Abstract
The fulfillment of basic psychological needs (competency, autonomy, relatedness) enhances intrinsic motivation, school engagement, and academic achievement. Establishing profiles of psychological needs satisfaction using a person-centered approach may help in identifying students at-risk of low academic success. This study investigated how students vary in their basic psychological needs satisfaction and their associated sociodemographic and school-related factors. Using a latent class analysis approach, five profiles of students were identified at the end of elementary school (n = 1,362). A multinomial regression analysis revealed that academic achievement and the quality of relationship with peers and teachers distinguished most profiles of basic psychological needs satisfaction. In particular, having conflict with teachers increased the likelihood of belonging to profiles with low psychological needs satisfaction. Closeness with the teacher and friendship decreased the likelihood of having average to low levels of psychological needs satisfaction. Students with higher grades in French and Math were less likely to belong to profiles with low competency, autonomy, and/or relatedness satisfaction. Sociodemographic factors, having negative relationship and joint negative behaviors with peers did not distinguish profiles of basic psychological needs satisfaction.
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