A cross-group comparison study of the influences of basic psychological need satisfactions on digital literacy: the chain mediating role of academic motivation and learning engagement

The purpose of this study is two-fold. First, it attempts to investigate the effects of life goals on psychological happiness through basic needs satisfaction, basic needs frustration, and self-determined motivation among university dance students using goal content theory, basic needs theory, and organistic integration theory as three mini theories of the self-determination theory(SDT; Deci & Ryan, 1985). Secondly, it tests the structural invariance across grades and dance careers. Subjects were 453 university dance students(69 males, 384 females). Five identical questionnaire packages containing assessments of goal contents, basic psychological need satisfaction, basic psychological need frustration, motivational regulations, and psychological happiness were given to participants. Six hypotheses were analyzed with structural equation modeling. The results of the structural equation modeling and multi- group analysis were as follows as: Firstly, achievement directed goal among university dance students directly reduce psychological happiness. But their achievement directed goals for honors and wealth do not influence to psychological happiness via basic psychological need satisfaction, basic psychological need frustration, and self-determined motivation. Secondly, life directed goal among university dance students directly increase the level of psychological happiness. Their life directed goals for self-growth and positive interpersonal building reduce basic psychological need frustration and fulfil basic psychological need satisfaction which, in turn, contribute to enhance psychological happiness as changing in au- tonomous regulation of behaviors. Thirdly, the effects of the types of life goals, basic psychological need satisfaction, basic psychological need frustration, and motivational regulation of behaviors on university dance students’ psychological happiness were variant across grades. Fourthly, the effects of the types of life goals, basic psychological need satisfaction, basic psychological need frustration, and motivational regulation of behaviors on university dance students’ psychological happiness were variant across low and high dance careers. Findings suggest that university dance students need to pursued life directed goals such as family harmony, good interpersonal relationship, active leisure activity, self-acceptance than achievement directed goals such as economical success, honors, extrinsic achievement, and images. The reason is that life directed goals among university dance students are crucial for facilitating their psychological happiness throughout basic psychological need satisfaction and self-determined motivation.

Based on the self-determination theory, this study examined the mediating role of intrinsic motivation with respect to the relationship between basic psychological needs satisfaction and students’ academic engagement. Data was collected from a sample of 365 agriculture students at five public universities in western Iran. Data was collected by employing standardized self-administered scales, which was subsequently analyzed using partial least squares structural equation modeling by the help of the SmartPLS 3.0 software. The results of this study indicated that the satisfaction of the basic psychological need for autonomy, competence, and relatedness exerted direct and positive effects on intrinsic motivation. In addition, the three basic psychological needs satisfaction had indirect and positive effects on academic engagement via intrinsic motivation. This study provides a unique perspective through which educators and researchers may effectively recognize the role of basic psychological needs satisfaction in facilitating and promoting academic motivation and engagement in universities.

A reciprocal effects model of the temporal ordering of basic psychological needs and motivation.

Basic psychological need theory has identified three basic needs: autonomy, competence, and relatedness. Need satisfaction is necessary for development and well-being, while need frustration can lead to maladaptive functioning. The study investigated the significance of individual profiles of basic psychological need satisfaction and frustration in experiencing stress, coping, and satisfaction with life. Participants (N = 622, Mage = 22.22 ± 4.30) completed the Basic Psychological Need Satisfaction and Frustration Scale, Perceived Stress Scale, Stress Appraisal Questionnaire, COPE Inventory, and Satisfaction with Life Scale. We performed exploratory factor analysis to identify coping styles, latent profile analysis to distinguish groups with specific need profiles, and MANOVA to demonstrate differences between these groups. Five coping styles were identified: (1) problem-focused, (2) emotion-focused, (3) meaning-focused, (4) escape-avoidance, and (5) religious. The following groups of individuals characterized by specific profiles of basic psychological need satisfaction and frustration were distinguished: (1) mainly low satisfaction and high frustration of relatedness; (2) high satisfaction and low frustration of all basic needs; (3) low satisfaction and high frustration of all basic needs; (4) average satisfaction and frustration of all basic needs; (5) mainly low satisfaction and high frustration of competence. These groups significantly differ in perceived stress, coping styles, and life satisfaction. Individuals with profile 3 were the most stressed and tend to use escape-avoidance coping style. Participants with profile 2 coped using a problem-focused style and had higher life satisfaction. These findings indicate that a person-centered approach leads to a better understanding of experiencing stress and coping.

The issue of mental health among college students is concerning during COVID-19 outbreak. Since engineering college students are vulnerable to mental health issues, the objectives of this study were: (1) to analyze the relationship between physical activity, parental psychological control, basic psychological needs, anxiety, and mental health in Chinese engineering college students during COVID-19 pandemic; and (2) to examine the mediation effect of anxiety between the relationship of basic psychological needs and mental health. A cross-sectional study was conducted among several universities in Shandong Province, China. We randomly selected 254 Chinese engineering college students. Participants completed the Physical Activity Rating Scale (PARS-3), Basic Needs Satisfaction in General Scale (BNSG-S), Parental Psychological Control Questionnaire, the Beck Anxiety Inventory (BAI), and the Kessler 10 (K10) scale. The mediation model was conducted to assess the mediation effect of anxiety between the relationship of basic psychological needs and mental health. Among 254 Chinese college students majoring in engineering, their mental health was in the mid-level range. Besides, physical activity and basic psychological needs is positively correlated with mental health, respectively, while parental psychological control is not correlated with mental health. Anxiety is negatively associated with mental health. Mediation analysis revealed that anxiety played a mediation role in the relationship between basic psychological needs and mental health. To our knowledge, this is the first study to examine the relationships between physical activity, parental psychological control, basic psychological needs, anxiety, and mental health in Chinese engineering college students during COVID-19 pandemic. Mental health of Chinese engineering college students deserves extensive attention during COVID-19 pandemic. In the current study, we found that physical activity, basic psychological need was positively associated with mental health, while anxiety was negatively correlated to mental health. Besides, anxiety played a mediation effect in the relationship between basic psychological needs and mental health. Government or educators can guide and help meet students’ basic psychological needs and promote physical activity participation, thus reducing their anxiety level and improving their mental health.

This study, based on Ecological Systems Theory and Self-Determination Theory, explores the relationships between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement from a positive psychology perspective, as well as the mediating roles of basic psychological needs and autonomous motivation. A questionnaire survey was conducted with 416 university students from four universities in Guangxi, using the Academic Engagement Scale, Parental Autonomy Support Scale, Teacher Autonomy Support Scale, Peer Support Scale, Basic Psychological Needs Scale, and Learning Motivation Scale. (1) Teacher autonomy support was significantly positively associated with university students' academic engagement; peer support was significantly negatively associated with academic engagement; parental autonomy support was not significantly associated with academic engagement. (2) Basic psychological needs significantly mediated the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. (3) Autonomous motivation significantly mediated the relationships between parental autonomy support, teacher autonomy support, and academic engagement, while it was not significantly associated with the relationship between peer support and academic engagement. (4) Basic psychological needs and autonomous motivation played a chain-mediating role in the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. Teacher, parental, and peer support influence university students' academic engagement through different pathways, with basic psychological needs and autonomous motivation serving as important "bridging" factors.

PurposeThe purpose of this paper is to investigate the association of the satisfaction of the basic psychological needs for competence, autonomy, and relatedness with affective commitment and turnover intentions among retail employees in India while also examining the mediating role of job satisfaction in these associations.Design/methodology/approachResearch hypotheses were tested using a cross-organizational sample of 244 employees. Existing, established scales were used to measure the research constructs.FindingsThe results of this study show that the satisfaction of the needs for competence, autonomy, and relatedness was positively related to affective commitment and negatively related to turnover intentions. Moreover, the results indicate that job satisfaction mediated the association of basic psychological need satisfaction with affective commitment and turnover intentions.Practical implicationsThis study highlights the significant role of basic psychological need satisfaction in retaining employees in a rapidly growing economy that is experiencing very high employee turnover. The findings of this study may be helpful for organizational leaders in taking appropriate actions to create working conditions that facilitate the satisfaction of employees’ basic psychological needs. Satisfaction of employees’ basic psychological needs at work may help in retaining them in the current economic scenario, which is witnessing very high employee turnover.Originality/valueThis research tested the applicability of basic psychological need satisfaction to Eastern collectivistic cultures, particularly to India. Recent socio-economic changes, unique workforce demographics and a predominantly collectivistic culture make India distinct from western and European countries, where most of the earlier research on understanding the nature, antecedents, and consequences of basic psychological need satisfaction has been conducted. This research provides an important contribution not only to basic psychological need satisfaction theory, but also to international business literature.

BackgroundThe coach-coachee working alliance and coachee motivation seem important factors for achieving positive coaching results. Self-determination theory, specifically basic psychological need theory, has been proposed as a relevant framework for understanding these relationships. The current longitudinal survey study therefore investigates prospective associations between coachees’ appraisal of the working alliance, basic psychological need satisfaction, and the coaching outcome indicators goal attainment, wellbeing, absence of psychopathology, and personal growth initiative.MethodsThe sample (N = 181) consisted of Dutch coachees that were recruited across a range of coaching settings and contexts. Online self-report questionnaires were administered twice (T0 and T1), with an intervening time of 3 weeks, assessing working alliance, basic psychological need satisfaction, goal attainment, wellbeing, absence of psychopathology, and personal growth initiative. Parallel analysis with Monte Carlo simulations and confirmatory factor analyses were performed to assess the dimensionality of working alliance and basic psychological need satisfaction scores. Multiple regression analyses (stepwise) were used to examine prospective (T0 to T1) associations between working alliance and basic psychological need satisfaction, and their association with outcome indicators.ResultsThe coachees’ perception of the working alliance was positively and reciprocally, although modestly, associated with basic psychological need satisfaction. In addition, both working alliance and basic psychological need satisfaction were prospectively associated with goal attainment, but not with other outcome indicators.ConclusionsResults provide tentative support for a role of basic psychological need satisfaction in facilitating the establishment of a good working alliance. Additionally, the perception of a good quality, need supportive relationship with the coach appears to be associated with better goal achievement, but not with other outcome indicators. Associations were generally modest, and more research is needed to better measure and comprehend the unique contributions of specific relational and motivational factors to outcomes in coaching and assess the robustness of the current study findings.

From the perspective of positive psychology, and based on Self-Determination Theory and Sustainable Happiness Theory, this study explores the relationship between basic psychological needs and psychological well-being among undergraduate students, as well as the mediating roles of autonomous motivation and academic engagement. A survey was conducted among 439 undergraduate students using the Basic Psychological Needs Scale, Learning Motivation Scale, Academic Engagement Scale, and Psychological Well-being Scale. Basic psychological needs were significantly and positively correlated with undergraduate students' psychological well-being. Academic engagement partially mediated the relationship between basic psychological needs and psychological well-being. However, autonomous motivation did not mediate this relationship. Furthermore, autonomous motivation and academic engagement served as chain mediators in the relationship between basic psychological needs and psychological well-being. Basic psychological needs are not only directly related to undergraduate students' psychological well-being but are also indirectly associated with their psychological well-being through the mediating role of academic engagement and the chain mediating role of autonomous motivation and academic engagement.

This study was to assess the moderating roles of intrinsic value in the relation of basic psychological needs support to academic engagement in mathematics. We recruited 246 middle school students by using the Basic Psychological Needs Support Scale, the Intrinsic Value Scale and the Academic Engagement Scale. This study found that both basic psychological needs support and intrinsic value had significant predictions on the three aspects of academic engagement. Moreover, the interaction item between basic psychological needs support and intrinsic value could significantly affect emotional and cognitive engagement, but not behavioural engagement. The findings indicated that except for behavioural engagement, the associations between basic psychological need support and emotional or cognitive engagement could be moderated by intrinsic value. This study provides a special perspective for educators and researchers to recognise the role of intrinsic value in promoting adolescents' higher levels of involvement in mathematics class.

Two studies were conducted to examine how individuals’ intrinsic and extrinsic goals were related to their relationship well-being as mediated by basic psychological need satisfaction. In Study 1, a survey was administered to 96 participants who were in romantic relationships. The results showed that individuals’ perceptions of their partners’ extrinsic and intrinsic goals were associated with their relationship satisfaction in opposite directions, and that these relations were mediated by their basic psychological need satisfaction. Using the Actor–Partner Interdependence Model, Study 2 investigated how basic psychological need satisfaction mediated the association between extrinsic and intrinsic goals and relationship well-being among 104 dyads who were in romantic relationships. The results suggested that the dyads’ intrinsic goals were positively associated with basic need satisfaction while their extrinsic goals showed the reverse relation, and that basic psychological need satisfaction mediated the relations between extrinsic and intrinsic goals and relationship well-being. The negative association between extrinsic goal pursuits and relationship well-being was the same regardless of the individuals’ or their partners’ level of extrinsic goals.

BackgroundThis is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes.MethodsThis study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire.ResultsWeight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support.ConclusionWeight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs.

Objective: This study aimed to predict academic engagement based on basic psychological needs and academic perfectionism in female middle school students in the city of Malekan. Methodology: The study followed a descriptive-correlational design. The statistical population included 2,500 female middle school students in Malekan during the second half of the 2022-2023 academic year. Using Cochran's formula, a sample size of 333 students was selected through multi-stage cluster sampling. The research instruments included the Academic Engagement Questionnaire (Fredricks et al., 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Perfectionism Questionnaire (Stoeber et al., 2007). Pearson correlation coefficient and multiple regression analysis were employed for data analysis. Results: The results indicated a significant positive relationship between basic psychological needs and academic engagement (r = 0.610). Furthermore, positive perfectionism showed a significant positive correlation with academic engagement (r = 0.418), while negative perfectionism had a significant inverse relationship with academic engagement (r = -0.271). Regression analysis revealed that positive perfectionism, negative perfectionism, and basic psychological needs, with beta coefficients of 0.220, -0.206, and 0.518, respectively, predicted the level of academic engagement in students. Conclusion: The findings suggest that fulfilling basic psychological needs and fostering positive perfectionism can enhance students' academic engagement, whereas managing negative perfectionism can prevent disengagement and improve academic performance.

To conduct a randomized controlled trial to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia. Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010 to 2013 into mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows, and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability.The primary analysis was a comparison of intervention effects on changes in protégés' satisfaction of their basic psychological needs (competence, autonomy, and relatedness) with their mentor. They completed a well-validated, online questionnaire every two months for one year. There was no significant effect at the end of one year of either mentor training or peer mentoring on protégés' psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés' overall psychological need satisfaction with their mentor at two months, the time point closest to completing mentor training. This randomized controlled trial showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study.

This research aims at empirically examining the role of basic psychological need satisfaction and mastery approach goal orientation toward the self-regulated learning of the university students. The subject of this research consisted of 240 students the third, the fifth, and the seventh semester students of the faculty of education and teaching at the State Islamic University Makassar derived from eight departments. The sample taken by using multi stage cluster random sampling tecnique. The research instruments used were the self-regulated learning scale, the psychological basic need scale, and the mastery approach goal orientation scale. The data analyzed by using multiple regression analysis. The result shows that the value of Fregression = 115.303, and the value of p < 0.001. This means that the hypothesis of this research is accepted or the basic psychological need together with the mastery approach goal orientation can significantly predict the self- regulated learning of the university students with effective contribution R 2 = 0.493 or 49.3%. Partially, the two predictors showed a different contribution where the basic psychological need satisfaction contributed 4.9% and the mastery approach goal orientation contributed 44.4% to the self-regulated learning of the university students.