Basic Psychological Needs Research Articles

The Effect of Social Support on Study Engagement of English Majors in Medical Schools: The Mediating Role of Basic Psychological Needs

The Effect of Social Support on Study Engagement of English Majors in Medical Schools: The Mediating Role of Basic Psychological Needs

Meeting Basic Psychological Needs: One Coach’s Application of Self-Determination Theory in Practice

According to self-determination theory, particularly basic psychological needs theory (BPNT), creating social environments, which support the basic psychological needs of competence, autonomy, and relatedness, are associated with individuals’ mental and physical well-being. Therefore, coaches have been encouraged to enact coaching behaviors in their programs based on BPNT. However, few examples exist demonstrating how coaches actually do this. Therefore, the purpose of this paper was to provide insight into one collegiate coach’s endeavors to support holistic athlete development and promote thriving by using coaching behaviors which align with BPNT in a Division III swim program.

Focused, Flourishing, but Not in Flow: Achievement Strivers’ Experiences of Competence, Flow, and Well-Being During Personally Expressive Activities

One effective route to increasing well-being is through the pursuit of activities which suit a person’s personality strengths (i.e., person-activity fit). People who strive for achievement tend to organize their behaviors in ways that promote goal attainment and well-being. We tested the hypothesized process that achievement striving would lead to increased well-being over time through feelings of competence and flow. A secondary aim was to describe the types of personally valued activities and whether activity type facilitates competence and flow. Undergraduate students (N = 346 at Time 1; N = 244 at Time 2) completed an online survey measuring personality, personally expressive activities, basic psychological need satisfaction, flow, and well-being at two timepoints ~ 4 months apart. Two coders thematically coded activities into seven types (e.g., reading and writing, hobbies). We used cross-sectional and longitudinal serial mediation models to test our hypothesis with eudaimonic (life worth) and hedonic (life satisfaction) well-being, controlling for sample characteristics (recruitment source and term). Achievement striving was positively correlated to competence and well-being, but the indirect effects did not show that well-being is boosted by feeling competent and in flow during in personally expressive activities, cross-sectionally or longitudinally. Perceived competence was comparable across activity types, although flow was highest in reading and writing activities. While achievement strivers tended to feel happy and competent at personally expressive activities, the mechanistic pathway to well-being is not yet clear. Future studies might recruit larger sample sizes and utilize smaller time lags (e.g., ecological momentary assessment).

Exploring consumers’ competence, autonomy and relatedness needs in the adoption of facial recognition payment technology

Facial Recognition Payment Technology (FRPT) is an emergent innovative biometric payment system that may involve more complexed consumer decision-making process due to its reliance on using consumers' images and financial information. Earlier research on FRPT adoption has overlooked drivers and barriers of ‘trial’, which logically precedes ‘adoption’. For retailers, there is also an unclear understanding about the evolution of consumers' needs before trialling a new and potentially risky technology. Drawing on the Basic Psychological Needs Theory (BPNT), this current study takes an exploratory approach and uncovers factors that lead to consumers' ‘needs satisfaction’ or ‘frustration’ for autonomy, competence, and relatedness across early stages of the innovation-decision process. Study 1 offers an extensive systematic literature review, then Study 2 adopts an exploratory approach by conducting (n = 21) in-depth interviews. A conceptual framework is offered that defines the meaning of each fundamental human need of BPNT in each stage – including knowledge, persuasion and trial, of the technology adoption process, and underlines the factors drive these needs positively or negatively. The developed framework has important implications for retailers and countries who aim to introduce FRPT or similar new technologies in their market.

The Moderating Role of Psychological Needs on the Relationship between Eudaimonia and Mental Health

Cultivating an eudaimonic lifestyle benefits mental health. However, it is not known under which circumstances the benefits of eudaimonia are the most pronounced. This cross-sectional study aimed to examine psychological needs (autonomy, competence, and relatedness) as the moderators of the effects eudaimonia has on mental health (general mental health, positive and negative mental health). In total, 328 young adults took part in this study, of which 36.6% were males, whose ages ranged between 18 and 30, with a median of 19 years (SD = 1.32). Questionnaires were used to measure eudaimonia (The Eudaimonia Scale from The Hedonic and Eudaimonic Motives for Activities), psychological needs (The Basic Psychological Needs Scale), and mental health (The Mental Health Inventory). To analyze the data, hierarchical regression analyses and analyses of variance have been performed. The results revealed that of all psychological needs, only the need for relatedness moderated the relationship between eudaimonia and general mental health and eudaimonia and negative mental health. Individuals with high eudaimonia and a highly satisfied need for relatedness had good general mental health and fewer mental health disturbances. The findings suggest that if one practices meaningful behaviors, the positive change in the mental health domain is greatest when those actions benefit not only this individual but others as well.

Basic Psychological Needs in the Face of Achievement Vulnerability: A Study in Young Team Athletes.

The susceptibility of athletes to experience of emotional and psychological difficulties arising from the pressure and expectations associated with achieving and maintaining high performance can become a vulnerability in the desire to achieve success in sport. This study aims to investigate the protective value in the perception of satisfaction in basic psychological needs against the vulnerability that perfectionism generates in the appearance of reactivity linked to fear of failure. A cross-sectional, relational, and semi-randomized research design was used, applying perfectionism, fear of failure, and basic psychological needs measures adapted to both the competitive sports context and the Spanish language in a sample of 372 young Spanish athletes, under descriptive analyses and predictive models. The results showed that as the age of the participants increased, the indicators of perfectionism and fear of failure decreased, with no gender differences. The results offer and confirm the positive relationships between the dimensions of perfectionism and fear of making mistakes (where processes such as self-devaluation and fear of failing the people that participants deemed as important to them are intertwined). The perception of satisfaction of the basic psychological needs of autonomy, social relationships, and competence emerges as protective factors that mediate the perfectionism-fear of failure relationship. On the other hand, discrepancies are shown between the perfectionist dimensions concerning the relationships with the BPNs, describing certain sources of vulnerability, although there are adjustments of mental effort and discomfort in the young athletes. The conclusions offer the opportunity to investigate the aspects that facilitate the emergence of fear of failure in young athletes, mainly the performance of coaches connected to the emergence of patterns in pursuit of perfection.

Psychological Well-Being and Self-Efficacy for Self-Regulated Learning.

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students' Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study's main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence.

Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

Differences in social support, emotion invalidation, psychological needs, cognitive emotion regulation in maritally adjusted and maladjusted women in Pakistan: A matched pairs design.

The present study aimed to find out differences of social support, perceived emotion invalidation, psychological needs, and use of adaptive and maladaptive cognitive emotion regulation strategies in maritally adjusted and maladjusted after controlling for age, education, employment status, and depressive symptomatology. The cross-sectional study uses a matched pairs design. The sample was divided into two groups; maritally adjusted and maladjusted women (n = 40 pairs) on basis of scores obtained on revised-dyadic adjustment scale. Forty maritally adjusted women were matched with 40 maritally maladjusted women according to age, education, and employment status. Social support questionnaire, perceived invalidation of emotion scale, basic psychological need satisfaction frustration scale, cognitive emotion regulation questionnaire, and center for epidemiologic studies depression scale were administered. One-way ANCOVA revealed that maritally maladjusted women had lower level of social support [mean difference; -5.65(-9.97, -1.33), p < 0.05, partial η2 = 0.08] and more emotional invalidation [mean difference; 15.36(13.08, 17.65), p < 0.001, partial η2 = 0.71] compared to maritally adjusted women after controlling for the effect of depressive symptomatology. Maritally maladjusted women had more need frustration [mean difference; 10.75(7.59, 13.92), p < 0.001, partial η2 = 0.38] compared to maritally adjusted women. However, maritally adjusted women had more need satisfaction [mean difference; 13.36(9.67, 17.05), p < 0.001, partial η2 = 0.41] compared to maritally maladjusted women. Maritally adjusted women used more adaptive CER strategies (acceptance, refocus on planning and putting into perspective) [mean difference; 4.66(2.36, 6.95), p < 0.001, partial η2 = 0.18] compared to maritally maladjusted women whereas, maritally maladjusted women used more maladaptive strategies (self-blame, catastrophizing and blaming others) [mean difference; 4.66(2.77, 6.54), p < 0.001, partial η2 = 0.25] compared to maritally adjusted women. Maladjusted women had less social support and more emotional invalidation of emotions and psychological needs frustration. They used more maladaptive strategies to manage their negative emotions in comparison to maritally adjusted women. Identification of these cognitive emotion regulation strategies will help clinicians and counselors to devise psychological intervention targeting the use of adaptive strategies to minimize the negative mental health consequences.

The role of motivation in shaping social inclusion of people with intellectual disabilities in physical-sports activity contexts.

The present study aims to test a model in which basic psychological needs (BPN) satisfaction in physical-sport activity contexts is associated with self-determined motivation, which, in turn, would predict the social inclusion of people with intellectual disabilities. A total of 286 people with intellectual disabilities (53.5% men) who reported engaging in physical-sport activities responded to a validated questionnaire about the satisfaction of their BPN, motivation (using the Self-determination index [SDI]), and social inclusion. A Pearson's bivariate correlation and structural equation modeling were conducted. The resulting model was reanalyzed in a multigroup analysis to test its invariance across self and proxy reports. Positive associations were found between the satisfaction of the BPN and the SDI. However, the SDI and social inclusion were positively associated only in proxy reports (βself=0.07 vs. βproxy=0.30). The tested model established positive relationships between the BPN and SDI in autonomy (βself=0.21 vs. βproxy=0.18), competence (βself=0.47 vs. βproxy=0.53), and relatedness (βself=0.21 vs. βproxy=0.23). Further research is needed to understand the factors leading to discrepancies between participants and proxies when relating the SDI to social inclusion in the context of physical-sport activity. However, the results obtained suggest that it would be optimal to develop contexts of practice for people with intellectual disabilities in which the satisfaction of their BPN is favored and that this has a positive impact on their motivation and social inclusion.

Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator.

Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers' career calling. The results revealed a positive effect of parent-initiated support on teachers' career calling. Teachers' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers' specific autonomy and relatedness need satisfaction were non-significant. These findings suggest that parent-initiated support is an important job resource for kindergarten teachers' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers' experience of career calling.

Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis

EFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement.

Students’ Basic Psychological Needs in Blended Teacher Learning Groups During COVID-19

Teacher Learning Groups (TLGs) are social configurations in which student teachers (henceforth: students) learn together with peers, teacher trainers and teachers through social interactions (Doppenberg et al., 2012). Due to the restrictions caused by the COVID-19 pandemic, blended education has developed quickly. Blended education combines contact learning with distance learning ((Müller &amp; Mildenberger, 2021). This workshop aims to shed light on how blended meetings interfere with the fulfilment of students’ basic psychological needs in TLGs. We also want to find out how to facilitate TLGs to support students’ basic psychological needs in times when social distancing is necessary or when blended education is convenient (e.g., to enhance the accessibility of education).

Role of Sports Motivation and Basic Psychological Needs in the Relationship Between Child Maltreatment and Psychological Adaptation in Adolescents.

Child maltreatment poses serious consequences, while sports participation among adolescents offers a potential avenue for mitigating such consequences. This study, based on self-determination theory (SDT), examines the associations among child maltreatment, sports motivation (intrinsic and extrinsic), and satisfaction or frustration of basic psychological needs (BPNs). This study also investigated the mediating role of sports motivation in the relationship between child maltreatment and psychological adaptation. Adolescents engaged in sports were derived from the first wave of a large two-wave study (wave 1: n = 1403; wave 2: n = 618) using data on child maltreatment, intrinsic and extrinsic motivation, and satisfaction and frustration of within the sports context. Subsequently, data on psychological adaptation, including self-esteem and satisfaction with life, were collected during the second wave. Path analyses revealed satisfaction and frustration of BPNs as significant mediators in the relationship between child maltreatment and sports motivation. In addition, intrinsic motivation mediated the relationship between child maltreatment and psychological adaptation after 18 months. Specifically, the results indicated that enhancing intrinsic motivation in adolescents with a history of child maltreatment by improving satisfaction of BPNs could be an innovative intervention target.

The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the three dimensions of TES, that is, positive climate, teacher sensitivity, and regard for students’ perspectives, were deployed exclusively in an experimental group (N = 63), which was compared to a control group (N = 58) in which a more typical teaching approach was followed. Classroom observations and questionnaires were used to capture three time points of changes in learner behaviors. The results of multivariate analyses revealed significant positive changes over time in students’ self-reported PTES behaviors, BPNs satisfaction, emotions, emotional engagement and observed behaviors solely in the experimental condition. Learner BPNs satisfaction showed the largest group differences by mid-term treatment. With the continuous deployment of the treatment, the between-group differences peaked toward the end of the experiment for all learner behaviors. The largest variance at this stage was in learner PTES. These experimentally driven findings provide compelling evidence for the advantages of TES pedagogical interventions for second language learners.

Structural Relationship Model of Basic Psychological Needs With Intimate Partner Violence: The Mediating Role of Gender Discrimination and Self-Esteem.

Intimate partner violence (IPV) encompasses a range of abusive behaviors within intimate relationships. This study examines the structural relationships between basic psychological needs and IPV victimization among Iranian women, shedding light on the complex factors contributing to IPV and potential avenues for intervention. Data were gathered from a sample of 306 Iranian women who had experienced IPV, utilizing the Domestic Violence Questionnaire, the Basic Psychological Need Satisfaction Scale, the Ambivalent Sexism Inventory, and the Rosenberg Self-Esteem Scale. The findings supported the appropriate fit of the proposed model and revealed that basic psychological needs exerted significant direct and indirect effects on IPV victimization, mediated through self-esteem and ambivalent sexism. These results provide valuable new insights into the complex dynamics of IPV victimization and hold promise for the development of targeted interventions aimed at preventing IPV and supporting the well-being of affected individuals. Furthermore, the interpretation of the findings has been revised to avoid any implication of victim-blaming, aligning with the aim of understanding and addressing the structural factors contributing to IPV victimization.

Sport anxiety and subjective happiness of college athletes: a self-determination theory perspective.

Sport anxiety not only impacts the performance of college athletes but also influences their psychological well-being. The psychological well-being of sports students is crucial for both academic performance and competition, as they need to balance their academic performance with professional athletic training. Based on self-determination theory, this study examines the relationship between various factors in sport anxiety (somatic anxiety, worry, and concentration disruption) and subjective happiness, as well as the mediating role of need satisfaction in this relationship. A total of 835 college athletic students participated in the study, completing the Sport Anxiety Scale-2, Basic Psychological Needs Satisfaction Scale-in General, and Subjective Happiness Scale. An analysis of gender differences revealed that female participants scored significantly higher on somatic anxiety (t = -2.21, df = 833, p = 0.028, Cohen's d = -0.155) and worry (t = -3.17, df = 833, p = 0.002, Cohen's d = -0.223) compared to males. In the analysis by sport type, participants engaged in team sports scored significantly higher on somatic anxiety (t = 2.70, df = 833, p = 0.007, Cohen's d = 0.187), Worry (t = 1.97, df = 833, p = 0.049, Cohen's d = 0.136), and concentration disruption (t = 2.73, df = 833, p = 0.007, Cohen's d = 0.189) than those in individual sports. Additionally, in the analysis by grade level, freshman college athletes exhibited significantly lower sport anxiety compared to sophomore athletes [F(4, 830) = 4.06, p = 0.003, =0.019]. The mediation analysis revealed that concentration disruption in sport anxiety is significantly and negatively related to subjective happiness. Additionally, need satisfaction (competence, autonomy, and relatedness) mediates the relationship between worry, as well as concentration disruption in sport anxiety and subjective happiness. Future research should build on the current study by employing longitudinal designs and integrating multiple objective measures to further explore the relationship between sport anxiety and subjective happiness.

Satisfaction Model in Romantic Relationships: Basic Psychological Needs, Mindfulness, Relationship Quality, Attribution Styles

Relationships are an important component of human mental health. In this study, the relationships between romantic relationship satisfaction and basic psychological needs, mindfulness, relationship quality, and attribution styles in university students were examined within the framework of the proposed model of Satisfaction in Romantic Relationships. The study sample consisted of 1057 university students from Turkey. According to the results of the study, basic psychological needs predict Romantic Relationship Satisfaction. The relationship between basic psychological needs and romantic relationship satisfaction is mediated by causality-responsibility attribution styles, mindfulness, and relationship quality. Relationship quality and mindfulness mediate the relationship between causality-responsibility attribution styles and romantic relationships satisfaction. Mindfulness predicts romantic relationships satisfaction. In the relationship between mindfulness and romantic relationship satisfaction, the relationship quality mediates for the I.Structural Model, and the mediating effect is not significant for the II.Structural Model.

Fulfillment of Basic Psychological Needs Through Eudaimonic Activities on Subjective Well-Being of Islamic Elementary School Children

This research further examines and analyzes the fulfillment of the basic psychological needs of subjective wellbeing of Madrasah Ibtidaiyah children through Eudaimonic Activities. The mixed methods design used in this research provides a strong framework for capturing the diverse nature of children's experiences with eudaimonic activities. This research was carried out at Jatinagor Elementary School. The population is fifth-grade students at Jatinagor Elementary School. The sampling technique used in data collection is convenience sampling. Participants in this study were pre-adolescent students aged 11 to 12 years. The number of participants in this study was 81 children. Data analysis was carried out by calculating the overall score obtained from the BPNFS and SPANE measuring instruments and then averaging them. The interesting finding was that playing online games was a common form of entertainment among the participants. This suggests that digital play can be an important aspect of children's lives, potentially contributing to their eudaimonic wellbeing if managed appropriately. These insights pave the way for further research into how online games can be integrated into educational environments in ways that support children's developmental needs. Additionally, the results of this study provide concrete examples of eudaimonic activities, which can be invaluable for educators and parents who wish to understand and develop children's innate potential.

Basic Psychological Needs Scale in a Croatian Sample: A (Non)Questionable Structure and Scale Properties

Basic Psychological Needs Scale in a Croatian Sample: A (Non)Questionable Structure and Scale Properties