET was presented by Deci and Ryan (1985) as a subtheory within the Self-
Determination theory. CET specifies that feelings of competence will not enhance intrinsic
motivation (related to a deep approach) unless accompanied by a sense of autonomy (Ryan &
Deci, 2000). Alternatively it could also possible that the feeling of autonomy will not enhance
intrinsic motivation (related to a deep approach) unless accompanied by a sense of competency.
Covington (1992) asserted that search for self-acceptance is the highest human priority and that
“in schools, self-acceptance comes to depend on one’s ability to achieve competitively” (p.74).
These considerations may suggest that perhaps the feeling of autonomy is not enough to make
students adopt a deep learning approach where intrinsic motivation is involved. Rather, it may be
as a result of the interaction between autonomy and another individual variable such as
competence (or self-efficacy) or thinking style.
In sum, this study highlights the importance of supporting students’ needs in the
classroom, which are linked to intrinsic motivation (Deci, 1971). In general terms, we have
proved that basic needs satisfaction, when satisfied, encourage the use of the deep approach to
learning and, in turn, the decrease of students’ avoidance strategies. In contrast, when these needs
are not satisfied, the use of the surface approach to learning is encouraged, consequently, leads to
an increase in students’ avoidance strategies and achievement.
The higher education learning environment is characterized by an overloaded curriculum

where pressure to achieve may also prevent students from being interested in the subject matter.
This may lead many students to adopt short-term learning strategies (Newble & Hejka, 1991)
which are more in accordance with both the strategic approach (Entwistle & Waterson, 1988) and
the surface approach. Based on the empirical evidence provided by this study, this disadvantage
could be ameliorated or mitigated by teachers’ support of students’ basic needs, especially
competence since it is the variable with a higher contribution to the superordinate factor that it
belongs to.
The results obtained have also practical implications for teaching. If teachers wish their
students to engage in their learning tasks in ways that enhance meaning and understanding, then
it could be beneficial to create learning environments that support student basic psychological

needs. In other words, teachers are in a position to facilitate students meaningful learning,
creating a learning environment which students perceive as being supportive by offering a helpful
and friendly relationship, treating students with respect, presenting opportunities for taking
increasing students responsibility for their own learning, and of creating a “group feeling” within
the classroom. The provision of a classroom learning environment reflecting these conditions
would not only facilitate the adoption of deep approaches to learning, but would furthermore
ameliorate the use of students’ avoidance strategies.
Limitations
Several limitations should be taken into account. The first of these refers to the use of
self-reported data for all constructs. Experts recommend that this kind of measure should be
combined with other more qualitative or observational measures. The second major limitation is
related to the generalizing of these findings. The present research work was carried out in certain
educational settings with specific higher education subjects. Further replication studies are
therefore needed in other subject domains and at other levels of educational, whose aims are to
find regularities in similar educational contexts (the same knowledge area and the same level of
education). We must, therefore, be cautious about generalizing these findings to other educational
settings. Thirdly, a temporal sequence between these variables is required in order to establish a
rigorous cause-effect relationship. Longitudinal studies are thus necessary. In addition to the deep
and surface approaches, the strategic approach (Entwistle & Waterson, 1988) should be included
as it is the best predictor of academic performance in higher education (Diseth & Martinsen,
2003; Newble & Hejka, 1991), and may, perhaps, also be more closely related to avoidance
strategies.
Further Research
Despite these limitations, the present study extends past findings into the relationships of
students’ basic Psychological Needs, Approaches of Learning, Avoidance Strategies and
Achievement, although additional research is needed which uses both quantitative and qualitative
methodologies. It would be beneficial for future research to introduce additional students’ needs

which have not been considered in this study, for example, the need for cognition (Cacioppo &
Petty, 1982) and the need of control over learning (Eshel & Kohavi, 2003). Moreover, it would
be advisable to reproduce the items to construct a new scale which covers the need of autonomy,
which emphasizes that the work referred to is of an independent nature but is also teacher-guided.
It might also be interesting if future research took into account other mediator constructs related
to student motivation, such as mastery and performance goal structure (Roeser, Midley, & Urban,
1996) or disorganization, persistence and effort which may have an effect on academic
performance (Phan, 2009). The Models should be completed by adding procedural outcomes (not
only declarative) such as endogenous or criterial variables. Finally, most research on basic needs
in the field of education was carried out in the laboratory whereas experimental research in the
classroom on subject-matter domains are scarce. For this reason, more research is needed to
know whether the role played by autonomy is similar across different contexts and also in
different stages of the life span.
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Appendix I
_____________________________________________________________________________________________
Basic student needs scale (4 scales, 17 items)
Write the corresponding number you believe is more appropriate in front of each item:
4. I quite agree 3. I agree more than I disagree 2. I disagree more than I agree 1. I quite disagree
a) Autonomy ( = 0.76).
...... 1. I have been able to freely decide my own pace of learning in this subject.
...... 2. I have been able to freely choose the tasks to be done while learning this subject.
...... 3. The teacher has allowed the students to work independently.
...... 4. I felt I was capable of deciding about how to learn and work this subject.
b) Competence ( = 0.65).
...... 1. I felt I was capable while learning this subject.
...... 2. I have had the chance to show my capacities during the learning followed in this subject.
...... 3. I have felt competent enough to meet the challenges and tasks posed in learning this subject.
...... 4. I have been able to learn new and interesting skills in this subject.
c) Relatedness ( = 0.82).
...... 1. The teacher made me feel confident enough so I could ask anything freely.
...... 2. The teacher has been friendly and cordial with me.
...... 3. I felt that the teacher was friendly and willing to help.
...... 4. The teacher has been very understanding (puts his/herself in other people’s place) about students’ problems.
d) Belonging ( = 0.86).
...... 1. There is a strong feeling of friendship in this group/class.
...... 2. I have felt at ease in this group/class.
...... 3. Being in this group/class feels like belonging to a large family.
...... 4. I get the feeling that we form a large team in this subject.
...... 5. I will remember my classmates from this group/class affectionately in the future.
Student learning approach scale (4 scales, 14 items)
a) Deep motivation scale (DM) (3 items)

….. 5. I believe that any theme of this subject matter may be interesting if you give it your full attention…..
…... 9. I have found out that, in general, the themes of this subject matter may prove as interesting as a good book.
….. 1. Studying and working on the contents of this subject matter have provided me a feeling of satisfaction.
b) Deep strategy scale (DS) (4 items)

….. 2. I have discovered that if I am to feel satisfied with this subject matter, I had to work very hard on a given
theme to be able to draw my own conclusions.
….. 18. I used to ask the teacher about certain aspects of the content matter to be able to fully understand it.

….. 14. I have used part of my time searching for more information about interesting subjects that had been covered
in class.
….. 6. I have spent a lot of time going deep into and extending on the teacher’s notes.
c) Surface motivation scale (SM) (4 items)

….. 12. In general, I have limited my work to what was expected of me in this subject matter because I believed that
it was not necessary to make any extra effort.
….. 4. I have tried to not do more than was expected of me, nor to make any extra effort than what was strictly
necessary for this subject matter.
….. 3. My objective in this subject matter has been to get the highest mark with the minimum effort.
….. 17. My main objective has been to pass this subject matter, and I wasn’t bothered if I learnt more or not.
d) Surface strategy scale (SS) (3 items)

….. 8. When studying this subject matter, I tried to memorize the content matter, although I did not fully understand
it at times.
….. 11. I have found out that the best way to get the highest mark in the exam(s) of this subject matter is through
memorization.
….. 20. I have tried memorizing the answers to the questions which might be included in the exam.
Avoidance strategies scale (3 scales, 15 items)
Write the corresponding number you believe is more appropriate in front of each item:
5. Completely true 4. Quite true 3. Undecided 2. Quite false 1. Completely false
a) Avoid novelty ( = 0.76).

...... 1. Of the optional tasks proposed in this subject, I tended to do those tasks that I knew I could do without many
problems, and avoided choosing the more complex tasks.
...... 2. In this subject, I prefer to do tasks that are familiar to me before attempting new ones which I still have to
learn how to do.
...... 3. In this subject, I prefer to work on those concepts that are familiar to me than on those I still do not know.
...... 4. I would not like to have to learn many new concepts in this subject.
...... 5. I prefer the tasks that are familiar to me to those that include new procedures and concepts.
b) Avoid help seeking ( = 0.73).

...... 1. If there is something I do not understand in this subject, I tend to solve it myself instead of seeking help .
...... 2. In this subject, I do not ask questions in class even though I do not understand what is being taught or
explained.
...... 3. When I do not understand the tasks or activities that the teacher proposes in this subject, I do them as I feel is
right instead of seeking help.
...... 4. Even if the tasks in this subject are too difficult to do them by myself, I do not usually ask for help.
...... 5. If the tasks that the teacher proposes in this subject are too hard for me to do, I simply opt not to do them, or
copy them, instead of asking for help.
c) Avoid effort and challenges ( = 0.84).

...... 1. My priority in this subject has been achieved by making the minimum effort.

...... 2. I have opted to do those tasks that were easier for me in this subject, and I have avoided doing difficult
challenges.
...... 3. I have chosen to do those activities and tasks in this subject which I could do with the least effort.
...... 4. I have not wanted to take on difficult challenges and tasks in this subject.
...... 5. I have done only done what was expected of me in this subject.
_____________________________________________________________________________________________

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1

The Relationship among Student Psychological

Fernando Doménech Betoret1, Amparo Gómez Artiga2

© Education & Psychology I+D+i and Editorial EOS (Spain)

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Keywords. Psychological needs, approaches to learning, avoidance strategies, student

Received: 03/07/11 Initial acceptance: 03/15/11 Final acceptance: 07/07/11

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Keywords. Necesidades psicológicas, enfoques de aprendizaje, estrategias de evitación,

Recibido: 07/03/11 Aceptación inicial: 15/03/11 Aceptación final: 07/07/11

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Student Psychological need satisfaction

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Psychological Needs, Approaches to Learning and Avoidance Behaviors

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Student needs Avoidance and approaches to learn Achievement

Input Process Output

Figure 1. Structure of the general model hipothesized

Based on the model configuration, we predict (Hypothesis 1) that student psychological

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

We also predict (Hypothesis 2) that student psychological need satisfaction will be

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Participants and student grouping

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

A preliminary factor analysis (principal component with oblimin rotation) was

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Structure and internal consistency of the measures

Factors Items Mean S. D. %Variance Cronbach’s 

Belonging 1 5 2.92 0.62 28,82% 0.86

Autonomy 1 4 3.31 0.53 14.57% 0.76

Relatedness 1 4 3.39 0.57 11,24% 0.82

Competence 1 4 2.95 0.56 6,83% 0.65

Surface Motivation 1 4 1.95 0.67 37,15% 0.79

Surface Strategies 1 3 2.05 0.68 9,90% 0.61

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

Deep Motivation 1 3 2.97 0.66 9,43% 0.68

Deep Strategies 1 4 2.29 0.65 7,38% 0.66

Avoiding effort and challenges 1 5 2.26 0.76 31,81% 0.84

Avoiding novelty 1 5 2.33 0.75 15,34% 0.76

Avoiding help seeking 1 5 2.23 0.68 11,01% 0.73

Correlation between variables

Subsequently, Pearson’s bivariate correlations between constructs were also calculated.

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Table 2. Pearson’s bivariate correlations between constructs (n=157).

2. NEED COMPETENCY .175(*) 1

3. NEED RELATEDNESS .214(**) .430(**) 1

4. NEED_BELONGING .057 .355(**) .343(**) 1

5. APROACH_DM .081 .259(**) .233(**) .256(**) 1

6. APROACH_DS -.033 .208(**) .135 .158(*) .256(**) 1

7. APROACH_SM .040 -.549(**) -.347(**) -.282(**) -.289(**) -.254(**) 1

8. APROACH_SS -.030 -.381(**) -.261(**) -.169(*) -.379(**) -.274(**) .691(**) 1

** p< 0.01. * p < 0.05

Electronic Journal of Research in Educational Psychology, 9 (2), ISSN:1696-2095. 200

Structural equation modeling

Electronic Journal of Research in Educational Psychology,9 (2). ISSN:1696-2095. 200

3. NEED RELATEDNESS .214() .430() 1

4. NEED_BELONGING .057 .355() .343() 1

5. APROACH_DM .081 .259() .233() .256(**) 1

7. APROACH_SM .040 -.549() -.347() -.282() -.289() -.254(**) 1

8. APROACH_SS -.030 -.381() -.261() -.169(*) -.379() -.274() .691(**) 1