Promoting learner flourishing and well-being beyond the classroom: The role of advising in language learning from a self-determination theory perspective

This study adopts a Self-Determination Theory (SDT; Ryan, 2023) perspective to investigate how Advising in Language Learning (Kato & Mynard, 2016) and the role of the learning advisor contribute to satisfying language learners’ basic psychological needs and foster an autonomy-supportive learning climate. These needs are conceptualised as learners perceiving personal ownership (autonomy), progressive mastery (competence), acceptance and emotional connection (relatedness) within the advising sessions, leading to positive outcomes in their learning processes and well-being. SDT contends that learning environments and social supports that facilitate need satisfaction activate learners’ autonomous motivation, foster well-being and flourishing, and contribute to adaptative functioning. Building on previous research (Shelton-Strong & Tassinari, 2022) this study seeks to provide novel insights into how learners’ basic psychological needs are satisfied and identify associated benefits of experiencing need satisfaction resulting from the Advising process. While much of SDT research in education has focussed on the teacher’s role in enabling or hindering need-supportive conditions, the distinct role of the learning advisor remains underrepresented in the literature. To address this gap, this study explores the extent to which the participants experienced perceived autonomy, competence, and relatedness within the Advising relationship, and identifies ways this support facilitated a learning climate conducive to basic psychological need satisfaction. The findings indicate that learning advisors play a pivotal role in providing an important need-supportive experience, leading to positive outcomes including personal growth, the development of effective coping strategies, experiencing hope, meaning, and agentic engagement within the learning process.