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Guided by self-determination theory, an unsupportive or controlling environment can reduce basic psychological need satisfaction and harm motivation and well-being. This study compared perceptions of need satisfaction and need frustration in learning environments among undergraduate students (N=712), using one-way MANCOVA with gender as a covariate.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Non-Racialized Undergraduate  \nStudents  \nRylee Oram  \nUniversity of Ottawa  \nRebecca Sullivan University of Ottawa  \nMaria Rogers Carleton University  \nAbstract  \nResearch has demonstrated that racialized students experience additional stressors during post-secondary education compared to their white counterparts. These barriers can include added institutional barriers, lower representation among faculty, additional stress associated with cultural differences and stigmatization, discrimination, and racism. According to self-determination theory, students who experience an unsupportive or controlling environment are more likely to have lower basic psychological need satisfaction, lower academic motivation, and lower well-being. The current study aimed to examine whether white and racialized students would differ in their perceptions of need satisfaction and need frustration in their learning environment. Participants were undergraduate students (N = 712) from a large Canadian university. A one-way MANCOVA was performed comparing racialized and white students on basic psychological need satisfaction and frustration with gender as a covariate. Results suggested that racialized students perceived lower autonomy satisfaction, lower competence satisfaction, and higher relatedness frustration in their learning environment. These findings present important implications for higher education institutions. Institutions should recognize the diverse needs of their student population and ensure that learning environments are supportive of these needs, as they can have significant detrimental impacts on the overall well-being and academic success of these students.  \nKeywords: racialized students, self-determination theory, undergraduate mental health  \nRésumé  \nLa recherche a démontré que les étudiants racisés subissaient des facteurs de stress supplémentaires au cours de leurs études postsecondaires par rapport à leurs homologues blancs. Ces obstacles peuvent inclure des entraves institutionnelles supplémentaires, une représentation plus faible au sein du corps professoral, un stress supplémentaire associé aux différences culturelles et à la stigmatisation, la discrimination et le racisme. Selon la théorie de l’autodétermination, les étudiants qui font l’expérience d’unenvironnement peu favorable ou contrôlant sont plus susceptibles d’avoir une satisfaction moindre de leurs besoins psychologiques fondamentaux, une motivation moindre dans leurs études et un bien-être moindre. La présente étude visait à déterminersi les étudiants blancs et racisés différaient dans leur perception de la satisfaction et de la non-satisfaction de leurs besoins dans leurenvironnement d’apprentissage. Les participants étaient des étudiants de premier cycle (N = 712) d’une grande université canadienne. Une MANCOVA à sens unique a été réalisée pour comparer les étudiants blancs et racisés quant à la satisfaction et à la non-satisfaction de leurs besoins psychologiques de base, avec le sexe comme covariable. Les résultats suggèrent que les étudiants racisés perçoivent une plus faible satisfaction en matière d’autonomie et de compétence et une plus grande non-satisfaction en ce qui concerne les relations dans leurenvironnement d’apprentissage. Ces résultats présentent des implications importantes pour les établissements d’enseignement supérieur. Les établissements devraient reconnaître les divers besoins de leur population étudiante et s’assurer que les environnements d’apprentissage répondent à ces besoins, car il peut y avoir des effets néfastes importants sur le bien-être général et la réussite scolaire de ces étudiants.  \nMots-clés: étudiants racisés, théorie de l’autodétermination, santé mentale des étudiants de premier cycle  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 53:1 (2023)   \nIntroduction  \nRecent research has suggested","cbCaintlADC0XhZy","https://ap.wps.com/l/cbCaintlADC0XhZy","pdf",240650,16,"English","# Introduction\n## Racialized Students and Higher Education","[{\"question\":\"What was the study’s main research purpose?\",\"answer\":\"To test whether white and racialized undergraduate students differ in their perceptions of need satisfaction and need frustration in the learning environment.\"},{\"question\":\"How many participants were included in the study?\",\"answer\":\"The study included undergraduate participants (N=712) from a large Canadian university.\"},{\"question\":\"What key differences did the results show for racialized students?\",\"answer\":\"Racialized students reported lower autonomy and competence satisfaction and higher relatedness frustration in their learning environment.\"}]","A Comparison of the Perceptions of Need Satisfaction and Need Frustration Between Racialized and Non-Racialized Undergraduate Students - Academic Research Study | PDF",1792084223]