Thesis advisor: David Miele / This dissertation adopts a fundamental needs perspective to examine the associations between first-year students’ reasons for attending college and their well-being. It extends Basic Psychological Needs Theory (BPNT; Ryan & Deci, 2017), by proposing that (a) meaning, safety, and status (in addition to autonomy, competence, and relatedness) are fundamental needs that students aim to satisfy in college, and (b) the salience of particular needs influences students’ goal-directed behavior and well-being. The first phase of the dissertation involved the development of three novel measures which were used in the second phase to explore different profiles of salient needs and their associations with college students’ experiences of need satisfaction, need conflict, and four outcome variables (GPA, intentions to persist toward graduation, psychological distress, and overall well-being).A latent profile analysis of the first wave of data (N= 512) identified three profiles based on students’ reasons for attending college: Weaker Reasons, Balanced Reasons, and Stronger Reasons. Subsequent analyses examined whether profile membership at Wave 1 predicted need satisfaction, need conflict, and the student outcomes at Wave 2 (n = 219). Results indicated that the Stronger Reasons profile was associated with higher levels of need satisfaction compared to the other two profiles, whereas the Balanced Reasons profile was associated with lower GPA and intentions to persist. Next, structural equation models were estimated to examine the relations between need satisfaction, need conflict, and the four outcomes. Results indicated that need satisfaction was positively associated with intentions to persist and well-being, but negatively related to distress, whereas need conflict positively predicted distress. Contrary to expectations, need conflict and need satisfaction were not significantly associated. Although additional research is needed to examine motivation profiles, findings from this dissertation study suggest that students attend college with different patterns of need-based motivations, and these profiles are related to important student outcomes. The dissertation also adds to the literature examining the association between need satisfaction and well-being, and suggests that need conflict is a construct worthy of additional inquiry. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.