Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities

Abstract

Students with disabilities often face greater challenges flourishing in postsecondary academic settings and achieving academic goals than their peers. Over an academic semester, 234 university students with registered disabilities (75.60% female, Mage = 22.30) were recruited to participate in a three-wave, longitudinal study. The present research utilized a Self-Determination Theory framework to examine how perceiving autonomy support (i.e., listening, providing choices and options) from close others related to psychological need satisfaction (i.e., feelings of autonomy, competence, and relatedness), progress on academic goals, and subjective well-being. Specifically, the results suggest that autonomy support was significantly related to psychological need satisfaction, goal progress, and subjective well-being. Results also suggest the relation of autonomy support to subjective well-being was mediated by psychological need satisfaction and goal progress. The findings have broader implications regarding the academic success and well-being of students with disabilities and aid in understanding how close others can provide meaningful support despite the difficulties encountered. Practical ramifications and directions for future research are discussed.