The Impact of Small-group Education on Student Wellbeing in Undergraduate Biology: a Student Perspective on Self-Determination Theory
- 1University of Groningen
Abstract
Alarming reports about mental health have raised awareness of student wellbeing in STEM Education. Self-Determination Theory (SDT) implies that wellbeing can be improved by fulfilling the needs for autonomy, competence and relatedness. Educational design elements such as small-group teaching, peer feedback and offering a low-stakes practice environment can help fulfill these SDT needs. These elements were applied in a new academic skills course in our undergraduate Biology program. Here, we investigated how this affected the students sense of autonomy, competence and relatedness, and whether this was related to wellbeing. First, a survey among 48 students confirmed that student wellbeing is positively correlated to SDT fulfillment. Next, group interviews with students revealed that wellbeing is mostly dependent on relatedness, which is facilitated through small-group teaching in the first semester. Furthermore, students reported that (1) relatedness evolves through bonding with peers over the shared experience of struggle, (2) competence requires (peer) feedback and opportunities for growth, especially in laboratory coursework and (3) a structured, low-stakes environment supports competence, but without optimal challenge, also undermines a sense of autonomy. This illustrates how students perceive the effects of small-group educational activities on their wellbeing through the lens of Self-Determination Theory.
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BibTeX
@misc{drion2026impact,
title = {{The Impact of Small-group Education on Student Wellbeing in Undergraduate Biology: a Student Perspective on Self-Determination Theory}},
author = {C. Drion and C. Pop},
howpublished = {bioRxiv},
year = {2026},
month = oct,
doi = {10.64898/2026.10.13.758809},
url = {https://www.biorxiv.org/content/10.64898/2026.10.13.758809v1},
note = {CC BY-NC-ND},
}
RIS
TY - UNPB
TI - The Impact of Small-group Education on Student Wellbeing in Undergraduate Biology: a Student Perspective on Self-Determination Theory
AU - C. Drion
AU - C. Pop
PY - 2026
DA - 2026/10/13
PB - bioRxiv
DO - 10.64898/2026.10.13.758809
UR - https://www.biorxiv.org/content/10.64898/2026.10.13.758809v1
AB - Alarming reports about mental health have raised awareness of student wellbeing in STEM Education. Self-Determination Theory (SDT) implies that wellbeing can be improved by fulfilling the needs for autonomy, competence and relatedness. Educational design elements such as small-group teaching, peer feedback and offering a low-stakes practice environment can help fulfill these SDT needs. These elements were applied in a new academic skills course in our undergraduate Biology program. Here, we investigated how this affected the students sense of autonomy, competence and relatedness, and whether this was related to wellbeing. First, a survey among 48 students confirmed that student wellbeing is positively correlated to SDT fulfillment. Next, group interviews with students revealed that wellbeing is mostly dependent on relatedness, which is facilitated through small-group teaching in the first semester. Furthermore, students reported that (1) relatedness evolves through bonding with peers over the shared experience of struggle, (2) competence requires (peer) feedback and opportunities for growth, especially in laboratory coursework and (3) a structured, low-stakes environment supports competence, but without optimal challenge, also undermines a sense of autonomy. This illustrates how students perceive the effects of small-group educational activities on their wellbeing through the lens of Self-Determination Theory.
ER -