How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile
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2019
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Purpose: This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration
of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.
Methods: A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935
undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience
Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process
Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year
of study, and type of university.
Results: Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate
workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted
passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively
predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface
study strategies, while obsessive passion positively predicted both deep and surface study strategies.
Conclusion: Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs,
which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies.
Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for
studying, both in classroom and chair-side teaching.