Psychological Need For Relatedness Research Articles

Beyond prosociality: Recalling many types of moral behavior produces positive emotion.

Prosocial acts can increase positive emotions and contribute to emotional well-being, but it is unclear whether other types of moral behavior have similar effects. Respondents from a large online sample (N = 1783) were randomly assigned to recall recent instances when they had performed moral, self-indulgent, or routine acts. Those who recalled self-indulgent behaviors or acts associated with care, fairness, loyalty, authority, and sanctity-based morality increased in positive emotions relative to routine acts controls. Initial evidence suggests that effects for recalling moral acts occurred in part because individuals who recalled these behaviors generated positive moral self-appraisals and satisfied a basic psychological need for relatedness. Study results are consistent with the recent claim that morality is a basic psychological need.

I've been thinkin' bout you: socially distant relationship pursuit during COVID-19.

The COVID-19 pandemic has radically altered everyday interactions, potentially disrupting the process of romantic relationship formation. Prior research suggests that threats to the basic psychological need for relatedness, along with negative mental imagery, can lead to an obsessive preoccupation with a romantic interest. The present research examines how the relatedness-threatening nature of the pandemic may similarly facilitate problematic relationship behaviors. Two studies—a small-scale natural experiment with measurements before and during the pandemic (Study 1) and a daily diary study (Study 2)—investigated how relatedness frustration and negative fantasies predict presumptuous romantic intentions. In Study 1 these threats unexpectedly corresponded to reduced presumptuous romantic intentions, though no such main effect was present in Study 2. Replicating prior experimental work, in both studies, more negative fantasies about a romantic target predicted greater presumptuous romantic intentions. Study 2 also revealed that at the between-person level the combinatory effect of relatedness frustration and negative fantasies led to greater intentions. At the within-person level, this combinatory effect led unexpectedly to reduced intentions. Finally, there was substantial heterogeneity in the within-person effect of COVID-induced relatedness frustration: although frustration stoked intentions for some individuals, for others it reduced intentions. This work suggests that for many, the early social ramifications of COVID-19 reduced motivation to presumptuously pursue romantic relationships. Yet, certain individuals, particularly those with more negative fantasies, are more prone to pursue presumptuously amidst the pandemic.

Looking toward the boundaries ofthe phenomenon of the basic psychological need for relatedness

Looking toward the boundaries ofthe phenomenon of the basic psychological need for relatedness

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.

The bright and the dark side of peer relationships: Differential effects of relatedness satisfaction and frustration at school on affective well-being in children's daily lives.

Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in schoolchildren's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, 4th to 6th graders reported their PA and NA 2 times daily and their relatedness satisfaction and frustration once a day for 2 weeks. In Study 2 and Study 3, 4th graders and 5th graders, respectively, reported their PA and NA 4 times daily and their relatedness satisfaction and frustration once a day for 4 weeks. Across the 3 studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining interindividual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Transformational Leadership and Psychological Needs of Employees

Transformational leadership theory is an essential topic in management research. This style of leadership requires a leader's ability to identify and observe the psychological needs and values of followers, as well as to stimulate work motivation. Transformational leadership is characterized by four groups of factors: individualized consideration, intellectual stimulation, inspirational motivation and charisma or idealized influence. The role of a transformational leader is motivational in nature. Within the theory of self-determination, the authors emphasize the importance of the basic psychological need for relatedness with others, the feeling of personal competence and autonomy in performing a given behavior. Recent research has shown that perceived transformational leadership contributes to meeting the basic psychological needs of employees. Satisfying each of these needs directly impacts positive outcomes and achievement of organizational goals. The most commonly reported positive outcomes include trust of employees in the organization, positive feedback from managers, belief in one’s own ability to contribute to the organization, recognizing opportunities for progress, feeling of security, job satisfaction and a high level of enthusiasm for work. Transformational leadership facilitates the adoption of common motivational principles in the organization, empowers managers and gains the support of followers in their efforts to build a strong and stable organizational culture.

Intrinsic Motivation and Psychological Connectedness to Drug Abuse and Rehabilitation: The Perspective of Self-Determination.

This study adopts the perspective of the Self-Determination Theory to look at the psychological experience of drug users and their decisions to take drugs or not, with particular emphasis on the concept of relatedness. To achieve this objective, a qualitative methodology was employed to explore the experiences of these drug users regarding how they take drugs and/or relapse. Theory-driven thematic analysis was employed to identify themes related to this topic. Results show that one’s psychological need for relatedness is an important determinant of whether one will take drugs or not, via the interaction mechanisms that exist in dimensions of affiliation and intimacy. While drug taking is a result of the modeling behavior existing in affiliated relationships, it is also a coping strategy for the ultimate satisfaction of psychological needs when human relatedness disappears. The implication is that significant others can develop unconditionally warm, caring, and empathetic supportive relationships with drug users, so as to enhance their fulfillment of psychological needs and reduce the risk of drug relapse.

Are More Intelligent People Happier? Emotional Intelligence as Mediator between Need for Relatedness, Happiness and Flourishing

The psychology of sustainability and sustainable development aims to study the personal characteristics that promote effective and sustainable well-being for individuals and environments from a psychological research perspective. According to the self-determination theory, the psychological need for relatedness is positively associated with happiness and flourishing. In turn, emotional intelligence, i.e., understanding and managing one’s own emotions and recognizing others’ emotions, may play a key role in this association. Therefore, the present study investigates the mediating role of emotional intelligence in the relationship between need for relatedness and both happiness and flourishing. Basic Psychological Needs scales (BPNs), Emotional Intelligence Scale (EIS), Flourishing Scale, and Happiness Scale were administered to 216 Italian participants (age range 15–66 years old). A mediation model via a structural equation model for path analysis was tested. The results showed that the psychological need for relatedness positively associated with both happiness and flourishing and that emotional intelligence mediated these associations. These results suggest that important interventions may be performed to promote flourishing and happiness, enhancing emotional intelligence through specific training differently from need for relatedness that, instead, can be considered substantially stable.

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.

Physical Activity and Psychological Health in Breast Cancer Survivors: An Application of Basic Psychological Needs Theory

The role of psychological need satisfaction in terms of understanding the mechanisms through which leisure-time physical activity (LTPA) is associated with psychological health in breast cancer survivors who have recently completed treatment was examined. Adopting a longitudinal two-wave design, female breast cancer survivors (N = 144) completed self-report instruments of LTPA, psychological need satisfaction, and psychological health at two points separated by 3 months. The first test administration period was 6 months following the completion of primary treatment. Change score analyses demonstrated that greater LTPA across the 3-month period was associated with greater perceptions of well-being (rs ranged from .17 to .20) and lower ill-being (rs ranged from -.06 to -.21). Results of multiple mediation analyses demonstrated that psychological need fulfillment underpinned the LTPA-well-being relationship only. Collectively these findings indicate that increased engagement in LTPA represents one factor associated with greater psychological health in breast cancer survivors, with fulfilling the psychological need for relatedness most salient in understanding this relationship. Continued investigation into the mechanisms associated with reductions in ill-being in breast cancer survivors appear justified.