Understanding the Negative Effects of Legal Education on Law Students: A Longitudinal Test of Self-Determination Theory

Abstract

Longitudinal studies suggest that law school has a corrosive effect on the well-being, values, and motivation of students, ostensibly because of its problematic institutional culture. In a 3-year study of two different law schools, the authors applied self-determination theory's (SDT) dynamic process model of thriving to explain such findings. Students at both schools declined in psychological need satisfaction and well-being over the 3 years. However, student reports of greater perceived autonomy support by faculty predicted less radical declines in need satisfaction, which in turn predicted better well-being in the 3rd year and also a higher grade point average, better bar exam results, and more self-determined motivation for the first job after graduation. Institution-level analyses showed that although students at both schools suffered, one school was perceived as more controlling than the other, predicting greater difficulties for its students. Implications for SDT and for legal education are discussed.