Student-perceived school climate and psychological wellbeing in upper secondary students: the mediating role of basic psychological needs

Introduction Recent literature suggests that students' perceptions of a positive school climate are associated with wellbeing; however, fewer studies have examined indirect associations through basic psychological needs in the relationship between student-perceived school climate and wellbeing using a multidimensional perspective. The present study aimed to investigate associations between student-perceived school climate and multidimensional psychological wellbeing in upper secondary students, considering the potential mediating role of the satisfaction of three basic psychological needs at school: autonomy, relatedness, and competence. Methods The sample consisted of 176 Italian students attending Grade 12 (62.5% male). Mediation models with observed variables were conducted. Results Results showed several indirect associations mediated by basic psychological needs, with stronger and more consistent indirect associations through the satisfaction of the need for relatedness, concerning both emotional (i.e., emotional stability, positive emotions, vitality) and cognitive dimensions of psychological wellbeing (i.e., clear thinking). The pathways through competence and particularly autonomy satisfaction were more limited. Discussion Although these findings should be interpreted cautiously, they provide potential directions for future research and practical insights for fostering supportive educational environments and promoting students' positive psychological development.