Does Support Meet the Need? A Focus Group Study on Parental Support and Students’ Psychological Need Satisfaction in a Minority School Context

Abstract

Highlights What are the main findings? Parental support contributes to minority students' satisfaction of autonomy, competence, and relatedness. Minority educational contexts shape students' psychological well-being through sociocultural and institutional conditions. What are the implications of the main findings? Supportive parenting acts as a protective factor that promotes resilience and psychological well-being among minority students. School and community interventions should address the psychosocial needs of bilingual minority students.Highlights What are the main findings? Parental support contributes to minority students' satisfaction of autonomy, competence, and relatedness. Minority educational contexts shape students' psychological well-being through sociocultural and institutional conditions. What are the implications of the main findings? Supportive parenting acts as a protective factor that promotes resilience and psychological well-being among minority students. School and community interventions should address the psychosocial needs of bilingual minority students.Abstract Background: Parental practices that support autonomy, provide structure, and foster warm relationships are associated with greater satisfaction of students' basic psychological needs for autonomy, competence, and relatedness. In minority educational contexts, however, students' psychological need satisfaction is also shaped by broader sociocultural conditions that may create additional pressures and sources of chronic stress. Within such environments, parental support may function as a protective factor that helps students cope with educational and cultural demands. Objective: The aim of this study was to explore how parental support contributes to the satisfaction of students' basic psychological needs within a minority educational context where students from the Greek minority attend a bilingual school operating within a Turkish educational framework. Methods: A qualitative design was employed using three focus groups conducted in a minority school located in Gökçeada, Türkiye: one with parents (N = 5), one with lower secondary school students (N = 6), and one with upper secondary school students (N = 6). Interview questions were developed on the basis of Basic Psychological Needs Theory. Data were analyzed thematically by five members of the research team. Results: Findings indicated that parental support influenced students' need satisfaction through practices related to autonomy (e.g., trust, space for mistakes), competence (e.g., encouragement, comparison), and relatedness (e.g., emotional presence, empathy). However, these practices were not experienced in a uniform way. Rather, their meaning and impact were shaped by contextual conditions associated with minority status, including bilingual educational demands, limited resources, and close-knit community dynamics. Conclusions: The study suggests that in minority school settings, parental support operates not simply as a general interpersonal resource but as a contextually mediated protective process. By showing how sociocultural and institutional conditions shape the enactment and experience of autonomy, competence, and relatedness, the findings extend existing BPNT research beyond majority settings and offer a more context-sensitive understanding of students' psychological need satisfaction.