Basic Psychological Needs and Subsequent Suicidal Thoughts in Real Time.

ObjectiveTo explore the relationship between physical exercise and suicidal ideation of college students, and the mediating role of basic psychological needs satisfaction and sense of meaning in life.MethodsA stratified cluster random sampling method was adopted to survey 1,008 college students of Zhaoqing University from January 17th to 27th, 2024. The Physical Exercise Scale, Suicidal Ideation Scale, Basic Psychological Needs Satisfaction Scale, and Life Meaning Scale were used to assess physical exercise, suicidal ideation, basic psychological needs satisfaction, and sense of meaning in life, respectively. Data were statistically analyzed using descriptive statistics, correlation analysis, regression analysis, and mediation analysis using SPSS (IBM Corp.).ResultsPhysical exercise was negatively associated with suicidal ideation (r = −0.26, p < 0.01). A significant direct effect was observed between physical exercise and suicidal ideation (β = −0.17, p < 0.01, 95% CI [−0.24, −0.11]). Physical exercise positively predicted both basic psychological needs satisfaction (β = 0.27, p < 0.01, 95% CI [0.20, 0.32]) and sense of life meaning (β = 0.17, p < 0.01, 95% CI [0.11, 0.22]). Both basic psychological needs satisfaction (β = −0.17, p < 0.01, 95% CI [−0.24, −0.10]) and sense of meaning in life (β = −0.12, p < 0.01, 95% CI [−0.20, −0.05]) were negatively associated with suicidal ideation. Additionally, basic psychological needs satisfaction was positively associated with sense of meaning in life (β = 0.53, p < 0.01, 95% CI [0.48, 0.58]). Mediation analysis revealed that both basic psychological needs satisfaction and sense of meaning in life significantly mediated the relationship between physical exercise and suicidal ideation. The mediating effect consists of three paths: the independent mediation effect of basic psychological needs satisfaction (effect value is −0.04), the independent mediation effect of sense of meaning in life (effect value is −0.02), and the chain mediation effect of basic psychological needs satisfaction and sense of meaning in life (effect value is −0.02).ConclusionThis study found that physical exercise is negatively associated with suicidal ideation among college students. Furthermore, this relationship is explained through two key mechanisms: the mediating role of basic psychological needs satisfaction, and the sequential mediation pathway involving both basic psychological needs satisfaction and sense of meaning in life. These findings highlight the importance of promoting physical exercise to enhance mental health and mitigate suicidal ideation risk in college populations.

The purpose of this study was to investigate the mediating effect of the satisfaction of basic psychological needs on the relationship between college students’ parental attachment and college life adjustment. Participants comprised 235 college students enrolled in five universities located in the Gwangju and Jeonnam areas. To assess the mediating effects, correlation analysis and hierarchical regression analysis were performed using SPSS 25.0. The results were as follows: first, significant positive correlations were observed between parental attachment, satisfaction of basic psychological needs, and college life adjustment; second, satisfaction of basic psychological needs partially mediated the relationship between parental attachment and college life adjustment. This indicates that the satisfaction of basic psychological needs – such as autonomy, competence, and relatedness – is extremely important in enabling college students to adjust to college life.

Background: Suicide is a global public health concern. To explore the relationship between childhood maltreatment and college students’ suicidal ideation and the mediating role of social support and basic psychological needs. Methods: A questionnaire survey of 625 college students was conducted using the childhood Maltreatment Scale, the Suicidal Ideation Scale, the Social Support Scale, and the Basic Needs Satisfaction Scale. Results: The study revealed that (1) childhood maltreatment positively predicted college students’ suicidal ideation, (2) social support and basic psychological needs played independent mediating roles before childhood maltreatment and suicidal ideation, and (3) social support and basic psychological needs played chain mediating roles before childhood maltreatment and suicidal ideation. Conclusions: Childhood maltreatment positively predicts suicidal ideation among college students, and social support and basic psychological needs play a chain mediating role. This study contributes to the understanding of the effects of childhood maltreatment on suicidal ideation and its mechanism of action, which is of practical significance for the prevention and intervention of college students’ suicidal behaviours.

The present study aimed to investigate the mediating role of basic psychological needs in the relationship between students’ perceptions of classroom environment and their academic emotions. A total of 268 students (137 males and 131 females) were selected from high schools located in Yasouj (Iran) via multistage cluster sampling. The participants filled out the Pekrun, Goetz, and Frenzel’s (2005) Achievement Emotions Questionnaire, Learning Environment Inventory, and Basic Needs Satisfaction. The proposed model was assessed by Structural Equation Model (SEM) using AMOS. Results indicated that the suggested model had a good fit with the empirical data. Furthermore, students’ perceptions of classroom environment had a positive and significant relationship with psychological needs satisfaction and academic emotions. In addition, satisfaction of basic psychological needs significantly and positively influenced academic emotions. Overall, findings demonstrated that satisfaction of basic psychological needs played a mediating role in the relationship between students’ perceptions of classroom environment and academic emotions.

This study investigates Relations of satisfaction of basic psychological needs and teaching-learning process and achievement of physics in junior secondary classes in Jaffna District Sri Lanka; find impact of basic psychological needs on teaching-learning process. The study was descriptive and a quantitative study of 89 science teachers to explore the relationship between teacher satisfaction of basic psychological needs and their teaching-learning process. The study also included 855 class-wise students to examine the relationship between students' satisfaction of basic psychological needs and their physics achievements. The results show that both relations ships are positively correlated, and teaching learning process can be predicted the level of 31% by the variation of teachers’ satisfaction of basic psychological needs. The findings suggest that applying SDT principles in the physics teaching-learning process can enhance teacher satisfaction to lead better classroom practice and student achievement, leading to better academic performance.

Suicidal ideation and behavior are critical psychological crises among children and adolescents, posing significant concerns for their mental health and safety. This cross-sectional study investigated the factors and underlying psychological mechanisms of suicidal ideation in adolescents. A total of 6474 middle school students from Sichuan and Hebei provinces, China, participated in the study. Data were collected using the Self-Assessment of Suicidal Ideation Scale, the Parental Psychological Control Scale, the Meaning in Life Scale, and the Basic Psychological Needs Scale. Statistical analyses, including mediation and chain mediation analyses, were conducted to examine the relationships between parental psychological control, basic psychological needs, meaning in life, and suicidal ideation. The results revealed the following: (1) Parental psychological control positively predicted suicidal ideation in middle school students; (2) basic psychological needs mediated the relationship between parental psychological control and suicidal ideation; (3) meaning in life mediated the relationship between parental psychological control and suicidal ideation; (4) basic psychological needs and meaning in life together played a chain-mediating role in this relationship. These findings highlight the importance of addressing parental psychological control and fostering a supportive family environment to meet adolescents’ psychological needs, enhance their sense of life meaning, and reduce suicidal ideation. Insights from this study provide valuable guidance for prevention and intervention strategies aimed at safeguarding adolescents’ mental health and well-being.

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

E-learning platform (ELP) provides economic and efficient channels to share and learn knowledge online without time and location restrictions. Earlier studies have identified determinants that impact students’ intention to use new technologies in different learning contexts, yet few have tried to investigate the effect of students’ satisfaction of basic psychological needs during the adoption process. Based on the framework of UTAUT2, this study has tested the mediating role of satisfaction of basic psychological needs to better comprehend the relationships between the antecedents and intention. The partial least square structural equation modeling was used for data analysis, findings indicate that performance expectancy, learning value, hedonic motivation, and habit significantly impact students’ willingness to adopt ELP for college English study. As for the mediating effect of students’ satisfaction of basic psychological needs, it fully mediates the relationship between effort expectancy, facilitating conditions, and intention while partially mediating the relationship between performance expectancy, learning value, hedonic motivation, habit, and intention. The study aids in grasping the key factors to increase students’ adoption of ELP and offers recommendations to increase students’ participation, learning efficiency, and their satisfaction of basic psychological needs for competence, autonomy, and relatedness during college English study with ELP.

Background: Motivation is an important factor in the substance use field. Self-determination theory is one of the theories that focuses specifically on the issue of motivation in substance use disorder and basic psychological needs issue. Objectives: The present study aims to evaluate the satisfaction of basic psychological needs in addict persons in comparison to normal persons. Methods: In this case-control study, 93 drug addicts and 91 normal people were selected through available sampling method by matching age, gender, educational level, and socioeconomic status, and evaluated using a basic psychological needs scale. Results: The results of multivariate analysis of variances showed a significant difference between two groups in the three basic psychological needs of autonomy, competence, and relationship (P &lt; 0.001). Also, drug abusers received far fewer scores in three basic psychological needs. Conclusions: The results of this study highlight the weakness in satisfying the basic psychological needs of drug addicts that play an important role in the majority of aspects of each person’s life. Considering this problem, constructive suggestions may be provided for prevention and interventions based on this theory in the field of addiction.

While previous studies have investigated the adverse effects of hyper-competitiveness on individual development, research addressing its underlying causes from a family systems perspective remains relatively scarce. This study provides a comprehensive, longitudinal analysis of how the father hunger impacts adolescent hyper-competitiveness, thoroughly investigating the roles of basic psychological needs satisfaction and mother-child attachment within the broad context of family dynamics. We employ Father Presence Theory, Attachment Theory and Basic Psychological Needs Theory as our theoretical frameworks. Data were gathered from 417high school students in Central China at two time points (December 15, 2023, and May 15, 2024). Descriptive statistics and tests of the moderated mediation model were performed using SPSS 23.0. Our results reveal that increased levels of father hunger are associated with greater adolescent hyper-competitiveness. Basic psychological needs satisfaction (BPNS) functions as a significant mediator, with higher levels of satisfaction correlating with lower hyper-competitiveness. Additionally, mother-child attachment serves as a significant moderator in both the first and second halves of the model, indicating its protective role in mitigating the adverse effects of elevated father hunger on BPNS. Furthermore, mother-child attachment can buffer the negative impact of unmet psychological needs on adolescent hyper-competitiveness. The present study reveals that father hunger leads to adolescent hyper-competitiveness through the basic psychological needs satisfaction whilst mother-child attachment moderates the indirect effects of father hunger on hyper-competitiveness. The findings enhance our theoretical understanding of the interplay between father hunger and adolescent hyper-competitiveness and provides a foundational basis for future research aimed at improving father-child relationships and developing targeted interventions for managing adolescent hyper-competitiveness.

In recent years, the exercise behavior of Chinese adolescents has been on the decline, which is extremely detrimental to their physical and mental health development. However, few studies have explored the mechanisms by which exercise cognition influences Chinese adolescents' exercise behavior. The present study aimed to investigate the relationship between exercise cognition and exercise behavior among Chinese adolescents and the mediating role of satisfying basic psychological needs for exercise. The study consisted of 996 adolescents (44.6% males, 55.4% females) between the ages of 12 and 15 (M = 13.34, SD = 1.059). Participants' exercise behaviors and the satisfaction of basic psychological needs for exercise data were collected via surveys. Structure equation modeling (SEM) was performed to examine the direct and indirect effects. The results were as follows: (1) adolescents' perceptions of exercise were significantly associated with exercise behavior and (2) the mediation model suggests that the satisfaction of basic psychological needs for exercise is an important mechanism by which exercise cognition influences the occurrence of exercise behavior. Therefore, it is crucial to help adolescents form good exercise cognition. Schools, families, and society should take responsibility for adolescents' formation of good exercise cognition and satisfy adolescents' basic psychological needs for exercise so as to enhance adolescents' exercise behaviors and thereby develop good exercise habits.

The study aims to measure basic psychological needs’ satisfaction-frustration among undergraduate GCC students’ and to investigate the function of satisfaction or frustration of the basic psychological needs on positive mental health or depressive symptoms. To achieve these aims, three measures have administered on a sample consisted of 608 undergraduate students from three GCC countries (Oman, Qatar, and Saudi Arabia: (1) Basic Psychological Needs Satisfaction Frustration Scale (BPNSFS), (2) Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), and (3) The second edition of the Beck Depression Inventory (BDI-II). Descriptive statistics explored that the level of needs satisfaction was high and convergent to a certain extent in the three countries, while the level of frustration was moderate with some disparity among the three countries. The results also showed a clear pattern of correlation between the level of satisfaction and mental health, and correlation between frustration and depressive symptoms. Finally, Multiple Regression Analysis showed that it is possible to predict individuals’ mental health according to their satisfaction or frustration with the basic psychological needs. The study concluded that basic psychological needs’ satisfaction is positively associated with mental health, while needs frustration is associated with depressive symptoms. Thus, these results, provides additional evidence from the Arab context on the integrity of the foundation on which the Basic Psychological Needs Theory is based.

IntroductionSelf-Determination Theory (SDT) has been widely applied in coaching to support coachees’ needs for autonomy, competence, and relatedness, which are collectively known as Basic Psychological Needs (BPNs). Although these BPNs are typically viewed as interpersonal constructs, there is a notable lack of dyadic studies that examine these interpersonal dynamics in the context of coaching beginning teachers. Addressing this gap is crucial, as discrepancies often exist between the perceptions of coaches and coachees concerning BPN support. Therefore, this study aimed to investigate this perceptual distance and its association with coachees’ BPN satisfaction.MethodsA sample of seventy-two dyads, consisting of coaches and their coachees (i.e. beginning teachers), completed self-report surveys immediately after completing their coaching program. We used polynomial regression and response surface analysis to examine the relationship between the perceptual distance and coachees’ BPN satisfaction.ResultsThe results revealed three groups of dyads: (1) dyads where coaches overreported their BPN support (i.e. reported their own behaviour more positively than their coachee did, ~ 31%), (2) dyads where coaches underreported their BPN support (i.e. reported their own behaviour less positively than their coachee did, ~ 27%), and (3) dyads where both parties agreed on the level of BPN support (~ 42%). Moreover, we found that coachees experienced higher BPN satisfaction when both parties agreed rather than disagreed. When perceptions aligned, BPN satisfaction was highest under high BPN support. When perceptions diverged, coachees’ BPN satisfaction was higher when coaches underreported rather than overreported.DiscussionThese findings underscore the importance of aligning coaches’ and coachees’ perceptions through self-reflection and communication, while also emphasising the need for future dyadic-level research in education and beyond.

This study aimed to examine the mediating role of phubbing and social media addiction in the correlation between satisfaction levels of basic psychological needs in romantic relationships and relationship satisfaction. The participants were 958 students from various universities in Türkiye. The research utilized demographic information form for personal information of the participants, the Satisfaction of Basic Psychological Needs in Romantic Relationships Scale, the Generic Scale of Phubbing, the Social Media Addiction Scale-Adult Form, and the Relationship Satisfaction Scale. It was concluded in the research that social media addiction and phubbing had a mediating role in the correlation between the needs for love/belonging β = 0.05, power β = 0.03, and freedom β = -0.08 and the relationship satisfaction. The bootstrapping method performed in the study showed that indirect effect of the need for fun on the relationship satisfaction was significant, but in the Sobel test, social media addiction and phubbing was not found to have a mediating role in this correlation (p > 0.05). It was concluded that phubbing had a mediating role for all needs other than the need for fun in the correlation between satisfaction of basic psychological needs in romantic relationships and social media addiction. Finally, social media addiction was found to have a mediating role in the correlation between phubbing and relationship satisfaction. These findings were discussed in line with the literature. As shown by the findings, it was observed that satisfaction of basic psychological needs in romantic relationships affected the relationship satisfaction, and social media addiction and phubbing had a mediating role in that correlation.

Problem In contrast to more traditional learning environments, it can be difficult to "see and hear" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation? Purpose of Study The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed. Method This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique. Results The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p&lt;0.001). Basic psychological needs satisfaction positively affected self-regulation (b=0.44, p&lt;0.001) and mindsets positively affected self-regulation (b=0.23, p&lt;0.001). Overall, research model one explained 44.2% variance of online learners' self-regulation. The model fit indices showed that the second hypothesized research model fit the data (X2=378.398, df=146, Normed Chi-Square=2.259, CFI=0.921, TLI=0.908, RMSEA=0.063, SRMR=0.050). A significant mediator effect of basic psychological needs satisfaction was found between autonomy support and self-regulation. The results indicated that the conditional indirect effect of autonomy support on self-regulation via basic psychological needs satisfaction was significant both when the mindsets score was high (which suggests growth mindset orientation) (β=0.216, 95% CI [0.098, 0.316]) and when the mindsets score was low (which suggests fixed mindset orientation) (β=0.150, 95% CI [0.031, 0.250]). Conclusions Applying SEM technique for data analysis, the model fit indices showed that the first hypothesized research model of this study fit the data and explained 44.2% variance of university online learners' self-regulation. The path analysis indices of model one suggests that basic psychological needs satisfaction and mindsets play a predictive role in self-regulation among university online learners whereas autonomy support could not be used as a predictor of self-regulation among university online learners. In addition, the path analysis indices of research model one indicates that autonomy support and basic psychological needs satisfaction could not be used as a predictor of mindsets among university online learners whereas autonomy support could predict basic psychological needs satisfaction as suggested by the theoretical framework. A significant mediator effect of basic psychological needs satisfaction was found between autonomy support and self-regulation. Furthermore, the results of the second research model indicate that the conditional indirect effect of autonomy support on self-regulation via basic psychological needs satisfaction was both significant when the mindsets score was high (which suggests growth mindset orientation) and when the mindsets score was low (which suggests fixed mindset orientation). The difference (though not significant) between these two slopes suggests that the mediation effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation was slightly stronger when the mindsets score was higher indicating a growth mindset.