Experience Of Relatedness Research Articles

Examining the Relationship between Pro-Environmental Attitudes, Self-Determination, and Sustained Intention in Eco-Friendly Sports Participation: A Study on Plogging Participants

In response to rising environmental concerns and the increase in eco-friendly sports activities, this study investigated the determinants of sustained intention to participate in plogging, a combination of jogging and litter collection. A total of 288 randomly assigned plogging participants were surveyed to discern the effects of autonomy, competence, and relatedness experiences on sustained plogging intentions as suggested by self-determination theory. The study also examined the moderating role of eco-friendly attitudes. The analysis, executed using multi-group structural equation modeling, revealed that while autonomy and competence did not significantly influence extrinsic motivation, relatedness emerged as the most influential factor. This suggests that plogging primarily serves as a prosocial behavior, enhancing relationships, rather than a means to increase physical competence. The values derived from plogging and the intention to continue varied based on the participants’ eco-friendly attitudes. The authors conclude that voluntary participation and socialization are the core values of plogging and understanding these can promote healthier and more sustainable behaviors.

Prejudice and need for relatedness expressed in the narratives of Finnish Roma early school leavers: A multi-case study

School discontinuation in Finland is more common among the Finnish Roma than among the population as a whole. We lack knowledge of the perspective of those of the Roma, representing a minority inside a minority, who have left compulsory school without a leaving certificate. Within a study about school experiences of imprisoned early school leavers in Finland we had six participants with a Finnish Roma background, whose experiences of relatedness, and frustration of it, we examine in this paper. We conducted narrative interviews with the participants, applying a co-operative narrative interpretation to the meanings of what was told. After the field process, we interpreted the narrative accounts focusing on experiences of relatedness, and how relationships with people in the school environment affected the participants’ sense of belonging together with the people in the school environment. Frustration of relatedness was identified at three levels. Firstly, at a general, life condition level, cultural prejudice manifested itself as a sense of not being accepted and respected as an equal with other people, the situation creating a constant need to cope with outspoken prejudices. Secondly, at a contextual-specific level in the school environment, we identified experiences of being rejected by peers and their parents, as well as some of the teachers. This was linked with a sense of loneliness and detachment from other people in the school environment. Thirdly, at a situational level, the participants described both positive relationships, such as momentary friendships, and negative experiences of being excluded from the peer group. Pathways for further inquiries are discussed.

Greater average levels of relatedness need fulfilment across daily and monthly life predict lower attachment insecurities across time

Attachment insecurity is characterized by chronic concerns about whether partners can fulfil core relatedness needs, including feeling loved and cared about. In two longitudinal studies, our aim was to extend current evidence that certain relationship conditions buffer attachment insecurity by (1) focusing on the central ingredient—fulfilment of relatedness needs—that likely account for buffering effects, and (2) illustrate the importance of general experiences of relatedness need fulfilment across couples’ lives. Couple members completed initial assessments of attachment insecurity, reported on the fulfilment of relatedness needs every month for 6 months (Study 1) or daily for 3 weeks (Study 2), and then completed re-assessments of attachment insecurity 6-months (Study 1) or 9-months (Study 2) later. Across both studies, greater fulfilment of relatedness needs across monthly and daily relationship life predicted decreases in attachment anxiety and avoidance. General experiences of relatedness across couples’ lives appear to reflect a relationship environment that fulfils core needs for love, care, and regard that cultivate attachment security.

Investigation of the Impact of OBE-Based Teaching Reform on Students’ Learning Experiences : From the Perspective of Self-Determination Theory

This study employed a questionnaire survey method and utilised the Self-Determination Theory as a theoretical framework to simulate students’ “needs”. The aim was to investigate the impact of OBE-based teaching reform on students’ academic achievement, satisfaction, autonomy, competence, and relatedness. The study used a quasi-experimental research design with 80 students from Changzhi Medical College as the sample and found that OBE teaching can improve students’ academic achievement, especially for middle and low-performance students. It can improve students’ satisfaction with the course and relatedness experience.

Towards A Poetics of Dwelling

This thesis starts with a worrisome observation tied to various phenomena across modern built environments: humans today are experiencing a weakened relatedness to and reduced intimacy with the world around them. In stark contrast to the general trend, however, most Chinese literati gardens maintain their traditional rich conditions, enabling their visitors to experience a unique, high-quality experience of relatedness to and intimacy with the world, which may serve as an antidote to the existing disruptive modern condition. What lessons can be learned from the Chinese literati gardens to address this weakened intimacy of relatedness in modern built environments? Motivated by this question, this thesis takes the Heideggerian notion of Nearness as its foundation. Through a contextually relevant interpretation of the meaning of Nearness in Heideggerian discourse, it first establishes a theoretical framework through which to assess how the experience of Nearness—the ontological relatedness to and intimacy with the world— generally occurs within built environments. Next, taking the Master of the Nets Garden as a case study, it reveals the various embedded spatial-experiential settings and complex mechanisms that continuously facilitate rich, strong, and multi-dimensional experiences of Nearness. Finally, it reflects on some of the key relevant issues, including what benefits and enlightenments the findings of this thesis could bring to current architectural practices. Overall, by exploring this essential aspect of the literati garden, the thesis equips contemporary spatial practitioners with the theoretical and practical tools necessary to recapture the high-quality experiences of Nearness within their works in the modern era.

The nature of a pandemic: Testing the relationship between access to nature, nature relatedness, wellbeing and belonging in nature using polynomial regression with response surface analysis

Past research has found that spending time in nature fosters increased wellbeing across both physical and mental health (Brymer et al., 2014; Hartig et al., 2011), and many theories suggest that participation in nature is something that carries similar benefits for all people (Kaplan & Kaplan, 1989). During the COVID-19 pandemic, the use of outdoor recreation and leisure increased significantly given that it offered a space for interaction, community, and enjoyment with decreased risk of transmission. Amidst COVID-19, nature offers wellbeing that could help individuals cope with the added anxiety, isolation and uncertainty amongst the pandemic. However, it is likely that not all individuals had similar access to this benefit, but little research has explored if this is the case. This study examines wellbeing outcomes and one's sense of belonging to a natural place as they relate to one's nature relatedness and access to nature. We hypothesized that the highest wellbeing benefit would be associated with those who had both high access to nature and high nature relatedness scores, and lowest for those without access to nature. Survey data from 558 participants was used to test these hypotheses. We implemented two polynomial regressions with response surface analysis to examine the congruent and discrepant effects of nature relatedness and access to nature on both wellbeing and belonging in nature. Findings suggest that those with the most access to nature and higher nature relatedness experience higher rates of wellbeing and a stronger sense of belonging to natural spaces.

Experiences of Relatedness during Enforced Remote Work among Employees in Higher Education

The aim of this study was to investigate experiences of relatedness among higher education staff during enforced remote work caused by the COVID-19 pandemic. Experiences were investigated both at the earliest stages of enforced remote work (April 2020) and in November/December 2021. Remote work experiences were analysed through the lens of Deci and Ryan’s self-determination theory, especially through the concept of relatedness. Within this framework, relatedness is described as one of three basic psychological needs affecting health, well-being, and productivity. The main research focus includes ascertaining which factors affect experiences of relatedness among employees in higher education at work at the beginning of enforced remote work and at the end of it. The study uses qualitative data collected from Finnish university employees, analysed using theory-driven content analysis. The analysis of the two datasets enabled us to identify three categories of relatedness: (1) interaction among co-workers, (2) feelings of care and (3) experiences of connectedness. The results showed that the experience of relatedness was severely challenged during the enforced work period. In the future, the need for relatedness needs to be addressed more deliberately in multi-locational work conditions because remote work is especially affecting the experiences of relatedness. Positive experiences of relatedness can be achieved even in remote work conditions with deliberate and thought-out actions, for example by developing good remote interaction practices within the team and remote leadership practices that convey care for the employees.

The Theory of Human Relatedness as a Potential Underlying Causative Mechanism in Nursing Student Placement Experiences: A UK-Based Critical Realist Study

Context: This study, underpinned by Critical Realism, re-analysed interview data acquired to examine the views and experiences of four stakeholder groups involved in the delivery of employer-sponsored pre-registration nursing programmes offered by a UK university in which all students already held an appointment as a non-registrant carer and who completed their placements within a block or integrated practicum framework. The re-analysis focused on the extent to which this interview data aligned with the key propositions of the Theory of Human Relatedness and therefore whether this theory, congruent with assertions based on the results of an earlier realist synthesis, might provide a causative explanation of factors affecting nursing student placement experiences. Methods: Semi-structured, digitally recorded and professionally transcribed interviews, each lasting approximately 30 minutes, were held with a purposive sample of 37, predominantly female, respondents in 4 stakeholder groups involved in employer-sponsored pre-registration nursing programmes. These stakeholder groups were students, employers, mentors, and practice tutors and were associated with programme provision within twelve healthcare organisations in northern England. Results: Although more modest in some areas, data provides support for every key proposition identified within the Theory of Human Relatedness; suggesting this theory may closely reflect the criteria that stakeholders implicitly employ to evaluate placement models. More respondents in all groups described the block practicum model in ways that suggest it is best able to promote a sense of connectedness, belonging and synchrony for learners. In contrast, an integrated placement design was portrayed in terms that implied it may increase the risk of disconnectedness but might also be more likely to promote reciprocity. Insufficient data was available to identify the perceived effect of either practicum design in respect of enmeshment, parallelism, and mutuality. Conclusion: The results of this research suggest that a block placement may foster more positive relatedness experiences for students and other stakeholders within nursing programmes. Moreover, the extent to which a practicum framework is perceived to promote connectedness, belonging, reciprocity and mutuality, to minimise disconnectedness and enmeshment and to reduce the need for parallelism may underpin stakeholder appraisal of the two practicum frameworks. Little research regarding the effect of placement duration and intensity on student learning within pre-registration healthcare programmes or the application of the Theory of Human Relatedness to practicum experiences, however, has been undertaken to date and such investigation is complicated by inconsistent terminology to describe practicum designs. It is argued that further academic enquiry within both fields should be a priority for healthcare educators; not least because it may provide further insights into curriculum designs capable of reducing student attrition.

Institutional Prosperity: No Money, No Church, No Fellowship in South Africa? Migrant Women’s Relationships in a Context of Lack at Saint Aidan’s Anglican Church

ABSTRACT Monetary relations were embedded in the social practices of the Saint Aidan’s Anglican Church in South Africa. Consequently, when money was needed to employ a priest, additional dimensions of financial relatedness were established. According to Bonnie Hagerty, Judith Lynch-Sauer, Kathleen Patusky and Maria Bouwsema (1993), relatedness is the movement in a circle of connectedness, disconnectedness, parallelism, and enmeshment. This article discusses how money mediated migrant women’s experiences of relatedness while giving them a sense of belonging in the context of migration, xenophobia and other gender-related challenges. This paper demonstrates the way money shaped people’s relationships in a faith community where money was already embedded in the church’s social practices. I argue that St Aidan’s Anglican Church, like many other South African mainstream churches in a similar context, practises institutional prosperity theology. This paper demonstrates that the monetary relations define people’s sense of belonging. The prominence of monetary relations and the commodification of belonging at St Aidan’s suggest that, as an institution, it should be prosperous for the survival of people’s fellowship.

Debate: The role of inpatient units is to support community care.

In child and adolescent mental health care, the evidence base we have is for care in the community. The role of inpatient units is to support that care. Risk can be effectively managed in the context of acute psychotic illness. Some contribution can be made with suicidal adolescents, including sharing risk. Particular aspects of inpatient care can contribute to community care in many scenarios in terms of use of different sorts of assessment information, extended 24/7 contact enabling different opportunities for building rapport and shifting systems and stuck behaviour patterns. To support community teams effectively when such support is needed, inpatient units need to maintain empty beds. Self-determination Theory provides an evidence base showing that when people experience relatedness, autonomy and competence, they experience increased well-being, and intrinsic motivation can guide inpatient care. Interactions with patients and families, staff in the unit and community teams the unit is serving can be focussed to optimise experience of relatedness, autonomy and competence in all these groups. The potential is for every interaction to be a therapeutic interaction.

Introduction

Introduction

“I Am Most Grateful.” Using Gratitude to Improve the Sense of Relatedness and Motivation for Online Volunteerism

ABSTRACT Volunteering benefits those who receive and those who provide help. Yet barriers can inhibit engagement with and motivation for volunteering activities. Online environments on one hand help to lower some of these barriers, but on the other hand they can introduce new obstacles specially when the medium transforms the social interactions important to volunteers. We study the motivational drivers of online volunteering, and how those are affected by design. Specifically, we focus on relatedness as a source of motivation. We describe two studies with volunteers that help medical students to learn and improve their communication skills through mock interviews in an educational program. The volunteers can participate in the program face-to-face or through an online platform. The first study consisted of a survey (n = 66 volunteers), two workshops and one interview (n = 12 volunteers) in which we explored volunteer demographics, motivations, psychological needs, and experiences. Findings suggested relatedness can be an important indicator of volunteer motivations. In the second study, we added a feature to the online platform to display personal gratitude messages from student beneficiaries to the volunteers in order to improve the experience of relatedness between them. In total, n = 30 volunteers completed 196 sessions. We used survey and system data to assess the impact of gratitude on perceived relatedness, motivation, and behavior (immediate, booked, and completed appointments). Results showed that the expression of gratitude by the beneficiary significantly affected the volunteer’s experience of relatedness which then correlated with immediate appointments booking behavior by each volunteer. The implications for design of online volunteering systems are discussed.

Investigation of Finnish and German 9th grade students’ personal meaning with relation to mathematics

This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students (Support by teacher, Experience of relatedness, and Emotional-affective relation to teacher). In addition, it is personally meaningful for Finnish students to do well in mathematics. This shows a link to identity-related questions such as confirming important aspects of the self. Hence, personal meanings related to mathematics are more common in Finland than in Germany (Active practice of mathematics, Cognitive challenge, and Self-perfection).

Pedagogical intersubjectivity, autism and education: can teachers teach so that autistic pupils learn?

ABSTRACTEffective pedagogy and inclusive practice are located within the quality of learning relationships and the context-sensitive, moment-to-moment professional judgements made by teachers within learning interactions. In particular, good teachers are able to align themselves with pupils’ subject positions, though this experience of relatedness within learning interactions is a bodily one that is mundane and mostly overlooked. The aim of this article is to explore whether this account of learning, that crucially involves a shared way of being minded, is adequate to describe the learning of pupils on the autism spectrum. Problems with the idea of ‘pedagogical intersubjectivity’ in relation to autism are noted. Using personal accounts of learning interactions and recent micro-level research findings about the competences of autistic children in favourable interactional ecologies, it is argued however that experiences of relatedness in learning should be considered as important for autistic pupils too. It is concluded that a key aspect of good practice in relation to autism and education is that teachers are able to critically reflect on their bodily experiences of interaction with autistic pupils as a way of deepening their understanding and developing their professional practice.

The Relationship between the Physical Activity Environment, Nature Relatedness, Anxiety, and the Psychological Well-being Benefits of Regular Exercisers.

Research from a variety of scientific fields suggests that physical activity in nature and feelings of connection to nature enhance psychological health and well-being. This study investigated the psychological health and well-being impact of the physical activity environment for those already undertaking the recommended weekly amount of physical activity. This topic is important for the design of health and well-being environments and interventions involving physical activity. Participants (N = 262) aged 18–71 years (M = 34.5, SD = 13.1) who met the UK physical activity guidelines completed the Nature Relatedness Scale, the trait section of the State Trait Inventory for Cognitive and Somatic Anxiety and the Psychological Well-Being Scale. Analysis via Multivariate ANOVA indicated that participants who engaged in outdoor physical activity reported significantly lower somatic anxiety levels and higher Nature Relatedness experience (NRexp). Significant results were not evident for wellbeing. Hierarchical regressions revealed that the psychological well-being facet of autonomy, NRexp, and outdoor physical activity predicted lower somatic anxiety, whereas indoor physical activity predicted higher somatic anxiety. Results indicate that somatic anxiety is lower for outdoor physical activity participation, and that outdoor activity, in conjunction with autonomy and NRexp, predicts lower anxiety levels. The findings extend previous work by demonstrating the impact of the physical activity environment on anxiety levels, as well as the contribution of outdoor physical activity and well-being facets to the previously established Nature Relatedness-anxiety relationship.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

An Actor–Partner Interdependence Model of Attachment and Need Fulfillment in Romantic Dyads

The present research tested the unique associations between attachment and basic psychological need fulfillment in relationships. Past research shows that anxious and avoidant attachment are associated with distinct patterns of relationship behaviors, wherein anxious attachment is related to excessive attention to the relationship and avoidant attachment is related to detachment from the relationship. Specifically, we explored the role of romantic partner’s attachment in predicting each other’s experiences of relatedness, autonomy, and competence. Across two samples of undergraduate romantic couples (nsample 1 = 156, nsample 2 = 264), one’s own anxious and avoidant attachment predicted generally lower basic psychological need fulfillment. Having a more anxiously attached partner predicted higher relatedness but lower autonomy, whereas having a more avoidantly attached partner predicted lower relatedness but higher autonomy need fulfillment. These results extend prior research, suggesting that one’s partner’s anxious and avoidant attachment has distinct implications for one’s own outcomes.

Experience-Oriented and Product-Oriented Evaluation: Psychological Need Fulfillment, Positive Affect, and Product Perception

We collected over a thousand technology-mediated positive experiences with media and obtained measures describing aspects of the experience itself (affect, psychological need fulfillment) and of the product (i.e., content and technology) integral to the experience (pragmatic quality, hedonic quality). We found a strong relation between intensity of need fulfillment and positive affect. Furthermore, different activities had different need profiles. Watching was foremost a relatedness experience, listening a stimulation and meaning experience, and playing a competence experience. Need fulfillment and positive affect was related to perceptions of hedonic quality, however moderated through attribution, that is, the belief that the product played a role in creating the experience. Pragmatic quality was not linked to experiential measures. The present study (a) demonstrates the merits of distinguishing between an experience-oriented and a product-oriented evaluation, (b) suggests a set of possible measurement instruments for experience-oriented and a product-oriented evaluation, and (c) details the process of how positive experience is transformed into positive product perceptions and judgments of appeal.

The Social Life of Content: How Negative Motivations to Interact with Content-Focused Pursuits Can Lead to Positive Feelings in Social Media

Research supports the idea that when people use social media to interact with others, they are more likely to feel more related to others. But can using social media for more content-focused, less people-focused, pursuits lead to the same positive outcome of relatedness? We show that positive versus negative motivations (why people use social media) moderate how feelings of connection are experienced through the pursuit of people versus content goals (what people use social media for). Five studies demonstrate that relatedness can arise not only, as expected, from the pursuit of positively motivated people goals, but also, unexpectedly, from the pursuit of negatively motivated content goals. The latter effect occurs because negatively motivated content goals cognitively tune consumers to focus on others as opposed to themselves, thereby boosting the experience of relatedness, compared to positively motivated content goals. These results illuminate the circumstances under which online interactions can lead to feeling close and connected to others, and have important implications for research and practice.

All You Need is Love

A wealth of evidence suggests that love, closeness, and intimacy---in short relatedness---are important for people’s psychological well-being. Nowadays, however, couples are often forced to live apart. Accordingly, there has been a growing and flourishing interest in designing technologies that mediate (and create) a feeling of relatedness when being separated, beyond the explicit verbal communication and simple emoticons available technologies offer. This article provides a review of 143 published artifacts (i.e., design concepts, technologies). Based on this, we present six strategies used by designers/researchers to create a relatedness experience: Awareness, expressivity, physicalness, gift giving, joint action, and memories. We understand those strategies as starting points for the experience-oriented design of technology.