Abstract
PurposeThis study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.Design/methodology/approachReal-life coaching (N1 = 110) and training (N2 = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.FindingsThe results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.Research limitations/implicationsThe research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.Practical implicationsThe results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.Originality/valueSupporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.
Highlights
Real-life coaching (N1 5 110) and training (N2 5 176) processes with students as clients were examined, measuring the students’ needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training
Results study 1 In support of Hypothesis 1 (H1), the autonomy need should influence the autonomy need fulfilment and, the satisfaction and goal attainment, while there should be no direct effect from need to satisfaction or goal attainment (Figure 1)
The autonomy need fulfilment via coaching positively influenced coaching satisfaction levels, β 5 0.42, SE 5 0.08, t(108) 5 5.39, p < 0.001, which subsequently led to higher goal attainment, β 5 0.44, SE 5 0.12, t(107) 5 3.69, p < 0.001 [3]
Summary
Real-life coaching (N1 5 110) and training (N2 5 176) processes with students as clients were examined, measuring the students’ needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training. The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training. Future research is needed to further compare other personal development tools, such as mentoring or consulting. The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students’ needs. Coaches should be autonomy-supportive, while trainers should be competence-supportive. Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. The personal development tool used should reflect students’ needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training
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