Provider Autonomy Support Research Articles

Development and evaluation of measures to assess self-determination in peripartum contraceptive decision-making

ObjectivesWe aimed to adapt and validate person-centered measures to evaluate various contributors to self-determination in perinatal contraceptive decision-making. Study designWe developed and administered four scales adapted from existing measures in the context of Self-Determination Theory: the Treatment Self-Regulation Questionnaire (TSRQ), Perceived Competence Scale, modified Health Care Climate Questionnaire, and Important Other Climate Questionnaire. The TSRQ consists of three subscales: autonomous motivation, controlled motivation, and amotivation. We recruited a nonprobability convenience sample of 300 hospitalized postpartum patients in Baltimore, MD, between 2015 and 2016 and administered surveys in English and Spanish. We validated the scales with Cronbach's alpha coefficients, confirmatory factor analysis, and invariance analysis. We examined construct validity by testing correlations between the scales and other person-centered measures, such as satisfaction with counseling. ResultsCronbach's alpha was >0.8 except for the amotivation subscale. Confirmatory factor analysis was adequate for all scales. Autonomous motivation correlated positively and significantly with perceived competence, health care provider autonomy support, important other autonomy support, and other measures of patient satisfaction. ConclusionsWe found the four scales to be internally consistent and valid except for the amotivation subscale. We recommend using the autonomous motivation subscale in place of the full TSRQ. The autonomous motivation subscale, Perceived Competence Scale, modified Health Care Climate Questionnaire, and Important Other Climate Questionnaire showed adequate internal consistency, construct validity, and adherence to the expected conceptual structure of the scales. ImplicationsAutonomous decision-making is central to ethics and quality of care, especially for contraceptive methods that require a provider for initiation or discontinuation and at more vulnerable times, such as postpartum and postabortion. These scales may help tailor person-centered and autonomy-supportive interventions and programs to improve contraceptive counseling and care delivery.

Determinants of diabetes self-care activities in patients with type 2 diabetes based on self-determination theory.

In type 2 diabetes control, self-management is an effective way to minimize the risk of developing complications and improve the quality of life. Self-determination theory (SDT) proposed a promising explanatory framework to predict self-regulated behavior which was particularly relevant for self-management. This study aimed to investigate whether SDT constructs can affect the self-management and controlling glycated hemoglobin A1c (HbA1c) levels in type 2 diabetic patients or not. This cross-sectional study was conducted from August to December 2022 at two diabetes clinics in Zahedan. The study included 300 patients with type 2 diabetes. Data collection was done using a researcher-administrated questionnaire that included demographic data, diabetes self-care activities, and self-determination constructs including autonomous support, autonomous motivation, and perceived competence. The mean of the overall score of self-care activities was 34.62 ± 11.86 out of a maximum of 70. Patients in the fourth quarter (wealthiest) of the socioeconomic status had the highest mean self-care score (P = 0.003). There was a significant relationship between diet score with perceived competence (P = 0.009). Perceived competence (P<0.001) and controlled self-regulation (P<0.001) were the predictors of exercise score in diabetes patients. Independent self-regulation (P<0.001, r = 0.21) and overall self-regulation (P = 0.001, r = 0.19) were significantly related to blood-glucose testing score. There was a significant relationship between foot care score with perceived competence (P = 0.048, r = 0.11) and autonomous support (P = 0.013, r = 0.14). Multiple regression showed that exercise was the predictor of HbA1c (P = 0.014). Exercise is crucial for achieving good individualized glycemic control and reducing the risk of diabetes complications. The findings provided valuable insights into the determinants of self-care activities in patients with type 2 diabetes and underscore the need for interventions that address socioeconomic disparities, enhance perceived competence, and provide autonomy support to improve diabetes self-care.

Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes

According to Self-Determination Theory, teachers can enhance their students’ motivation, engagement, and learning through need-supportive teaching, which involves providing autonomy support, structure, and involvement. However, within classes, there appears to be great variation in the degree to which teachers support students’ psychological needs. The current studies aimed to investigate to what extent this differentiation in need support was associated with students’ socioeconomic background. Additionally, we examined whether teachers differentiated their need support more strongly when they had more biased Explicitly or Implicitly measured attitudes toward students from a low socioeconomic background. We conducted two studies: Study 1 was a vignette study representing a fictional student from a high or low socioeconomic background, and Study 2 was a field study where teachers reported on the need support provided to real students from a high and low socioeconomic background from their own class. Findings of both studies indicated that teachers reported lower levels of involvement for students from a low compared to a high socioeconomic background. Moreover, in Study 2, teachers reported to provide students from a low socioeconomic background with less autonomy support and more structure compared to students from a high socioeconomic background. However, these differences in autonomy support and structure seemed to be related to other student characteristics, namely students’ gender, and teachers’ perceptions of students’ academic ability and classroom behavior. Furthermore, we revealed that teachers differentiated their need support more strongly when they had more biased attitudes toward low socioeconomic backgrounds.

Agentic Engagement Siswa: Tinjauan Literatur Sistematik

Engagement is the effort that students make by directly contributing to achieving the goal of learning success. Student engagement is considered a predictor of improved learning performance, academic achievement and socializing quality of learners. Research on engagement in educational contexts has grown in recent years. The concept of engagement that is often used in recent research is student engagement with three aspects, namely, behavior, emotional, and cognitive engagement. Then there are studies that suggest that the theory of engagement so far only sees student behavior as a passive recipient of information from the teacher. Therefore, the concept of engagement is developed by adding one construct, namely, agentic engagement. This construct explains engagement as proactive behavior that arises from students' initiatives that are constructive for the learning environment. This article aims to review: (a) the concept of agentic engagement in current research and (b) factors that influence agentic engagement in the learning context. The method used is a systematic literature review. The results of this review indicate that the construct of agentic engagement is a recent component of student engagement. The conclusions of this systematic literature review are, (a) agentic engagement is an important predictor of learning success, (b) agentic engagement can be influenced by internal and external factors, and (c) the role of teachers in providing autonomy support to students is important to encourage students' motivation to be agentically engaged in learning. The findings of this systematic literature review can be followed up by teachers, schools and parents to design lessons that support students' agentic engagement.

Predicting physical activity and sarcopenia-related health outcomes in women with rheumatoid arthritis: A test of the self-determination theory.

This study aimed to examine a hypothetical model of physical activity (PA) and health outcomes related to sarcopenia in women with rheumatoid arthritis (RA) based on self-determination theory. Cross-sectional study. This study included 214 women diagnosed with RA from the outpatient rheumatology department of a university-affiliated hospital in South Korea. Data were collected from September 2019 to August 2020 through structured questionnaires and anthropometric measurements and analysed using path analysis to test the hypothesized model. The primary health outcomes were perceived health status and sarcopenia-related health (thigh circumference, handgrip strength and sarcopenia risk). The final model's fit indices were adequate. Physical activity was directly affected by motivation for PA, while depression, self-efficacy for PA, health care provider's autonomy support and basic psychological needs satisfaction indirectly affected PA. Physical activity directly affected perceived health status and thigh circumference, while perceived sarcopenia risk and handgrip strength were directly affected by disease activity and age. Patients were involved in a questionnaire-based survey.

Profiles of Parenting Autonomy Support and Control: A person-Centered Approach in Students’ Adjustment to the Transition to Middle School

The entry of students into middle school constitutes a life transition that involves adaptive challenges at the psychological, academic and social levels. The provision of autonomy support and avoidance of controlling tactics by parents can be effective resources to help the students through this transition. The purpose of the present study was twofold: (1) to identify distinct profiles of parenting support of autonomy and of control, and (2) to examine whether membership to these profiles relates to students’ school adjustment once in middle school. Latent profile analysis served to analyze data collected from a sample of 672 students in the spring of their sixth grade and one year later at middle school. Results revealed a three-class model of parenting: Autonomy Centered group (67%), Control Centered group (8.0%), Autonomy/Control Balanced group (25%). School adjustment was poorest for students whose parents belong to the Control Centered group and generally the highest for those whose parents belong to the Autonomy Centered group.

Testing the Vallerand’s Motivational Sequence in Physical Education: The Invariance of Teachers’ Motivation to Teach

The aims of this study were to test the Vallerand's motivational sequence model in physical education and to examine the invariance of the model across PE teachers’ motivation to teach. The study was conducted with 177 high school PE teachers and their 461 students. Motivation to Teach Scale was applied to PE teachers. “Highly intrinsically motivated” and “highly extrinsically motivated” teachers were determined based on the results obtained from this scale. Two highest intrinsically motivated teachers and three highest extrinsically motivated teachers were reached again and their students’ autonomy support, basic psychological needs satisfaction, situational motivation, subjective vitality, and concentration were assessed. Structural equation modelling and Ward invariant analysis were used for the data analysis. Results showed that the more teachers are intrinsically motivated for her profession, the more their students’ autonomy need satisfaction negatively explains their amotivation level in physical education. Perceived autonomy support is the trigger and autonomy need satisfaction is the most important variable in the whole motivational model. Thus, physical education teachers are recommended to create a lesson environment providing autonomy support and considering autonomy need satisfaction to increase students’ well-being.

Autonomy support in a couples weight loss trial: Helping yourself while helping others.

Self-determination theory proposes that autonomy-supportive environments produce better health outcomes, and evidence demonstrating the importance of autonomy support for health behavior change has become increasingly clear. The bulk of the previous research has focused on the effects of receiving autonomy support, whereas the present study focuses on the potential impact of providing autonomy support for improving the weight loss and relationship satisfaction of the support provider. Sixty-four couples were randomized to a standard weight loss intervention or to an intervention that included training to enhance autonomy support behavior (e.g., empathic responding, accepting personal choices, etc.). Groups met weekly for 6 months, with assessments at baseline, 3, 6, and 12 months. The assessment of provided autonomy support was based on ratings of videotaped interactions of the couple discussing weight loss issues and on partner report of the autonomy support they received. The results did not show any condition effects; however, the results for both conditions indicated that beyond receiving autonomy support, providing autonomy support was associated with greater sustained weight loss for the support provider, and for men greater relationship satisfaction over time. The results confirm the importance of couples-based interventions and autonomy support for behavior change. In addition, it appears that providing autonomy support is useful for both the recipient and the provider. These results point to the need for developing targeted interventions to facilitate the provision of autonomy support. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Gamified Dual-Task Training for Individuals with Parkinson Disease: An Exploratory Study on Feasibility, Safety, and Efficacy.

Objectives: The feasibility and safety of the use of neurorehabilitation technology (SMARTfit® Trainer system) by physical therapists in implementing a gamified physical-cognitive dual-task training (DTT) paradigm for individuals with Parkinson disease (IWPD) was examined. Additionally, the efficacy of this gamified DTT was compared to physical single-task training (STT), both of which were optimized using physio-motivational factors, on changes in motor and cognitive outcomes, and self-assessed disability in activities of daily living. Methods: Using a cross-over study design, eight participants with mild-to-moderate idiopathic PD (including one with mild cognitive impairment) completed both training conditions (i.e., gamified DTT and STT). For each training condition, the participants attended 2–3 sessions per week over 8.8 weeks on average, with the total amount of training being equivalent to 24 1 h sessions. A washout period averaging 11.5 weeks was inserted between training conditions. STT consisted of task-oriented training involving the practice of functional tasks, whereas for gamified DTT, the same task-oriented training was implemented simultaneously with varied cognitive games using an interactive training system (SMARTfit®). Both training conditions were optimized through continual adaptation to ensure the use of challenging tasks and to provide autonomy support. Training hours, heart rate, and adverse events were measured to assess the feasibility and safety of the gamified DTT protocol. Motor and cognitive function as well as perceived disability were assessed before and after each training condition. Results: Gamified DTT was feasible and safe for this cohort. Across participants, significant improvements were achieved in more outcome measures after gamified DTT than they were after STT. Individually, participants with specific demographic and clinical characteristics responded differently to the two training conditions. Conclusion: Physical therapists’ utilization of technology with versatile hardware configurations and customizable software application selections was feasible and safe for implementing a tailor-made intervention and for adapting it in real-time to meet the individualized, evolving training needs of IWPD. Specifically in comparison to optimized STT, there was a preliminary signal of efficacy for gamified DTT in improving motor and cognitive function as well as perceived disability in IWPD.

A qualitative analysis of autonomy‐supportive parenting in families experiencing homelessness

AbstractObjectiveThis exploratory qualitative study examined whether parents of young children residing in emergency housing endorse autonomy‐supportive parenting values.BackgroundYoung children experiencing homelessness are at increased risk for self‐regulation difficulties, but one possible way to support self‐regulation development during a window of plasticity in the preschool period is through autonomy‐supportive parenting. Autonomy support has been shown to uniquely predict early self‐regulation skills. However, there is also evidence to suggest that autonomy support could be problematic in risky environments.MethodTwenty‐one parents of 3‐ to 6‐year‐old children participated in a brief interview about parenting and self‐regulation development. Guided by self‐determination theory, the interviews were subsequently coded for themes related to autonomy support.ResultsParents endorsed ideas consistent with autonomy support, such as recognizing children's capabilities and listening to children's ideas. However, parents also viewed some behaviors, such as offering young children choices, to be less acceptable.ConclusionFindings suggest that parents experiencing homelessness may provide autonomy support in different ways than parents in more stable living conditions or from higher socioeconomic backgrounds.ImplicationsParenting interventions that aim to promote early self‐regulation development through autonomy‐supportive practices might consider tailoring intervention components to align with the socialization priorities of families experiencing homelessness.

Effect of Teacher and Parent Autonomy Support on Academic Motivation: A Central Focus of Self-Determination Theory

Based on SDT this correlational study investigated unique and additive effects of teacher and parent autonomy support on academic motivation of middle school students. Results revealed significant individual and additive effects of parent and teacher autonomy support exists. Age and gender related differences in academic motivation was found. Negative effects of teacher control on motivation was reported. Study highlights necessity of intervention programs, for teachers especially experienced teachers unwilling to conform to the idea of autonomy support, and for parents so they can be aware about providing threshold support when school situations fail to provide autonomy support.

Amotivation and influence of teacher support dimensions: A self-determination theory approach

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.

Impact of Patient-Clinical Team Secure Messaging on Communication Patterns and Patient Experience: Randomized Encouragement Design Trial.

BackgroundAlthough secure messaging (SM) between patients and clinical team members is a recommended component of continuous care, uptake by patients remains relatively low. We designed a multicomponent Supported Adoption Program (SAP) to increase SM adoption among patients using the Veterans Health Administration (VHA) for primary care.ObjectiveOur goals were to (1) conduct a multisite, randomized, encouragement design trial to test the effectiveness of an SAP designed to increase patient engagement with SM through VHA’s online patient portal (My HealtheVet [MHV]) and (2) evaluate the impact of the SAP and patient-level SM adoption on perceived provider autonomy support and communication. Patient-reported barriers to SM adoption were also assessed.MethodsWe randomized 1195 patients at 3 VHA facilities who had MHV portal accounts but had never used SM. Half were randomized to receive the SAP, and half served as controls receiving usual care. The SAP consisted of encouragement to adopt SM via mailed educational materials, proactive SM sent to patients, and telephone-based motivational interviews. We examined differences in SM adoption rates between SAP recipients and controls at 9 months and 21 months. Follow-up telephone surveys were conducted to assess perceived provider autonomy support and self-report of telephone communication with clinical teams.ResultsPatients randomized to the SAP had significantly higher rates of SM adoption than the control group (101/595, 17.0% vs 40/600, 6.7%; P<.001). Most adopters in the SAP sent their first message without a motivational interview (71/101, 70.3%). The 10-percentage point difference in adoption persisted a full year after the encouragement ended (23.7%, 142/600 in the SAP group vs 13.5%, 80/595 in the control group, P<.001). We obtained follow-up survey data from 49.54% (592/1195) of the participants. SAP participants reported higher perceived provider autonomy support (5.7 vs 5.4, P=.007) and less telephone use to communicate with their provider (68.8% vs 76.0%, P=.05), compared to patients in the control group. Patient-reported barriers to SM adoption included self-efficacy (eg, not comfortable using a computer, 24%), no perceived need for SM (22%), and difficulties with portal password or login (17%).ConclusionsThe multicomponent SAP was successful in increasing use of SM 10 percentage points above standard care; new SM adopters reported improved perceptions of provider autonomy support and less use of the telephone to communicate with their providers. Still, despite the encouragement and technical assistance provided through the SAP, adoption rates were lower than anticipated, reaching only 24% at 21 months (10% above controls). Common barriers to adoption such as limited perceived need for SM may be more challenging to address and require different interventions than barriers related to patient self-efficacy or technical difficulties.Trial RegistrationClinicalTrials.gov NCT02665468; https://clinicaltrials.gov/ct2/show/NCT02665468

Testing a physical education-delivered autonomy supportive intervention to promote leisure-time physical activity in lower secondary school students: the PETALS trial

BackgroundInadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students’ engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers’ autonomy support on students’ leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers’ provision of autonomy support during PE promotes students’ motivation and engagement in physical activity in their leisure time.MethodsThe study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53 yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71 yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data.ResultsWe found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at 1 month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions.ConclusionsCurrent findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies.Trial registrationISRCTN, ISRCTN39374060. Registered 19 July 2018. Prospectively registered.

Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation

ABSTRACT Purpose: We tested the effects of an autonomy-supportive intervention in physical education (PE) on high-school students’ autonomous motivation in PE, and their autonomous motivation, intentions, and physical activity (PA) behavior in a leisure time guided by the trans-contextual model. Method: PE classes in two schools were assigned to receive either an autonomy-supportive intervention and/or a control intervention via random allocation by the school. The PE teacher of the school assigned to the autonomy-supportive intervention was trained to provide autonomy support while the PE teacher of the school assigned to the control intervention received no training. Students (N = 256) in all classes completed measures of perceived teacher autonomy support, autonomous motivation in PE and leisure time, and beliefs, intentions, and PA in leisure time before and immediately after the intervention. Results: Results revealed direct effects of the autonomy-supportive intervention on changes in perceived autonomy support. However, there were no direct intervention effects on change in intentions and PA behavior. The intervention also had indirect effects on changes in autonomous motivation in PE and leisure time. Additionally, change in perceived autonomy support had direct effects on change in autonomous motivation in PE and indirect effects on change in leisure-time autonomous motivation. Changes in autonomous motivation in leisure time had direct effects on changes in beliefs and indirect effects on changes in intentions and PA behavior through changes in beliefs. Conclusion: The study provides valuable information on the effect of autonomous supportive climate on students’ beliefs toward PA in PE lessons and in their leisure time outside of school.

Emotion regulation and need satisfaction shape a motivating teaching style

ABSTRACT Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be fostered and maintained. Since emotion regulation has been shown to affect both teachers’ and students’ well-being, this research tested the hypothesis that it shapes the association between teachers’ need satisfaction or frustration and the adoption of (de)motivating styles. Three hundred teachers filled in questionnaires to assess need satisfaction and frustration, the emotion regulation strategies of reappraisal and suppression, and their teaching styles. The results confirmed the mediating role of reappraisal and the moderation of emotional suppression. Teachers’ need satisfaction was linked with reappraisal, which in turn was related to the autonomy supportive and structuring motivating styles. High emotional suppression related with the adoption of a controlling style independently of need frustration levels. Only low levels of emotional suppression and need frustration lessened the adoption of a controlling style. Theoretical and educational implications are discussed.

Coaches Can Utilize Parents to Optimize Youth Athletes’ Sport Experience

Individuals including youth athletes have three basic psychological needs—autonomy, competence, and relatedness—outlined by self-determination theory. In sport, key social agents such as coaches and parents help satisfy these needs. Coaches, as well as fathers and mothers, can independently and interactively satisfy youth athletes’ basic needs for autonomy, competence, and relatedness by providing autonomy support and a task-involving motivational climate. It is essential for coaches to understand this to not only better the youth athletes that they coach, but also educate parents who have tremendous influence over the youth athletes and in order to help provide the best environment in which youth athletes can thrive. Coaches should listen to and communicate with parents about their youth athletes and together, as a team, work to give their youth athletes the best chance of success.

Consideration of Future Consequences Influences Involvement in Romantic Partners’ Health

ABSTRACT This study examined the influence of people’s short-term (e.g., convenience) and long-term (e.g., maintain weight) motives toward their romantic partner’s health on their provision of health-related social control and autonomy support for their partner’s health behaviors, as well as their indifference toward their romantic partner’s health. Data from a sample of cohabiting couples (N = 212) were analyzed using multilevel path models. Results showed having more long-term motives for a partner’s health lead to increased provisions of autonomy support and social control, and less indifference toward the partner’s health, especially when the partner had lower long-term health motives themselves. In contrast, having more short-term motives for a partner’s health was associated with providing less social control and autonomy support and showing more indifference toward the partner’s health. Thus, people motivated to improve their partner’s long-term health engage in more behaviors meant to improve their romantic partner’s health choices, particularly when the partner has low motivation to regulate their own health behaviors.

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

Mediation Effects of Basic Psychological Needs Between Autonomy Support from Healthcare Providers and Self-Management Among Cancer Survivors.

ObjectivesThis study examined the mediating effects of basic psychological needs between patient autonomy support from healthcare providers, and self-management among cancer survivors.MethodsThis study collected data from 148 cancer patients who had visited D hospitals in B city, Korea. A structured questionnaire was distributed to determine patient characteristics, healthcare provider autonomy support, basic psychological needs, and self-management. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and regression analysis that implemented Baron and Kenny’s method for mediation were used for analyses.ResultsSelf-management was significantly correlated with the level of healthcare provider autonomy support (r = 0.38, p < 0.001), autonomy (r = 0.40, p < 0.001), competence (r = 0.25, p = 0.002), and relatedness (r = 0.32, p < 0.001). Furthermore, autonomy (β = 0.30, p < 0.001) and relatedness (β = 0.22, p = 0.008) had partial mediating effects on the relationship between healthcare provider autonomy support and self-management (Z = 3.13, p = 0.002 and Z = 2.29, p = 0.022, respectively).ConclusionAutonomy and relatedness mediated the impact of healthcare provider autonomy support for self-management among cancer survivors. This suggests that strategies for enhancing autonomy and relatedness should be considered when developing self-management interventions for cancer survivor patients.