Student-Centred Teaching and Basic Psychological Need Satisfaction in Higher Education: Longitudinal Evidence From Flipped and Lecture-Based Engineering Mathematics Courses

Student-centred teaching methods, such as flipped learning, have been found to enhance learning outcomes in higher education (HE); however, their impact on factors that influence student learning and well-being has been less researched. In addition to facing various challenges during their first study year, first-year students’ preparedness for student-centred and active learning methods can be low at the start of HE, requiring research to look beyond short time-span changes and cross-sectional associations. To address these gaps, this study examined the development of engineering HE students’ ( n  = 367) satisfaction of basic psychological needs – autonomy (RQ1), competence (RQ2) and relatedness (RQ3) – over time in two parallel sets of four engineering mathematics courses implemented with two student-centred pedagogical models: a lecture-based model (control; n  = 192) and a flipped learning model (intervention; n  = 175). Using five measurement points across the academic year 2019 to 2020, we analysed longitudinal change in students’ need satisfaction with two-level growth models. The results showed a decline in autonomy satisfaction in the lecture-based group, while the flipped model mitigated this decline (interaction between measurement point and teaching model: β = 0.042, p  = .008). Regarding competence satisfaction, the lecture-based group declined more steeply than the flipped model (β = 0.055, p  = .002). Relatedness satisfaction increased over time in both groups, although this growth decelerated over time (Time: β = 0.127, p  < .001). When pandemic restrictions began, declines in autonomy and competence satisfaction were more pronounced in the lecture-based group. Differences between genders (autonomy and competence) and high versus low achievers (competence) were observed. The results imply that, in first-year, high-enrolment, or otherwise demanding HE courses, student-centred course design can provide benefits by supporting students’ autonomy and competence through clear structure, guided preparation, active participation and timely feedback, even during disruptions to normal teaching formats.