Longitudinal changes in basic psychological needs and performance perceptions in specialized sport schools at the lower secondary level.

Self-determination theory (SDT) provides a valuable framework for understanding psychosocial environments within specialized sport schools. This study examined the development of satisfaction with the needs for autonomy (i.e. volition, locus of causality and choice), competence, and relatedness, along with perceived performance, among students in specialized sports schools at the lower secondary level. A total of 239 sport school students (39.3% female, 2.9% other) reported their need satisfaction each fall and spring semester across three years. Using latent growth curve modeling, the findings revealed a complex pattern: while average levels of basic psychological need satisfaction remained relatively stable, perceived performance showed a modest decline over time. In addition, there was significant individual variability in change over time for the three basic psychological needs. Higher initial levels of need satisfaction were associated with higher initial perceived performance, and those with greater perceived performance exhibited more stability in their perceived locus of causality. Notably, perceived performance was positively linked to competence satisfaction, while its association with relatedness reflected stable between-person differences rather than developmental trends. Gender differences also emerged, as boys reported higher competence satisfaction and more positive changes in perceived locus of causality and relatedness over time. However, the trajectories of competence satisfaction and perceived performance were similar for both genders. These findings underscore the nuanced interplay between basic psychological needs and performance perceptions, highlighting the importance of individual variability and gender differences in shaping sport school student' experiences.