Autonomy support in higher education: a key strategy for the well-being of university students

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In this scenario, the Self-Determination Theory (SDT) highlights the important role of autonomy support as it generates positive effects on students' motivation and well-being. Methods The present study tests the predictive capacity of the teacher’s interpersonal style of autonomy support in a higher education institution, in relation to the satisfaction of basic psychological needs, autonomous motivation and depressive symptoms. A sample composed of 356 Spanish university students of which 237 were male (66.57%) from different grades and courses, aged between 17 and 57 years (M = 20.83; SD = 3.44), from middle socioeconomic strata, was used, and selected through purposive sampling. Results After the analysis of structural equations, the results showed that the teacher’s interpersonal style of autonomy support positively predicted: the satisfaction of basic psychological needs, and autonomous motivation; but negatively depressive symptoms. Conclusions The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support in higher education as a protective factor for well-being and mental health. These findings highlight the importance of motivational strategies that higher education teachers must implement to promote student motivation and well-being. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/13-839/v2", "name": "Autonomy support in higher education: a key strategy for the well-being..." } } ] } Home Browse Autonomy support in higher education: a key strategy for the well-being... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article PINEDA D, LOZANO-JIMENEZ JE and Moreno-Murcia JA. Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.12688/f1000research.144803.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Revised Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] DAVID PINEDA https://orcid.org/0000-0001-5710-1636 1 , JOSE EDUARDO LOZANO-JIMENEZ https://orcid.org/0000-0002-7596-3640 2 , Juan Antonio Moreno-Murcia https://orcid.org/0000-0002-6912-4859 3 DAVID PINEDA https://orcid.org/0000-0001-5710-1636 1 , JOSE EDUARDO LOZANO-JIMENEZ https://orcid.org/0000-0002-7596-3640 2 , Juan Antonio Moreno-Murcia https://orcid.org/0000-0002-6912-4859 3 PUBLISHED 18 Aug 2025 Author details Author details 1 Universidad Miguel Hernandez de Elche, Elche, Valencian Community, 03202, Spain 2 Corporacion Universitaria de la Costa, Barranquilla, Atlantico, 080002, Colombia 3 Universidad Miguel Hernandez de Elche, Elche, Valencian Community, 03202, Spain DAVID PINEDA Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Resources, Software, Visualization, Writing – Original Draft Preparation JOSE EDUARDO LOZANO-JIMENEZ Roles: Conceptualization, Funding Acquisition, Resources, Writing – Original Draft Preparation, Writing – Review & Editing Juan Antonio Moreno-Murcia Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Project Administration, Resources, Supervision, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Introduction Amid changing social dynamics, the world of higher education faces, among other challenges, the growing impact on the mental health of students. In this scenario, the Self-Determination Theory (SDT) highlights the important role of autonomy support as it generates positive effects on students' motivation and well-being. Methods The present study tests the predictive capacity of the teacher’s interpersonal style of autonomy support in a higher education institution, in relation to the satisfaction of basic psychological needs, autonomous motivation and depressive symptoms. A sample composed of 356 Spanish university students of which 237 were male (66.57%) from different grades and courses, aged between 17 and 57 years ( M = 20.83; SD = 3.44), from middle socioeconomic strata, was used, and selected through purposive sampling. Results After the analysis of structural equations, the results showed that the teacher’s interpersonal style of autonomy support positively predicted: the satisfaction of basic psychological needs, and autonomous motivation; but negatively depressive symptoms. Conclusions The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support in higher education as a protective factor for well-being and mental health. These findings highlight the importance of motivational strategies that higher education teachers must implement to promote student motivation and well-being. READ ALL READ LESS Keywords motivation; cohesion; University students; teaching style; autonomy support Corresponding Author(s) JOSE EDUARDO LOZANO-JIMENEZ ( [email protected] ) Close Corresponding author: JOSE EDUARDO LOZANO-JIMENEZ Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 PINEDA D et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: PINEDA D, LOZANO-JIMENEZ JE and Moreno-Murcia JA. Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.12688/f1000research.144803.2 ) First published: 26 Jul 2024, 13 :839 ( https://doi.org/10.12688/f1000research.144803.1 ) Latest published: 18 Aug 2025, 13 :839 ( https://doi.org/10.12688/f1000research.144803.2 ) Revised Amendments from Version 1 In this new version, you will find three new features: 1. Greater precision regarding why university students are considered an at-risk population in terms of mental health. 2. More information regarding the model that proposes the predictive capacity of teacher interpersonal style with respect to depressive symptoms in university students, mediated by BPN satisfaction and autonomous motivation, as calculations regarding indirect effects have been included in the analysis. 3. An adjustment to the wording of some excerpts from the document. In this new version, you will find three new features: 1. Greater precision regarding why university students are considered an at-risk population in terms of mental health. 2. More information regarding the model that proposes the predictive capacity of teacher interpersonal style with respect to depressive symptoms in university students, mediated by BPN satisfaction and autonomous motivation, as calculations regarding indirect effects have been included in the analysis. 3. An adjustment to the wording of some excerpts from the document. See the authors' detailed response to the review by Ana Velasquez READ REVIEWER RESPONSES Introduction Higher education institutions face complex challenges in achieving quality and recognition ( Al Abduwani, 2017 ; Kuoppakangas et al ., 2019 ; Tikhonova & Raitskaya, 2018 ). In addition to the challenge of being recognized as centers for the generation of knowledge, innovation and technology, they have an emerging challenge: training professionals with positive psychological capacities ( Siu et al ., 2014 ), capable of advancing and concluding their training in a timely manner ( Gutiérrez et al . , 2019 ) and with this, to respond to the productive sector, which requires competent professionals with high adaptive and coping capacities in changing and challenging environments ( Moreno & Morales, 2017 ). These expectations find on university campuses a complex and increasingly frequent reality regarding mental health problems ( Levine et al ., 2022 ). University students are considered the future of society and their well-being and mental health are a central aspect of their training ( Wang et al ., 2021 ), especially since they are a high-risk population ( Chen & Lucock, 2022 ). Entering the university marks the beginning of a new step in the lives of young people ( Teixeira et al ., 2022 ). The transition from secondary education to university implies academic, family and personal challenges, which can become excessive pressures and worries for students, which can affect their mental health as the demand increases ( Samuel & Kamenetsky, 2022 ), as well as their academic success, productivity and their social relationships ( Dessauvagie et al ., 2022 ). Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health ( Evans-Lacko et al. , 2019 ; Girmay & Sinh, 2019 ; Hsiung et al. , 2019 ; Kim et al. , 2022 ). The growing “mental health problem” in higher education impacts academic processes such as attendance, performance, engagement, and graduation ( Teixeira et al ., 2022 ). Although during the Covid-19 pandemic it faced a complex scenario ( López-Núñez et al ., 2021 ), today after having declared its end by the WHO, it continues to generate serious impacts. Approximately one in five college freshmen have experienced a mental disorder that is associated with reduced academic performance, further role impairment, and increased college dropout ( Husky et al ., 2022 ). Depression is one of the most common mental health conditions among this population. More than half of the students at public universities in the United States suffer from depression and anxiety ( Limone & Toto, 2022 ). Its symptoms can persist over time and can significantly affect the academic aspects, relationships, and daily functioning of students ( Porter, 2018 ). Given this worrying scenario of mental health on university campuses, it is necessary to approach its understanding and approach ( Saha et al ., 2022 ). To this end, the Self-Determination Theory (SDT), as a model that aims to understand human behavior through the influences of the context and interpersonal perceptions ( Deci & Ryan, 2008 ), is a key resource for the analysis of motivational processes in higher education, as a central component of student well-being ( Gillet et al ., 2019 ). Self-determination theory The SDT postulates that people have a natural inclination to experience a sense of choice and psychological freedom regarding their thinking and actions ( Deci, 2004 ; Ryan & Deci, 2017 ) or, in other words, the tendency towards autonomous motivation. SDT starts from the fact that motivation unfolds in a continuum of processes that go from demotivation to autonomous motivation, passing through introjected motivation and integrated motivation. On this continuum, amotivation, referring to the absence of motivation, is at the opposite end of autonomous motivation, which is self-determined in nature. In the middle is extrinsic motivation, less self-determined, which oscillates between four expressions: external regulation, introjected regulation, identified regulation, and integrated regulation ( Ryan & Deci, 2020 ). Focusing on autonomous motivation means starting from the natural tendency and makes it possible to promote it more effectively ( Weidinger et al ., 2016 ). On the other hand, the SDT postulates the existence of three basic psychological needs (BPN): autonomy, competence and relationship with others, determinants for motivation and well-being ( Šakan et al ., 2020 ). Autonomy implies volitional aspects and the disposition of behavior based on activities oriented with the integrated sense of self and in which people perceive that they have the possibility of choice and some control over the consequences; competence is defined as the perception of feeling capable when carrying out their tasks; and the relationship with others, refers to the need of people to be meaningfully involved with others and to feel part of a group ( Ryan & Deci, 2000 ). Satisfying these BPN is a necessary condition for the motivation “boosting” process to be successful ( Ryan & Deci, 2020 ). Based on the above, the SDT proposes that the provision of social resources by personal networks, through an interpersonal style of autonomy support, is a predictor of BPN satisfaction ( Rocchi et al ., 2017 ; Ryan & Deci, 2000 ), which in turn is a predictor of autonomous motivation. Specifically, the interpersonal style of autonomy support is positioned as a central social trigger for the development of self-determined motivation in students ( Zamzami & Corinne, 2019 ) and as a key element for academic success ( Leenknecht et al ., 2017 ), well-being and mental health ( Dasinger & Gibson, 2022 ). When the BPN are satisfied, a more autonomous motivation is promoted and, consequently, positive effects are achieved ( Orsini et al ., 2018 ). Thus, although the SDT maintains that motivation is by nature a process that comes from within, it also affirms that it can be enhanced from contexts that facilitate the satisfaction of the BPN. Social triggers, autonomous motivation and teacher’s interpersonal style of autonomy support Faced with the challenge of SDT to understand human behavior from the influences of the context ( Deci & Ryan, 2008 ), the different motivational styles of the figures that exert some influence on other people constitute key social triggers for the satisfaction of psychological needs and, consequently, for motivation and the effects derived from it ( Haerens et al ., 2015 ). In the educational context, the way in which teachers interact with their students constitutes a central component in SDT, insofar as the interpersonal style they adopt can influence student motivation, oscillating between a more supportive one or a more frustrating one for their BPN. When these are met, students report more motivation and engagement ( Orsini et al ., 2018 ; Patall et al ., 2018 ) and are more likely to deeply process learning material, performing better ( Jang et al ., 2016 ), higher well-being ( Gillet et al ., 2019 ), higher educational aspirations, and lower levels of academic dropout ( Ketonen et al ., 2019 ). When teachers support students' expression and pursuit of their personal interests and goals, they become more engaged in their learning process ( Bronson, 2016 ; Reeve & Shin, 2020 ). Through their behavior, teachers can promote positive and adaptive behaviors in their students. When adopting an autonomy-supportive motivational style, students have more opportunities to take initiative and play a leadership role ( Vermote et al ., 2020 ), as they catalyze greater autonomous motivation, curiosity, and a desire to challenge ( Ryan & Deci, 2000 ), achieving the satisfaction of their BPN and consequently developing greater autonomous motivation ( Frielink et al ., 2018 ), a key factor for academic success and well-being ( Depasque & Tricomi, 2015 ; Tahrekhani & Sadeghian, 2015 ). In this way, with the satisfaction of the BPN of the students, the teachers make possible the choice, the perception of competence and the relationship with others ( Soenens et al ., 2018 ). When, on the contrary, teachers adopt a controlling style, based on pressure on students, which does not enhance the satisfaction of their BPN, an increase in demotivation is observed ( Martinek et al ., 2020 ) and can lead to a action oriented by fear of punishment or shame ( Leenknecht et al ., 2017 ), which is associated with a lack of commitment ( Jang et al ., 2016 ), loss of initiative and less learning ( Ryan & Deci, 2000 ). Personal triggers – mental health Just as the teacher is a social trigger that can promote quality motivation, the individual characteristics of students can also promote or hinder their motivation. Recent works highlight the role of non-cognitive traits in the educational setting on motivational processes; such as the temperamental, attitudinal and motivational characteristics of the student ( Fomunyam & Mnisi, 2017 ). These personal variables of the students interact with the teacher’s interpersonal style and must be taken into account, insofar as they can improve their own motivation, achievement and well-being ( Borae & Kim, 2017 ; Cortez et al ., 2019 ; Nonaillada, 2019 ; Seong-Lee & Chen-Hsieh, 2019 ). Many first-year college students experience stressors that affect their adjustment and well-being ( Samuel & Kamenetsky, 2022 ). About a fifth suffer from some mental disorder ( Dessauvagie et al ., 2022 ). The transition to university is a stage of constant psychosocial and academic changes, in which the appearance of anxious and depressive symptoms is common ( Sit et al ., 2022 ), and is added to the aggravation of previous mental health problems ( Hernández-Torrano et al ., 2020 ), due to the developmental, academic, occupational, and social challenges they face. University students present high rates of mental health problems ( Limone & Toto, 2022 ). Depression is one of the most common in this population ( Porter, 2018 ; Ruiz-Hernández et al ., 2022 ) and constitutes one of the personal factors that significantly influences their well-being, affecting their daily functioning and the development of their academic careers ( Levine et al ., 2022 ), to the point that up to 42.7% of students felt too depressed to function regularly ( Keeler et al ., 2021 ). For this reason, it is particularly important to be attentive to depressive symptoms, since it is associated with other problems such as suicide, addiction and eating disorders. In particular, 20% of college students, adolescents, and young adults in the United States had suicidal tendencies for the year 2018, constituting the group with the highest percentage in the United States ( Limone & Toto, 2022 ). Depressive symptoms among college students are higher than in the adult population and higher than their non-college peers ( Chen et al ., 2013 ). This problem even persists throughout the years of their academic training to the point that 60% of the students who indicated a mental health problem at the beginning of their career reported maintaining it two years later ( Zivin et al ., 2009 ). The most common depressive symptoms present as heightened negative affect, anhedonia, weight loss or gain, motor retardation, concentration problems, insomnia, restlessness, agitation, and feelings of worthlessness ( Levine et al ., 2022 ). SDT offers a key to the analysis, based on the fact that BPN are associated with motivational regulation and, consequently, with mental health ( Teuber et al ., 2021 ). In this direction, various studies suggest that the negative affect and frustration of BPN contribute to the development of depressive symptoms ( Ryan & Deci, 2017 ; Šakan et al ., 2020 ; Vansteenkiste & Ryan, 2013 ), especially among younger students ( Shek et al ., 2022 ). Furthermore, negative affect, along with other variables such as sensitivity to anxiety, emotional regulation, tolerance for uncertainty, or perfectionism, could be at the base of numerous psychopathological disorders, especially emotional disorders ( Ferrer et al ., 2018 ; Pineda, 2018 ; Pineda et al ., 2018 ). However, just as the frustration of BPN is a consistent predictor of both negative affect and depressive symptoms over time ( Levine et al ., 2022 ; Šakan et al ., 2020 ), their satisfaction, based on the implementation of a teacher’s interpersonal style that supports autonomy is a predictor of greater autonomous motivation and well-being ( Gillet et al ., 2019 ). In this framework, although the damping effect on depression of this interpersonal style has already been investigated in primary and secondary school students ( Zhang et al ., 2022 ), it is necessary to analyze it with university students. On the other hand, although there is a very important precedent on the (negative) correlations between autonomy with respect to depression, anxiety and somatic symptoms ( Sheikholeslamia & Arab-Moghaddama, 2010 ), it is necessary to update the findings in the present time and context. The present study, aware of the importance of the role of the teacher in academic success ( Adi Badiozaman et al ., 2019 ; Langdon et al ., 2017 ), and in the mental health of higher education students, aims to examine the relationships between interpersonal style of teacher autonomy support, BPN satisfaction, autonomous motivation and depressive symptoms of a group of university students, through a structural regression model. Methods Ethics The study was conducted in accordance with the Declaration of Helsinki. The study was presented and approved by the ETHICS AND INTEGRITY COMMITTEE IN RESEARCH, VICE-RECTORATE FOR RESEARCH AND TRANSFER - MIGUEL HERNÁNDEZ UNIVERSITY OF ELCHE (approval number: DPS.DPS.230623). The participants agreed to be part of the study and gave their written informed consent. Everyone completed the questionnaires, willingly and anonymously to be able to respond honestly and sincerely. Participants The sample was made up of 356 Spanish university students, 237 of whom were boys (66.60%) from different grades and courses at a Spanish university, aged between 17 and 57 (M = 20.83; SD = 3.44). In general, coming from middle socioeconomic strata. They were selected through intentional sampling, taking into account the availability of teachers at the time of administration of the instruments. Second semester students were not included. Measures The present study involves the use of questionnaires that have been validated by previous studies. Below in the description of each measure is the study citation and URL. It is also included in the references section. Autonomy support. To measure the interpersonal style of autonomy support perceived by Higher Education students from their teacher, the Moreno-Murcia et al . Autonomy Support Scale (EAA) was used ( Moreno-Murcia et al. , 2019 ). It consists of 12 items (e.g. “Provides explanations that help us understand the personal utility of carrying out said activity”) and the scale begins with an introductory heading such as: “My teacher in class…”. This is rated on a Likert scale from 1 (Strongly disagree) to 5 (Strongly agree). The reliability with the present sample, measured with the alpha and omega indices have been.94 and.94 respectively. Basic psychological needs. The Spanish version of the Échelle de Satisfacción des Besoins Psychologiques in the educational context ( León et al ., 2011 ) by Gillet et al . (2008) was used. The scale was preceded by the statement “In my class…” and made up of 15 items referring to competence (e.g. “I have the feeling of doing things well”), to autonomy (e.g. “I generally feel free to express my opinions”), and to the relationship with others (e.g. “I feel good with the people with whom I relate”). The responses were established on a Likert-type scale ranging from 1 (Strongly disagree) to 5 (Strongly agree). The internal consistency in this sample, measured with the alpha and omega indices, have been .93 and .93 for competence, .92 and 92 for autonomy, and .93 and .92 for the dimension of relationship with others. Autonomous motivation. To measure student motivation, the intrinsic motivation subscales (knowledge, achievement, and stimulant) and identified motivation of the version translated and validated into Spanish by Núñez, Martín-Albo et al . (2005) from the Échelle de Motivation en Éducation (EME) ( Vallerand et al ., 1989 ) were used. The dimensions are made up of four items each (e.g. “For the pleasure I feel by expanding my knowledge on topics that interest me”). It is preceded by the phrase “Why do you study this subject?” and the responses are collected on a Likert-type scale ranging from 1 (Totally disagree) to 7 (Totally agree). The internal consistency of the scales applied in this sample, measured with the alpha and omega indices respectively, have been .92 and .92 for knowledge, .92 and .92 for achievement, .95 and .96 for the stimulating dimension and .81 and .79 for the identified motivation. Depression. To measure the depressive symptoms of the students, the PHQ-4 questionnaire ( Kroenke et al ., 2009 ) was applied. The PHQ-4 is a brief, four-item Emotional Disturbance Symptom Assessment Instrument designed for use in clinical and research settings where rapid and efficient symptom assessment is required. The PHQ-4 assesses the frequency and severity of symptoms of depression and anxiety in the last two weeks, using a response scale of 0 to 3 (0 = Never, 1 = Several days, 2 = More than half of days, 3 = Almost every day). The first two items of the PHQ-4 assess the presence and severity of depressive symptoms, including sadness and lack of interest or pleasure in activities. The last two items assess the presence and severity of anxiety symptoms, including excessive worry and difficulty relaxing. The PHQ-4 has proven to be a useful and reliable tool for the assessment of depressive and anxiety symptoms in various clinical and community settings, and its short length makes it ideal for use in settings with limited time and resources ( Cano-Vindel et al ., 2018 ). Internal consistency with the present sample has been .76 for Cronbach's alpha and .77 for McDonald's omega. Procedure The present research has the approval of the Human Research Committee of the corresponding University, with authorization code DPS.DPS.230623 (details masked for the review process). After sharing with the Academic Department management, the teachers involved were contacted to inform them of the objective of the research and request their collaboration so that students could fill out the questionnaires in their class time. To guarantee a greater number of participants, the questionnaires were mostly administered in practical classes. The application was not made in the same subject, since none is repeated throughout the different levels of the study plan. The objective of the study and how to fill in the questionnaires were explained to them in a generic way, resolving any possible doubts that might arise during the process. In particular, the instruction was given to answer the questionnaires, not having in mind a specific subject, but rather their general experience in relation to the development of those they have taken throughout their university education. Although initially the sample was made up of more students, responses with outlier values occurred in 32 participants and it was decided to eliminate them. Once this was done, the participants agreed to be part of the study and gave their written informed consent. Everyone completed the questionnaires, willingly and anonymously to be able to respond honestly and sincerely. The time required for its completion was approximately 20 minutes. Results In this study, an exploratory analysis of the data was carried out through the application of descriptive and statistical measures, to evaluate the distributions of the variables and detect possible extreme and missing values. Next, a correlation analysis was performed to assess the relationship between the variables of interest. A path analysis was then performed to examine the relationships between the variables within the proposed theoretical model, estimating the standardized regression coefficients to assess the magnitude and direction of the relationships. The model fit indices CFI, GFI, RMSEA, and SRMR were used to assess the goodness of fit of the proposed model ( Byrne, 2001 ; Kline, 2015 ). All statistical analyzes were carried out using R software version 4.2.2 ( R Core Team, 2022 ). Descriptive and correlation analysis of all variables This section presents the results of the descriptive and correlation analysis of the data, as well as the analysis for skewness and multivariate kurtosis. The descriptive and correlation analysis of the variables has been reflected in Table 1 . Regarding the results of the Mardia test, a b1p value of 17.27 was found, indicating a positive multivariate asymmetry in the data. This result is supported by the asymmetry measure, which obtained a value of 1022.09 (p < .001). In addition, the measure of asymmetry of small samples obtained a value of 1032.47 (p < .001). These results indicate that the data present a strong positive skewness in multiple dimensions. On the other hand, the value of b2p was 119.61, which suggests a positive multivariate kurtosis in the data. The kurtosis measure obtained a value of 13.8 (p < .001), which indicates a greater concentration of data around the mean, compared to the normal distribution. Table 1. Means, standard deviations, and correlations with confidence intervals. Variable M SD 1 2 3 4 5 1. Autonomy support 42.29 9.21 2. Satisfaction with autonomy 15.75 5.05 .44 ** [.35, .52] 3. Satisfaction with competence 15.53 5.09 .31 ** [.21, .40] .37 ** [.27, .45] 4. Satisfaction with relationships with others 28.44 7.42 .45 ** [.36, .53] .57 ** [.50, .64] .29 ** [.19, .38] 5. Autonomous motivation 83.57 21.75 .42 ** [.33, .50] .67 ** [.61, .72] .52 ** [.44, .59] .47 ** [.39, .55] 6. Depressive symptoms 1.83 1.57 -.08 [-.18, .03] -.10 * [-.21, -.00] -.10 * [-.21, -.00] -.16 ** [-.26, -.06] -.09 [-.19, .01] * p < .05. ** p < .01. Structural regression model An analysis was carried out with the structural equation model using the DWLS (Diagonally Weighted Least Squares) estimation method, as the most robust method to the violation of the normality assumption ( Flora & Curran, 2004 ). The results indicate that the model adequately fits the observed data, according to the Chi-square goodness-of-fit test statistic (χ 2 = 28.495, df = 8, p < .001) and other fit indices such as the global fit index (GFI = .982), the comparative fit index (CFI = .975), the root mean square error of approximation (RMSEA = .085), or the absolute mean of fit (SRMR = .080). In addition, significant relationships were found between the model variables, and the standardized regression coefficients indicate that autonomy support is positively related to autonomy satisfaction (β = .622), competence (β = .419), and interpersonal relationships (β = .648). Likewise, satisfaction with autonomy (β = .488), with competence (β = .338), and with interpersonal relationships (β = .175), predicted autonomous motivation and this, in turn, was negatively related to depression (β = -.149). These results suggest that autonomy support, autonomous motivation, as well as the satisfaction of autonomy, competence, and interpersonal relationships are important factors to consider in the prevention and treatment of depression in college students (see Figure 1 ). Figure 1. Path analysis model. Note. The path analysis shows the association between teacher's interpersonal style of autonomy support, satisfaction of the basic needs of the student body, autonomous motivation and depressive symptoms. The coefficients presented are the standardized regression coefficients. * p <.001. Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non-significant). The total indirect effect was β = –.083, p < .001. Discussion The study tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation. All variables were positively and significantly correlated with each other, except for depressive symptoms, which were negatively correlated with BPN satisfaction and autonomous motivation. It is confirmed that the interpersonal teaching style of autonomy support positively predicts BPN satisfaction and autonomous motivation, and negatively predicts depressive symptoms in university students. These results confirm that the teacher’s interpersonal style of autonomy support constitutes a nutrient for the satisfaction of BPN and autonomous motivation ( Deci & Ryan, 2008 ), as long as teachers design learning opportunities that enable decision-making, the perception of competence and the construction of positive interpersonal relationships, and, consequently, are a nutrient for academic processes ( Leenknecht et al ., 2017 ) and for the well-being and mental health of university students ( Dasinger & Gibson, 2022 ). Various studies have reported this relationship. In particular, when the BPN are satisfied, thanks to the adoption of a motivational style of autonomy support by the teacher, students report greater autonomous motivation ( Frielink et al ., 2018 ) and greater academic commitment ( Orsini et al ., 2018 ; Patall et al ., 2018 ) expressed in better performance ( Jang et al ., 2016 ). On the other hand, the results obtained reinforce the expectation that the motivational benefits of students are also positively related to life satisfaction, well-being and mental health, and consequently, negatively, with mental illness and depressive symptoms. Studies such as that of Gutiérrez et al . (2017) support this idea. In general, they conclude that classroom climates associated with interpersonal styles that support autonomy and cooperation are determinant for students to present high levels of satisfaction with life. Similar conclusions were reached by Lozano-Jiménez et al . (2021) in a study carried out with university students in which the predictive capacity of the teacher’s interpersonal style of autonomy support is corroborated, in relation to the satisfaction of the BPN and autonomous motivation, with satisfaction with life. In relation to well-being and mental health Gillet et al . (2019) in a study carried out with French university students, concluded that well-being, in terms of positive affect, is positively related to BPN satisfaction. Teuber and Niewöhner (2021) also agree, pointing out, in their research with German higher education students, that BPN satisfaction is positively linked to well-being and negatively linked to depression. More recently Levine et al . (2022) , concluded that BPN frustration was the only consistent predictor of both negative affect and depressive symptoms. These results are particularly relevant, as they highlight the important role of the autonomy support style in mental health. According to Samuel and Kamenestsky (2022) , students tend to use informal sources of support, such as family and friends, even with formal sources of support available through mental health services on or off campus. In this sense, teachers constitute a protective factor when in class settings they provide the necessary conditions for the empowerment of autonomous motivation as well as for the well-being of their students, especially when formal support on campus has barriers that affect access to care, either due to costs, availability and its general effectiveness ( Samuel & Kamenestsky, 2022 ). It is important to consider that, although the teacher’s interpersonal style of autonomy support is a resource in higher education to contribute to the well-being of students, it should also be implemented from school education, in terms of psychopathologies identified in the early years of university began before entering higher education as documented by Auerbach et al . (2019) . On the other hand, this study makes contributions of a pedagogical nature in that it highlights the importance of implementing strategies to enhance student motivation and consolidate protective factors for their mental health. Allowing decision-making, promoting active participation and teamwork, and guiding students in their study processes are key strategies to consolidate greater motivation and greater well-being ( Matos et al ., 2018 ; Cheon & Reeve, 2015 ). Within the framework of pedagogical processes, it is important to address the fact that most institutions have tight schedules and continuous study sequences, which affects student performance and their mental well-being. Hence, another challenge is that, in order to enhance the effects of the teacher’s interpersonal style of autonomy support, the campus environment must be adequate and protective ( Limone & Toto, 2022 ). One of the limitations of this study is that, since it has a correlational scope, only correlations are established between the variables treated, and although the structural equation model allows a prediction to be made, it is not possible to establish a causal relationship. Experimental studies are necessary to explain the causal relationships of the variables studied, and others in which the sample is random and equally distributed by gender. In addition to the issue of scope, the type of cross-sectional design adopted does not allow an analysis to proceed over a longer timeline. This makes it necessary for subsequent studies to measure the evolution of the variables in various time cuts. Similarly, the proposed model is the one that presented the best fit, but due to the problem of equivalent models presented by the structural equations technique ( Hershberger, 2006 ), it is assumed that the proposed model would be only one of the possible ones. As practical implications, in a higher education scenario, the consideration of certain personal variables of the student related to self-regulation should be elements that serve as a basis to complement and guide effective pedagogical practices based on promoting autonomy support and strengthening success-oriented academic and the promotion of students’ mental health. This represents a challenge, since according to Ryan and Deci (2020) conventional relationship styles are installed under the protection of institutional models and educational policies conventionally focused on control practices. Finally, results suggest promoting a much broader and more diverse university teacher training, focused not only on deep specialization and expertise in an academic area and on research, but also on mastering effective teaching-learning strategies ( Oriol-Granado et al ., 2017 ). As a conclusion, in the context of higher education, the teacher’s interpersonal style of autonomy support facilitates the satisfaction of basic psychological needs and, consequently, enhances autonomous motivation, which enables students to perceive depressive symptoms with less intensity. Data availability All data supporting this research are available in a public repository, in order to promote the integrity, discovery and reuse of this research. Data are available in: Dates of PIIE. 24542071 Moreno-Murcia, Juan Antonio. Dates of PIIE. figshare. Dataset. DOI 10.17605/OSF.IO/GM4JT https://osf.io/gm4jt/?view_only=ead887f5ba2345fc96ed95d1725957d7 Data is available under the terms of the Creativa Commons - CC BY 4.0 DEED Attribution 4.0 International References Adi Badiozaman I, Leong H, Jikus O: Investigating student engagement in Malaysian higher education: a self-determination theory approach. J. Furth. High. Educ. 2019; 44 : 1364–1378. 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PubMed Abstract | Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 26 Jul 2024 ADD YOUR COMMENT Comment Author details Author details 1 Universidad Miguel Hernandez de Elche, Elche, Valencian Community, 03202, Spain 2 Corporacion Universitaria de la Costa, Barranquilla, Atlantico, 080002, Colombia 3 Universidad Miguel Hernandez de Elche, Elche, Valencian Community, 03202, Spain DAVID PINEDA Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Resources, Software, Visualization, Writing – Original Draft Preparation JOSE EDUARDO LOZANO-JIMENEZ Roles: Conceptualization, Funding Acquisition, Resources, Writing – Original Draft Preparation, Writing – Review & Editing Juan Antonio Moreno-Murcia Roles: Conceptualization, Data Curation, Formal Analysis, Funding Acquisition, Investigation, Methodology, Project Administration, Resources, Supervision, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (2) version 2 Revised Published: 18 Aug 2025, 13:839 https://doi.org/10.12688/f1000research.144803.2 version 1 Published: 26 Jul 2024, 13:839 https://doi.org/10.12688/f1000research.144803.1 Copyright © 2025 PINEDA D et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article PINEDA D, LOZANO-JIMENEZ JE and Moreno-Murcia JA. Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.12688/f1000research.144803.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 2 VERSION 2 PUBLISHED 18 Aug 2025 Revised Views 0 Cite How to cite this report: Velasquez A. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406429 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406429 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 23 Sep 2025 Ana Velasquez , Universidad de los Andes, Bogotá, Bogota, Colombia Approved VIEWS 0 https://doi.org/10.5256/f1000research.186274.r406429 This new version of the manuscript responds to most of the comments provided in my previuos review. However, I am still concerned about the support for the mediation interpretation. The manuscript presents a structural equation modeling (SEM) approach to test indirect ... Continue reading READ ALL This new version of the manuscript responds to most of the comments provided in my previuos review. However, I am still concerned about the support for the mediation interpretation. The manuscript presents a structural equation modeling (SEM) approach to test indirect effects, which is appropriate in principle; however, the description of the mediation procedure is insufficiently detailed. The authors report standardized path coefficients and p-values for indirect effects but do not specify how these p-values or confidence intervals were obtained (eg., bootstrapping, Sobel test, or another method). This omission limits reproducibility and interpretability. I recommend adding a clear explanation of the exact method used to estimate and test indirect effects, including a citation as support for the procedure conducted. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Social and emotional development; Classroom climate I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Velasquez A. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406429 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406429 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Monacis D. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406430 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406430 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 08 Sep 2025 Domenico Monacis , Departmnet of Education and Sports Sciences, Pegaso University, Naples, Campania, Italy Approved VIEWS 0 https://doi.org/10.5256/f1000research.186274.r406430 I would congratulate authors for the enormous effort in answering all comments and suggestions. The proposed revisions are adequate and useful to enhance the quality of the manuscript, the significance of the contents and a better understanding of findings. ... Continue reading READ ALL I would congratulate authors for the enormous effort in answering all comments and suggestions. The proposed revisions are adequate and useful to enhance the quality of the manuscript, the significance of the contents and a better understanding of findings. I recommend the indexing of the manuscript in the present form. Competing Interests: No competing interests were disclosed. Reviewer Expertise: physical activity; sport science; sports science; I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Monacis D. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406430 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406430 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Version 1 VERSION 1 PUBLISHED 26 Jul 2024 Views 0 Cite How to cite this report: Velasquez A. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r308755 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-308755 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 25 Nov 2024 Ana Velasquez , Universidad de los Andes, Bogotá, Bogota, Colombia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.158650.r308755 This article examined the relationship among several motivational variables and mental health (particularly depression), in a group of 356 Spanish university students. It was found that university teachers’ autonomy support predicted students’ reports of their satisfaction of basic psychological needs. ... Continue reading READ ALL This article examined the relationship among several motivational variables and mental health (particularly depression), in a group of 356 Spanish university students. It was found that university teachers’ autonomy support predicted students’ reports of their satisfaction of basic psychological needs. The satisfaction of these needs was also a predictor of the students’ autonomous motivation, which, in turn, was negatively related with depressive symptoms. All of this was tested through structural equation models, with cross-sectional data. The study provides support for self-determination theory, as it shows the relevance that teachers’ autonomy support has for students’ motivation and wellbeing. The paper presents and organized rationale, which is well supported by pertinent and recent literature. The methodological design is sound enough to test for the proposed hypothesis, and the limitations stated info the discussion section acknowledge that no causal inferences may be made. In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” Once these issues have been revised, I think the paper will be eligible of indexing in this outlet. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly References 1. PINEDA D, LOZANO-JIMENEZ J, Moreno-Murcia J: Autonomy support in higher education: a key strategy for the well-being of university students. F1000Research . 2024; 13 . Publisher Full Text Competing Interests: I know one of the authors of the paper. However, I have been as objective as possible in my review. Reviewer Expertise: Social and emotional development; Classroom climate I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Velasquez A. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r308755 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-308755 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 05 Sep 2025 JOSE EDUARDO LOZANO-JIMENEZ , Corporacion Universitaria de la Costa, Barranquilla, 080002, Colombia 05 Sep 2025 Author Response ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was ... Continue reading ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was expanded, and references were added. Page 3: Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health (Evans-Lacko et al., 2019; Girmay & Sinh, 2019; Hsiung et al., 2019; Kim et al., 2022). In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. This observation was clarified. Page 13: Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non‑significant). The total indirect effect was β = –.083, p < .001. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. The information is shared in an attached file. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” The document was reviewed again, and corrections were made to writing mistakes, including those pointed out by the reviewer. ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was expanded, and references were added. Page 3: Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health (Evans-Lacko et al., 2019; Girmay & Sinh, 2019; Hsiung et al., 2019; Kim et al., 2022). In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. This observation was clarified. Page 13: Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non‑significant). The total indirect effect was β = –.083, p < .001. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. The information is shared in an attached file. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” The document was reviewed again, and corrections were made to writing mistakes, including those pointed out by the reviewer. Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 05 Sep 2025 JOSE EDUARDO LOZANO-JIMENEZ , Corporacion Universitaria de la Costa, Barranquilla, 080002, Colombia 05 Sep 2025 Author Response ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was ... Continue reading ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was expanded, and references were added. Page 3: Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health (Evans-Lacko et al., 2019; Girmay & Sinh, 2019; Hsiung et al., 2019; Kim et al., 2022). In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. This observation was clarified. Page 13: Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non‑significant). The total indirect effect was β = –.083, p < .001. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. The information is shared in an attached file. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” The document was reviewed again, and corrections were made to writing mistakes, including those pointed out by the reviewer. ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was expanded, and references were added. Page 3: Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health (Evans-Lacko et al., 2019; Girmay & Sinh, 2019; Hsiung et al., 2019; Kim et al., 2022). In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. This observation was clarified. Page 13: Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non‑significant). The total indirect effect was β = –.083, p < .001. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. The information is shared in an attached file. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” The document was reviewed again, and corrections were made to writing mistakes, including those pointed out by the reviewer. Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Monacis D. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r314915 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-314915 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 03 Oct 2024 Domenico Monacis , Departmnet of Education and Sports Sciences, Pegaso University, Naples, Campania, Italy Approved VIEWS 0 https://doi.org/10.5256/f1000research.158650.r314915 I first would like to congratulate the author for this interesting study, about autonomy support in higher education. It’s a considerable effort from the researchers and the constructs involved. It’s well written and follow the IMRAD design and describes ... Continue reading READ ALL I first would like to congratulate the author for this interesting study, about autonomy support in higher education. It’s a considerable effort from the researchers and the constructs involved. It’s well written and follow the IMRAD design and describes adequately the content of the research protocol. It’s well written and follow the IMRAD design and describes adequately the content of the research protocol. The background of the study is clear and points out the need to further research in this field. The methods and findings are clear, and well justified as well as data analysis. I would suggest specifying how participants have been recruited in a more detailed way. Moreover, the results and discussion are well written, and present and discuss the main results of the research in adequate manner, clearly presenting the main outcomes of the research, and discussing them accordingly. I would like to congratulate the author for the enormous effort in doing this research and acknowledge the contribution for the understanding of the topic. We would suggest clarification of the contents above, for easier understanding, but besides that, in my opinion, should be accepted. Best compliments Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: physical activity; sport science; sports science; I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Monacis D. Reviewer Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r314915 ) The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-314915 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 26 Jul 2024 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 Version 2 (revision) 18 Aug 25 read read Version 1 26 Jul 24 read read Domenico Monacis , Pegaso University, Naples, Italy Ana Velasquez , Universidad de los Andes, Bogotá, Colombia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Velasquez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 23 Sep 2025 | for Version 2 Ana Velasquez , Universidad de los Andes, Bogotá, Bogota, Colombia 0 Views copyright © 2025 Velasquez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This new version of the manuscript responds to most of the comments provided in my previuos review. However, I am still concerned about the support for the mediation interpretation. The manuscript presents a structural equation modeling (SEM) approach to test indirect effects, which is appropriate in principle; however, the description of the mediation procedure is insufficiently detailed. The authors report standardized path coefficients and p-values for indirect effects but do not specify how these p-values or confidence intervals were obtained (eg., bootstrapping, Sobel test, or another method). This omission limits reproducibility and interpretability. I recommend adding a clear explanation of the exact method used to estimate and test indirect effects, including a citation as support for the procedure conducted. Competing Interests No competing interests were disclosed. Reviewer Expertise Social and emotional development; Classroom climate I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Velasquez A. Peer Review Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406429) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406429 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Monacis D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 08 Sep 2025 | for Version 2 Domenico Monacis , Departmnet of Education and Sports Sciences, Pegaso University, Naples, Campania, Italy 0 Views copyright © 2025 Monacis D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I would congratulate authors for the enormous effort in answering all comments and suggestions. The proposed revisions are adequate and useful to enhance the quality of the manuscript, the significance of the contents and a better understanding of findings. I recommend the indexing of the manuscript in the present form. Competing Interests No competing interests were disclosed. Reviewer Expertise physical activity; sport science; sports science; I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Monacis D. Peer Review Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.186274.r406430) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/13-839/v2#referee-response-406430 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2024 Velasquez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 25 Nov 2024 | for Version 1 Ana Velasquez , Universidad de los Andes, Bogotá, Bogota, Colombia 0 Views copyright © 2024 Velasquez A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This article examined the relationship among several motivational variables and mental health (particularly depression), in a group of 356 Spanish university students. It was found that university teachers’ autonomy support predicted students’ reports of their satisfaction of basic psychological needs. The satisfaction of these needs was also a predictor of the students’ autonomous motivation, which, in turn, was negatively related with depressive symptoms. All of this was tested through structural equation models, with cross-sectional data. The study provides support for self-determination theory, as it shows the relevance that teachers’ autonomy support has for students’ motivation and wellbeing. The paper presents and organized rationale, which is well supported by pertinent and recent literature. The methodological design is sound enough to test for the proposed hypothesis, and the limitations stated info the discussion section acknowledge that no causal inferences may be made. In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” Once these issues have been revised, I think the paper will be eligible of indexing in this outlet. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Partly Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly References 1. PINEDA D, LOZANO-JIMENEZ J, Moreno-Murcia J: Autonomy support in higher education: a key strategy for the well-being of university students. F1000Research . 2024; 13 . Publisher Full Text Competing Interests I know one of the authors of the paper. However, I have been as objective as possible in my review. Reviewer Expertise Social and emotional development; Classroom climate I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 05 Sep 2025 JOSE EDUARDO LOZANO-JIMENEZ, Corporacion Universitaria de la Costa, Barranquilla, 080002, Colombia ANSWER TO REVIEWER In the introduction, second paragraph, the authors need to further explain that statement that university students are a high-risk population. The statement was expanded, and references were added. Page 3: Increasingly young students are exposed to disruptive situations such as studying away from home, interacting with a new academic context with new pedagogical and assessment models, changing their study and rest schedules and routines, transforming their previous social networks, and exposure to psychoactive substances, among others. These changes make them a high-risk group for their mental health (Evans-Lacko et al., 2019; Girmay & Sinh, 2019; Hsiung et al., 2019; Kim et al., 2022). In the discussion section, the authors state that they “tested a model that proposed the predictive ability of the teacher’s interpersonal style regarding depressive symptoms in college students, mediated by BPN satisfaction and autonomous motivation.” The interpretation about the mediation effect should be restated, as the analyses do not include all the steps needed to prove a mediation hypothesis. Neither the direct effects between the predictor (i.e., teachers’ autonomy support) and the dependent variables (i.e., depressive symptoms) were tested, nor the change in those effects once the meditators are included in the model were analyzed. This observation was clarified. Page 13: Additionally, indirect effects from autonomy support to depression through the mediators were significant: via autonomy satisfaction (indirect β = –.073, p = .002), via competence satisfaction (indirect β = –.050, p = .008), and via interpersonal relationships (indirect β = –.026, p = .111; non‑significant). The total indirect effect was β = –.083, p < .001. As for the source data, it was provided, but a data dictionary should also be provided so that any researcher can calculate de variables an reproduce the results. The information is shared in an attached file. Finally, there are some writing mistakes that should be corrected. For example: -Abstract/Results: "basic psychological needs and this the autonomous" -Introduction, Personal triggers… section, third paragraph: " which compromises their daily functioning and that it hinders” -Methods, Ethics, first paragraph: a closing parenthesis is missing for “(approval number…” The document was reviewed again, and corrections were made to writing mistakes, including those pointed out by the reviewer. View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Velasquez A. Peer Review Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r308755) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-308755 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2024 Monacis D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 03 Oct 2024 | for Version 1 Domenico Monacis , Departmnet of Education and Sports Sciences, Pegaso University, Naples, Campania, Italy 0 Views copyright © 2024 Monacis D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions I first would like to congratulate the author for this interesting study, about autonomy support in higher education. It’s a considerable effort from the researchers and the constructs involved. It’s well written and follow the IMRAD design and describes adequately the content of the research protocol. It’s well written and follow the IMRAD design and describes adequately the content of the research protocol. The background of the study is clear and points out the need to further research in this field. The methods and findings are clear, and well justified as well as data analysis. I would suggest specifying how participants have been recruited in a more detailed way. Moreover, the results and discussion are well written, and present and discuss the main results of the research in adequate manner, clearly presenting the main outcomes of the research, and discussing them accordingly. I would like to congratulate the author for the enormous effort in doing this research and acknowledge the contribution for the understanding of the topic. We would suggest clarification of the contents above, for easier understanding, but besides that, in my opinion, should be accepted. Best compliments Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise physical activity; sport science; sports science; I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Monacis D. Peer Review Report For: Autonomy support in higher education: a key strategy for the well-being of university students [version 2; peer review: 2 approved] . F1000Research 2025, 13 :839 ( https://doi.org/10.5256/f1000research.158650.r314915) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/13-839/v1#referee-response-314915 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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