Psychological Need For Competence Research Articles

Empowerment and burden: The effect of parents’ educational involvement, basic psychological needs satisfaction and academic stress

The study aimed to investigate the effect of parental involvement on basic psychological need satisfaction and academic stress. To deepen the concept of the study, literature was reviewed. The study used descriptive assessment and correlational research design. The population of the study was the senior high school students of the Divine Word College of Laoag. It used questionnaires to gather the data and inferential statistics were used to analyze the data specifically weighted mean and Analysis of Variance (ANOVA). The study found that overall, there is a significant correlation between parental involvement basic psychological need satisfaction and academic stress. In other words, parental involvement produces positive and negative outcomes at the same time. It can fulfil basic psychological needs satisfaction or improve well-being but at the same time, it can produce stress for the students. Looking into the specific findings, parent's emotional involvement is associated with a basic psychological need for autonomy. The three components: emotional, cognitive and behavioral involvement affect the basic psychological need for competence. While emotional and cognitive involvement are associated with relatedness needs. The same is true with parents' involvement with academic stress. Parent's emotional involvement affects students' level of stress in terms of external pressure and parents' behavioural involvement significantly affects the students' self-efficacy.

Psychological needs, self-efficacy, motivation, and resistance training outcomes in a 16-week barbell training program for adults.

Despite extensive research on the relationship between psychological factors and aerobic training, there remains a gap in understanding these relationships within resistance training (RT), particularly barbell-based RT. This study aimed to examine the associations between basic psychological needs, behavioral regulation, self-efficacy, and a longitudinal barbell-based RT program for adults. Forty-three adults (M age = 45.09 ± 10.72) were recruited from the Competitive Edge resistance training program at a medical fitness center in Northwest Montana. The study followed an 18-week schedule: 8 weeks of training, 1 week of active recovery, and 8 additional weeks of training. The results reveal several significant findings. First, the basic psychological need for competence significantly increased from baseline (M = 5.06) to post-program (M = 5.30), (p = 0.017). Second, the composite score of the BREQ-3 significantly predicting muscular strength improvements in the deadlift (β = 3.64, p = 0.039). Third, both mastery (p = 0.021) and resilience (p = 0.007) self-efficacy subscales increased from baseline to post-program. Fourth, exploratory analyses indicated that the reasons to exercise scale predicted increases in muscular endurance with the weight management (β = 10.016, p = 0.046) and solitude (β = 6.792, p = 0.037) subscales. These findings highlight the importance of psychological factors in predicting strength outcomes and muscular endurance, suggesting that psychological interventions may complement physical training to maximize benefits. This research contributes valuable insights into how psychological factors influence training outcomes, potentially guiding future interventions and program designs to better support strength development and endurance in resistance training contexts.

Motivational processes: can perceptions of fairness augment effects of favourable autonomy supportive practices on satisfaction of the basic psychological needs?

Based on Self-Determination theory and social interaction models of social justice, in this article we examined whether perceptions of fairness catalysed the positive effects autonomy support on motivational and well-being outcomes. The study was conducted in the context of an all-boys school with 302 students, adopting a prospective design. Using surface analysis to estimate the dependent variables to be tested in non-liner regressions, the current research empirically extends social interaction models of distributive justice by testing, for the first time, whether perceptions of fairness can moderate the effects of autonomy supportive practices on satisfaction of psychological needs. The results demonstrated that perceptions of fairness engendered positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. No analogous positive effects on other outcomes were found. Therefore, the perceptions of fairness constitute an important component of autonomy-supportive class climates that catalyse positive effects of favourable forms of autonomy support on satisfaction of the psychological need for competence. This evidence suggests that students are more likely to experience high levels of competence during physical education classes when they perceive that their favourable treatment is fair, though the effect does not generalise to autonomous motivation or subjective well-being.

Self-determination in EMI education. A study of university students’ motivation in Vietnam

This research paper investigates the dynamics of student motivation within the framework of Self-Determination Theory (SDT; Ryan & Deci, 2017), a robust psychological theory encompassing six mini-theories. It scrutinizes the interplay between individual learners and their educational environment, and their collective role in shaping motivation within formal education settings. The study focuses on discerning the motivating factors behind the enrollment of Vietnamese EMI students in a prominent public university located in Southern Vietnam, and the elements that impact the evolution of their motivation over time. Data collected from 339 students through open-ended surveys provide insights into how student motivation fluctuates throughout the EMI program, identifying key reasons that instigate these changes. Findings suggest that students' motivation is primarily driven by intrinsic goals and the psychological need for competence and connection. Although these students exhibit a strong autonomous orientation, the study underscores the potential of academic stressors to diminish their motivation at times.

Modelling research productivity of university researchers using research incentives to crowd-in motivation

PurposeThe overall aim of this research is to propose a research incentive framework for academic staff members at the South African universities of technology (UoTs).Design/methodology/approachAn exploratory case study methodology was applied, while a questionnaire was used to (1) identify the factors that stimulated staff members' research activities; (2) assess what was considered an appropriate way of measuring research productivity and (3) identify appropriate research awards, recognition and rewards. Working from the self-determination theory (SDT), the results of the data analysis were used to develop a framework for ensuring crowding-in of research incentives into intrinsic motivation. This framework is anchored on the three main components (competence, autonomy and social relatedness) of the cognitive evaluation theory (CET) that provides guidelines for the design of a research incentive system.FindingsIntrinsically motivated researchers tend to conduct research for their inherent satisfaction because it meets their basic individual psychological need for competence. Existing research incentives and productivity systems fail to provide intrinsic motivation for researchers. Recommendation for a framework for designing research incentive systems is centred on the researchers themselves. This approach contributes to a research environment that provides space for autonomy, creativity, flexibility and innovation and consequently a successful research output that is hinged on the ability to keep researchers intrinsically motivated.Originality/valueA conceptual framework is proposed specifically for technically focused UoT suggesting that crowding-in the motivation of researcher incentives results in improved intrinsic-based motivation. The autonomy of researchers in particular is regarded as the most important driver of such motivation, with the availability of resources, collegiality and research skills and development ranking as the most important aspects specifically driving intrinsic motivation. The framework not only provides a tool for institutions of higher education focused on developing the technical skills, but also offers management at any type of university challenged with low research outputs and a poor research ethos with an alternative method to improve both the quantity and quality of research outputs.

Health assets in transgender adolescents: The role of socio-political engagement and competence

Abstract Background Research has shown lower mental health in transgender youth compared to cisgender peers. However, little is known about assets in their development. Self-determination theory posits that certain behaviours increase wellbeing, such as engaging in activities that meet the psychological need for competence and relatedness. This study analyses the mediator roles of political interest, sense of unity, and social self-efficacy in the association between gender identity and health. Methods Two samples of Spanish adolescents (15-18 years-old) were analysed. The first sample included 170 transgender and 575 cisgender (selected through a matching process) students who participated in the 2018 Health Behaviour in School-Aged Children study. The second sample included 67 transgender and 2,100 cisgender participants who collaborated in the UNICEF OPINA Barometer. Political interest, social self-efficacy, and sense of unity scales were used to measure community engagement and were considered as sources of resilience. Health-related quality of life (HRQL) was measured using the Kidscreen-10 scale. Data analysis was conducted using linear regressions and parallel mediation effects. Results Gender identity predicted well-being, showing lower HRQL in transgender adolescents than cisgender peers. Furthermore, sense of unity and social self-efficacy - but not political interest - significantly predicted wellbeing (higher levels have a positive impact on HRQL) in both groups, and indirectly mediated between gender identity and HRQL. Conclusions Sense of unity and social self-efficacy act as sources of resilience, increasing adolescent wellbeing. Thus, social inclusion and active citizenship can help adolescents to better cope with pressure and promote health. Moreover, the positive contributions of sense of unity and social self-efficacy was similar for cisgender and gender minority adolescents, suggesting similar underlying mechanisms.

Barriers to the Practice of Sport and Physical Activity from the Perspective of Self-Determination Theory

The practice of sport and physical activity can be hampered by the presence of amotivation, the frustration of basic psychological needs, and barriers to carrying out that practice. Based on the principles of self-determination theory (SDT), the objective of this study was to analyze the relationship of these variables and assess differences based on age, sex, residential independence, academic/employment situation, and prior sport and physical activity. The sample comprised 102 individuals, aged between 18 and 25 (M = 21.61; SD = 2.04), who completed the Behavioral Regulation in Exercise Questionnaire, the Frustration of Psychological Needs in Physical Exercise Scale, and the Self-Perceived Barriers of Physical Activity Questionnaire. Our results showed that participants had high values of controlled motivation, the frustration of the basic psychological need for competence, and high values for the barrier of obligations/lack of time. We found a significant and positive association between the frustration of the basic psychological need for competence and the barriers present in the practice of physical activity. Moreover, we found that women reported experiencing body image/anxiety as a barrier to practicing sport and physical activity more than men and individuals aged 22–25 years experiencing obligations/lack of time as a barrier more than the those aged 18 to 21 years. Practical applications were proposed to avoid the frustration of basic psychological needs, increase the most self-determined forms of motivation, and reduce barriers to the practice of sport and physical activity.

Fostering Employee Trust via Effective Supervisory Communication during the COVID-19 Pandemic: Through the Lens of Motivating Language Theory

This study examines how supervisory leadership communication during the COVID-19 pandemic fostered employee trust through the lens of motivating language theory. Drawing insight from self-determination theory, this study also reveals the mediating effects of employees’ psychological need satisfaction for competence and relatedness in this process, which help explain how supervisory leadership communication influences employee trust. Through an online survey of 393 full-time employees from various organizations in the U.S., results showed that supervisory use of meaning-making (0.15), empathetic (0.60), and direction-giving language (0.27) during the pandemic all showed significant positive effects on employee trust toward leadership and the organization directly, and indirectly through satisfying employees’ psychological need for competence and relatedness. Theoretical and practical implications of the findings are discussed.

Impact of basic psychological needs on organizational justice and helping behavior: a self-determination perspective

PurposeIntegrating the social exchange perspective of helping behavior with self-determination theory (SDT), this study seeks to examine the impact of employees' psychological needs on perceived organizational justice and the impact of perceived organizational justice on employees' helping behavior.Design/methodology/approachCross-sectional and cross-organizational data were obtained from 177 full-time employees employed in 12 small- and medium-sized oil and gas service companies. A partial least squares approach using SmartPLS was employed to test the hypotheses.FindingsResults illustrate that the psychological need for competence and need for autonomy are positively related to perceived distributive and procedural justice, respectively. Moreover, perceived distributive and procedural justice are related to helping behavior. Furthermore, perceived distributive justice fully mediates the relationship between the psychological need for competence and helping behavior, whereas perceived procedural justice partially mediates the relationship between the psychological need for autonomy and helping behavior.Originality/valueFrom a theoretical standpoint, this study offers some theoretical explanations for how the basic psychological needs identified by SDT activate employees' perceived organizational justice. Practically, this study offers several managerial recommendations that help managers manage helping behavior in the organization effectively.

Effect of the constructivists teaching method, undergraduate students’ statistics self-concept and other psychological constructs in mediating their motivation for learning statistics

This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.

Effect of the constructivists teaching method, undergraduate students’ statistics self-concept and other psychological constructs in mediating their motivation for learning statistics

This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted a quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.

One Step Closer to Understanding Motivation in Scientific Education: The Incorporation of Science Textbooks as a Predictor, Together with Motivational Climate and Basic Psychological Needs

Students’ increasing lack of interest in science has led to a disturbing situation that compels us to continue researching educational motivation, in this line, and within the framework provided by self-determination and achievement goal theories. The great importance of this variable can be attributed to its relevance in classes and its competence-related nature, which in principle makes it a motivating resource, as is the case with science textbooks. In particular, this study provides an in-depth understanding of motivation using various motivational predictors, while incorporating the motivational competence relevance of science books. One thousand students between the ages of 10 and 14 years participated. The research instrument used was a questionnaire consisting of 4 scales that measured the motivational competence relevance of science books, the task-oriented motivational climate, the basic psychological need for competence and the intrinsic motivation. Data were analyzed using correlation analysis and a structural equations model. The results showed that, among other aspects, motivation is influenced by competence, while competence is influenced by the task climate and the motivational competence relevance of science books. These findings suggest that in order to increase students’ intrinsic motivation, teachers must create a task-oriented climate, emphasize the value that student should attribute to science books from a motivational competence perspective, and satisfy the need for competence.

Effect of 90-min bikram yoga on basic psychological needs among practitioners in the Southwestern United States

Background:In our modern society, physical activity is a lifestyle choice. Bikram Yoga is a low impact; moderate exercise and the understanding of motivation and adherence to the practice is unknown. This study aimed to evaluate the effect of 90 min Bikram Yoga practice on basic psychological needs of competence (the sense of skill mastery), autonomy (volitionally performing a task), and relatedness (a connection with others) as postulated in self-determination theory for motivation.Methods:The sample included Bikram Yoga practitioners in the Southwestern United States (n = 126) averaged between the age group of 35 and 64, predominately female, and highly educated. Responses to the Psychological Need Satisfaction in Exercise Scale were analyzed using multivariate analysis of variance.Results:Results showed a statistically significant effect of frequency of Yoga attendance on the satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness); (P = 0.025); specifically, Yoga practitioners who attended four or more classes per week had higher satisfaction levels of Basic Psychological Need for competence (P = 0.013) and relatedness (P = 0.034). A statistically significant effect of the level of experience on the satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness) (P = 0.014) found in experienced Bikram Yoga practitioners, specifically for competence (P = 0.013) and relatedness (P = 0.023) compared to novice counterparts.Conclusion:The study provides some evidence of an individual's motivation for a 90 min Bikram Yoga practice and possible adherence. Future investigation of Bikram Yoga practice adopting self-determination theory appears worthwhile.

Testing a circular, feedback model in physical education from self-determination theory

Self-determination theory has emerged as one of the most important theoretical frameworks to explain motivation in the context of physical education within school systems. The authors propose a new circular, longitudinal, feedback model to complement Vallerand’s (1997) hierarchical model. To test this new approach, Epstein’s TARGET strategies (Epstein, 1988) were applied to 207 secondary education students. Moreover, the satisfaction of the basic psychological need for competence (C), intrinsic motivation (IM), and effort (E) were measured at nine time points (C1 → IM2 → E3 → C4 → IM5 → E6 → C7 → IM8 → E9). Structural equation modeling showed that the proposed model provided a satisfactory fit of the data, Satorra-Bentler χ2(22) = 36.31, p = .028, robust comparative fit index = .985, robust root mean square error of approximation = .056 (90% CI [.019, .088]), standardized root mean square residual = .039, power = 1.00. It was also observed that all variables increased progressively, suggesting interplay among them. This shows a concurrent causal relationship among these variables that produces a synergistic effect.

Relationships Between 3 × 2 Achievement Goals and the Satisfaction of the Basic Psychological Need for Competence

This is the first study that addresses the relationship between 3×2 achievement goals, which are built based on the way of understanding the competence, and the satisfaction of the psychological need for competence in schoolchildren. The sample consists of 263 (133 men and 130 women, M=12.40, SD=.49). Three measurements are taken over two years. Analyzes of structural equations are made using true intraindividual change. The results show the predictive value (transversal and longitudinal) of the six goal orientations on the satisfaction of the need for competence; however, they establish differences depending on definition and valence. These results support the latest advances in achievement goals theory, which offers a more precise definition of goals based exclusively on the perception of competence.

Relaciones entre metas de logro 3 × 2 y satisfacción de la necesidad psicológica básica de competencia

This is the first study that addresses the relationship between 3×2 achievement goals, which are built based on the way of understanding the competence, and the satisfaction of the psychological need for competence in schoolchildren. The sample consists of 263 (133 men and 130 women, M=12.40, SD=.49). Three measurements are taken over two years. Analyzes of structural equations are made using true intraindividual change. The results show the predictive value (transversal and longitudinal) of the six goal orientations on the satisfaction of the need for competence; however, they establish differences depending on definition and valence. These results support the latest advances in achievement goals theory, which offers a more precise definition of goals based exclusively on the perception of competence.

Mechanisms underlying effective thought suppression using focused-distraction strategies: A self-determination theory approach.

Research has shown that thought suppression is not an ideal mental control strategy, as it can ironically increase intrusions and accessibility of unwanted thoughts. Although focused distraction has been shown as an effective strategy in mitigating such ironic effects, mixed findings have rendered this evidence inconclusive. In the present study, we sought to resolve this inconsistency by examining variables related to distractor content as mechanisms for effective thought suppression, an aspect yet to be examined. Building on ironic process theory and self-determination theory, the current study predicted that distractors associated with fulfilment of the psychological need for competence would improve thought suppression outcomes because they would be satisfying and immersive to think about. We asked 93 undergraduate students to engage in a thought suppression task and examined the influence of perceived satisfaction and immersion of distractors as mechanisms mitigating ironic effects of thought suppression. Results supported our predictions. In addition, they suggested that our predicted relationships persisted after controlling for effects of focused-distraction strategies that focused participants’ attention on a neutral object and distractors reflecting the attainment of the extrinsic goal of financial success. This allows us to eliminate the alternative explanations that need-supportive distractors are effective as a result of the focused-distraction strategy in general, or due to its pleasant and personally relevant content. Findings suggest that effectiveness of focused distraction in thought suppression can be augmented by using satisfying and immersive distractors, such as those with need-supportive content.

Análisis de las relaciones entre variables motivacionales y ansiedad en judocas competidores

El judo de alto rendimiento se encuentra en continua evolución, explorándose nuevas formas de enseñanza y entrenamiento, que faciliten conducir al judoca hacia el éxito.
 El objetivo del presente trabajo fue analizar las relaciones que se establecen entre los diferentes tipos de motivación autodeterminada, necesidades psicológicas básicas, ansiedad cognitiva, ansiedad somática y autoconfianza en judocas competidores.
 Se analizó una muestra de 124 judocas competidores, 36 mujeres y 88 hombres pertenecientes a 16 clubes de toda España, cuyas categorías iban desde infantil hasta senior, con edades comprendidas entre los 12 y los 37 años.
 Para llevar a cabo dicho estudio, se pasaron los cuestionarios de Behavioral Regulation in Sport Questionnaire, para medir el nivel de motivación autodeterminada; el Psychological Need Satisfaction in Exercise Scale, para medir la satisfacción de las necesidades psicológicas básicas y el Revised Competitive State Anxiety Inventory, para medir el estado de ansiedad.
 Los resultados mostraron que la motivación intrínseca, correlacionó de forma positiva y significativa con la necesidad psicológica básica de competencia además de la autoconfianza en su dimensión intensidad. Por otro lado, la desmotivación, la regulación externa y la ansiedad somática en su dimensión intensidad, correlacionaron negativa y significativamente con la motivación intrínseca.
 Por consiguiente, los entrenadores tendrían que satisfacer las necesidades psicológicas básicas de los judocas, con el fin de provocar un aumento de las formas de motivación más autodeterminadas, pudiendo originar ello una mejora de la autoconfianza y una reducción de los niveles del estado de ansiedad.

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

Using self-determination theory as the framework, we examined the temporal ordering between satisfaction and thwarting of basic psychological needs and motivation. We accomplished this goal by using a two-wave 7-month partial least squares path modeling approach (PLS-PM) among a sample of 94 adolescent athletes (Mage = 15.96) in an intensive training setting. The PLS-PM results showed significant paths leading: (a) from T1 satisfaction of basic psychological need for competence to T2 identified regulation, (b) from T1 external regulation to T2 thwarting and satisfaction of basic psychological need for competence, and (c) from T1 amotivation to T2 satisfaction of basic psychological need for relatedness. Overall, our results suggest that the relationship between basic psychological need and motivation varied depending on the type of basic need and motivation assessed. Basic psychological need for competence predicted identified regulation over time whereas amotivation and external regulation predicted basic psychological need for relatedness or competence over time.

Competence-impeding electronic games and players’ aggressive feelings, thoughts, and behaviors.

[Correction Notice: An Erratum for this article was reported in Vol 106(3) of Journal of Personality and Social Psychology (see record 2014-07574-006). In the article, the name of author Edward Deci was missing his middle name initial and should have read as Edward L. Deci. In addition, an incorrect version of figure 1 was published.] Recent studies have examined whether electronic games foster aggression. At present, the extent to which games contribute to aggression and the mechanisms through which such links may exist are hotly debated points. In current research we tested a motivational hypothesis derived from self-determination theory-that gaming would be associated with indicators of human aggression to the degree that the interactive elements of games serve to impede players' fundamental psychological need for competence. Seven studies, using multiple methods to manipulate player competence and a range of approaches for evaluating aggression, indicated that competence-impeding play led to higher levels of aggressive feelings, easier access to aggressive thoughts, and a greater likelihood of enacting aggressive behavior. Results indicated that player perceived competence was positively related to gaming motivation, a factor that was, in turn, negatively associated with player aggression. Overall, this pattern of effects was found to be independent of the presence or absence of violent game contents. We discuss the results in respect to research focused on psychological need frustration and satisfaction and as they regard gaming-related aggression literature.