Abstract：
Prior research has shown that students face various stressors which can affect their psychological health. The present study examines the role of students\' psychological need states in explaining their burnout and dropout intentions. More precisely, relying on recent findings from Self-Determination Theory research, we examined whether students\' psychological need unfulfilment could contribute to explain their ill-being over and above need satisfaction and frustration. To this end, we also tested the validity of a tripartite instrument allowing to assess these need states in academic settings (Psychological Need States in Education-Scale [PNSE-S]). A study was conducted among two samples of high school (N = 473; Sample 1) and college (N = 1143; Sample 2) students. Results supported the construct validity of the 35-item PNSE-S in both samples by showing that students\' relatedness, autonomy, and competence unfulfilment can be modelled as distinct need states alongside the frustration and satisfaction of those three needs. Moreover, these different need states displayed a well-differentiated pattern of associations with various facets of student burnout and with dropout intentions. Results also showed the critical role of psychological need unfulfilment in explaining students\' ill-being.
摘要：
先前的研究表明，学生面临各种压力源，这些压力源可能会影响他们的心理健康。本研究考察了学生的心理需求状态在解释他们的倦怠和辍学意图中的作用。更确切地说,依靠自决理论研究的最新发现，我们研究了学生的心理需求不足是否有助于解释他们的不适，而不是需要满足和沮丧。为此,我们还测试了三方工具的有效性,该工具可以评估学术环境中的这些需求状态(教育中的心理需求状态量表[PNSE-S]).在高中（N=473;样本1）和大学（N=1143;样本2）学生的两个样本中进行了研究。结果支持35项PNSE-S在两个样本中的结构效度，表明学生的相关性，自主性,能力不足可以被建模为不同的需求状态以及这三个需求的沮丧和满足。此外，这些不同的需求状态显示出与学生倦怠和辍学意图的各个方面有很好区别的关联模式。结果还显示了心理需求不足在解释学生的疾病中的关键作用。
