Supporting the well-being of student veterans and service members: Contextual factors and self-determination

dc.contributor.advisor Lisa M Larson
dc.contributor.author Seipel, Matthew
dc.contributor.department Psychology
dc.date 2020-09-23T19:13:04.000
dc.date.accessioned 2021-02-25T21:36:28Z
dc.date.available 2021-02-25T21:36:28Z
dc.date.copyright Sat Aug 01 00:00:00 UTC 2020
dc.date.embargo 2020-09-10
dc.date.issued 2020-01-01
dc.description.abstract <p>The present study investigated the well-being of student veterans and service members (SVSMs), a rapidly-growing subpopulation of college students in the U.S. with unique needs and lived experiences, through the lens of Self-Determination Theory (SDT). SDT posits that contextual factors relate to well-being via perceived satisfaction of three basic psychological needs (i.e., competence, autonomy, and relatedness) and the facilitation of intrinsic motivation. A path model tested these SDT-stipulated relations in a sample of 182 SVSMs from the three Regent universities in Iowa, incorporating four SVSM-specific contextual factors (i.e., Office of veterans and military services (OVMS) support, veteran-friendly campus perception, veteran identity centrality, and positive regard for veteran identity). The model yielded a good fit; however, not all of the hypothesized relations were significant. Veteran-friendly campus perception and positive regard for veteran identity emerged as robust direct predictors of psychological need satisfaction and indirect predictors of well-being (i.e., globally and specific to the academic domain). OVMS support had a significant relationship only with perceived relatedness, and veteran identity centrality did not have significant direct or indirect relations with any of the psychological needs or well-being. Perceived competence was a robust mediator of multiple relations between contextual factors and well-being, and perceived relatedness also mediated some of the relations between contextual factors and well-being. The predictive utility of volitional autonomy and academic intrinsic motivation was not supported in the present study. Conclusions, implications, and future directions for research are discussed.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/18225/
dc.identifier.articleid 9232
dc.identifier.contextkey 19236816
dc.identifier.doi https://doi.org/10.31274/etd-20200902-144
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/18225
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/94377
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/18225/Seipel_iastate_0097E_17900.pdf|||Fri Jan 14 21:38:50 UTC 2022
dc.subject.keywords Military students
dc.subject.keywords Psychological needs
dc.subject.keywords Self-determination theory
dc.subject.keywords Student veterans
dc.subject.keywords Veteran-friendly campus
dc.subject.keywords Well-being
dc.title Supporting the well-being of student veterans and service members: Contextual factors and self-determination
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication 796236b3-85a0-4cde-b154-31da9e94ed42
thesis.degree.discipline Psychology (Counseling Psychology)
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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