Psychological Needs, Social Support, and Academic Pressure in Student Well-Being

Ijesi Feronica; Veolita Jasmine

doi:10.5281/zenodo.20804634

Authors

Ijesi Feronica Psychology Professional Education Study Program, Faculty of Psychology, Universitas Indonesia, Depok City, West Java 16424, Indonesia.
Veolita Jasmine Psychology Professional Education Study Program, Faculty of Psychology, Universitas Indonesia, Depok City, West Java 16424, Indonesia.

DOI:

https://doi.org/10.5281/zenodo.20804634

Keywords:

Student well-being, Basic psychological needs, Teacher autonomy support, Peer support, Academic pressure

Abstract

Purpose - This study investigates how Teacher Autonomy Support, Peer Support, and Academic Pressure influence Student Well-Being among Indonesian lower secondary students. It also examines the mediating role of Basic Psychological Need Satisfaction. Grounded in Self-Determination Theory (SDT), the research views the fulfillment of students' needs for autonomy, competence, and relatedness as a crucial psychological mechanism that translates contextual factors into well-being outcomes in educational settings.

Design/methodology/approach - A quantitative, cross-sectional survey used a self-administered structured questionnaire. Data were collected from 357 students attending public and private schools and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0. The model examined both direct and indirect relationships among five latent constructs: three contextual factors, basic psychological need satisfaction, and student well-being. Multigroup analysis was also conducted to test differences across gender, school type, and age groups.

Findings - Results show that Teacher Autonomy Support and Peer Support positively affect Student Well-Being, both directly and indirectly through Basic Psychological Need Satisfaction. Conversely, Academic Pressure negatively affects well-being via the same mediator. Basic Psychological Need Satisfaction emerged as the strongest predictor of Student Well-Being, underscoring its critical role in fostering positive school experiences. Multigroup analysis revealed that Peer Support has a stronger impact on need satisfaction for girls, Teacher Autonomy Support is more significant in public schools, and the link between need satisfaction and well-being is stronger among older adolescents.

Originality/value - This study integrates source-specific relatedness within the SDT framework, distinguishing between relationships with teachers and peers to provide a more nuanced understanding of how social support shapes student well-being. The findings advance educational psychology theory by demonstrating how psychological need satisfaction mediates the effects of both supportive and stressful school factors. They also offer practical strategies for developing supportive school environments that reduce academic pressure and promote positive teacher-student and peer relationships, particularly in the Indonesian educational context.

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Author Biographies

Ijesi Feronica, Psychology Professional Education Study Program, Faculty of Psychology, Universitas Indonesia, Depok City, West Java 16424, Indonesia.

Ijesi Feronica is a student in the Psychology Professional Education Study Program at the Faculty of Psychology, Universitas Indonesia. Her research interests center on educational psychology, student well-being, motivation, and adolescent development.
Veolita Jasmine, Psychology Professional Education Study Program, Faculty of Psychology, Universitas Indonesia, Depok City, West Java 16424, Indonesia.

Veolita Jasmine is a student in the Psychology Professional Education Study Program at the Faculty of Psychology, Universitas Indonesia. Her academic interests include developmental and clinical psychology, with a particular emphasis on how social support systems and academic pressures influence the psychological health of young people in the Indonesian context.

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