Satisfaction Of Psychological Needs Research Articles

Satisfaction Of Psychological Needs Through Physical Activity Is Associated With Increased Frequency Of Physical Activity

Satisfaction Of Psychological Needs Through Physical Activity Is Associated With Increased Frequency Of Physical Activity

Need-satisfaction as a Mediator of Teaching Style and School-Bullying Intentions

Background In response to the escalating incidents of bullying, the Indonesian government initiated the Roots Program. This program emphasizes the establishment of positive discipline through the involvement of teachers employing an authoritative teaching style. Aim This research aimed to analyze the role of teachers in shaping bullying intentions by employing a model based on the framework of the basic psychological needs theory. Objective The objective of this study was to explore the mediating effect of need satisfaction on the relationship between an authoritative teaching style and bullying intentions among high school students. Methods This study employed a correlational quantitative approach, utilizing convenience sampling to gather data from 396 high school and vocational school students. Data collection involved the use of three scales: the modified Bullying Intention Scale, the Indonesian version of TASCQ, and the Indonesian version of the BPNSFS Satisfaction subscale. Data analysis was conducted using PLS-SEM. Results The findings indicated that basic psychological need-satisfaction significantly mediates the relationship between authoritative teaching style and bullying intentions (β = -0.11, p<0.05, 95%CI = -0.17, -0.07). Although the relationship is significant, the effect of an authoritative teaching style on bullying intentions through the mediation of basic psychological need satisfaction remains weak. Discussion Consistent with the basic psychological needs theory framework, this study confirms the critical role of need satisfaction in promoting anti-bullying attitudes. Students who perceive their psychological needs being met through the implementation of an authoritative teaching style by teachers exhibit lower bullying intentions. Conclusion The study concludes that periodic assessments of the basic psychological need-satisfaction of students are essential for the sustainability of anti-bullying programs, thereby enhancing the effectiveness of such initiatives.

All physical activities are not created equal: differential effects of goal contents, psychological need satisfaction, and flow in physical activity on satisfaction with life

Regular physical activity (PA) is linked with greater satisfaction with life (SWL), but is this effect equivalent for all PAs? Or do effects and causal paths of PA on SWL differ depending on goal contents in PA? PA practitioners (N = 1900) reported goal contents in exercise (GCE), psychological need satisfaction (PNS), and flow in PA, as well as SWL. Cluster analyses and multi-group structural equation modeling were used to analyze differential effects of study variables on SWL. Four clusters based on GCE were identified and labeled (health-management, n = 652; team-skill, n = 412; social-recognition, n = 494; and low-goals, n = 342). Differential effects on SWL were observed via distinct causal paths: social affiliation and relatedness predicted SWL in the health-management cluster; skill development, competence, and flow in the team-skill cluster; and flow alone in the low-goals cluster. The amounts and the ways in which SWL can be derived from PA practice differ between clusters based on different goal contents. Thus, tailored PA programs may identify distinct goal profiles in order to cater to these separately, orienting them towards either sports-like team practices fostering skill development, perceived competence, and flow; or individually practised and autonomously endorsed PAs facilitating health management, group affiliation and relatedness.

ERGENLERİN SOSYAL MEDYA BOZUKLUĞUNUN YORDAYICILARI OLARAK BİLİNÇLİ FARKINDALIK VE PSİKOLOJİK İHTİYAÇLARIN DOYUMU

Objectives: In this study, mindfulness (MN) and satisfaction of psychological needs (SPN) were considered as structures that protect adolescents’ mental health against social media disorder (SMD). The main purpose of the study was to examine the relationships between MN levels, SPN levels and SMD levels of adolescents and to examine the predictive level of MN and SPN on SMD levels of adolescents. Methods: The model was predictive associational survey model. The sample was consisted of 521 adolescents (Mage: 16,02; SD: 1,16; %37 girls, %67 boys) from the central districts of Izmir province in Turkey. Data were collected by Social Media Disorder Scale, Mindful Attention and Awareness Scale – Adolescents, Psychological Need Satisfaction Scale with a questionnaire to gather demographic information. Results: Results showed that there were negative correlations between mindfulness levels and SMD levels, between the satisfaction of competence need levels and SMD levels. There were positive correlations between the satisfaction of relatedness need levels and the SMD levels. There was no significant relationship between the satisfaction need for autonomy and social media disorder. Mindfulness, satisfaction of competence need and relatedness need together, predict the social media disorder levels of adolescents significantly and they explain 26,1% of the total variance. Conclusion: Mindfulness and competence need satisfaction protect adolescents from social media disorder more than a quarter. However as the need to be related increases, social media disorder increase.

Needs before deeds: psychological need satisfaction as a mechanism linking inclusive leadership to organizational citizenship behavior

PurposeDrawing upon self-determination theory (SDT) and the proactive motivation model, this study examined how inclusive leadership is related to organizational citizenship behavior (OCB) through psychological need satisfaction (PNS).Design/methodology/approachData were collected from a large Dutch private company in the financial sector (N = 264) and analyzed using structural equation modeling (SEM).FindingsInclusive leadership positively influenced all three PNS dimensions (autonomy, competence and relatedness). Both autonomy and relatedness fully mediated the relationship between inclusive leadership and OCB. However, this was not the case for competence, although additional analyses revealed the serial mediation of all three PNS dimensions.Originality/valueBy highlighting the mediating role of PNS, this study contributes to the inclusive leadership literature by helping unravel the underlying process through which leaders influence team outcomes. The findings emphasize the importance of inclusive leaders in satisfying employees' individual psychological needs, so that they can redirect their attention toward prosocial behaviors.

Patterns of the Satisfaction and Frustration of Psychological Needs and Their Associations with Adolescent Students' School Affect, Burnout, and Achievement.

Based on self-determination theory and adopting a person-oriented approach, we aimed to investigate the latent profiles of adolescent students' basic psychological needs and their associations with personal characteristics (gender, socioeconomic status) as well as school functioning (school affect, burnout, academic achievement). Latent profile analyses based on a group of 1521 Chinese high school students identified four need profiles: low satisfaction/moderate frustration, high satisfaction/low frustration, average all, and moderate satisfaction/high frustration. Furthermore, there were significant differences in students' school functioning among the four latent profiles. Specifically, students with moderate to high levels of need frustration were most likely to experience maladaptive school functioning, regardless of their need satisfaction level. Additionally, gender and socioeconomic status were significant predictors of profile membership. The findings of this study can assist educators in gaining a better understanding of the diverse patterns of psychological needs among students and help them to implement targeted interventions.

Conservatives Report Less Autonomous Work Motivation and Less Intrinsic Values than Liberals, but are Happier Nonetheless: The Explanatory Role of Psychological Need-Satisfaction

Conservatives Report Less Autonomous Work Motivation and Less Intrinsic Values than Liberals, but are Happier Nonetheless: The Explanatory Role of Psychological Need-Satisfaction

Improving Reactions to Forced-Choice Personality Measures in Simulated Job Application Contexts Through the Satisfaction of Psychological Needs

There is a wealth of evidence justifying the use of personality assessments for selection. Nonetheless, some reluctance to use these assessments stems from their perceived vulnerability to response distortion (i.e., faking) and the somewhat negative applicant reactions they elicit, when compared to other assessments. Adopting a forced-choice personality assessment format appears to alleviate the former problem but exacerbates the latter. In this study, we introduce basic psychological needs as a theoretical foundation to develop interventions to improve reactions to forced-choice personality assessments. We propose that the forced-choice format impedes respondents’ desire to respond to items in a preferred way, interfering with autonomy need satisfaction, and constrains respondents’ opportunity to show their capabilities, interfering with competence need satisfaction. In this pre-registered between-subjects experiment (N = 1565), we investigated two modifications to a ranked forced-choice personality questionnaire and compared these to traditional forced-choice and single-stimulus (Likert) formatted questionnaires. One modification, where participants could write a free-text response following the assessment, did not show significant effects on reactions. The second modification allowed participants to view all items they had ranked last (first) and then identify any the participant believed in fact described them well (poorly). That modification positively affected perceived autonomy- and competence-support, and fairness perceptions, bridging approximately half of the gap between reactions to forced-choice and single-stimulus assessment formats. This study suggests that a modification to forced-choice personality questionnaires may improve applicant reactions and that basic psychological needs theory may be a fruitful lens through which to further understand reactions to assessments.

Students' Perceptions in Online Physical Education Learning: Comparison Study of Autonomy, Competence, and Relatedness in Saudi Students during the COVID-19 Lockdown.

The interest in the efficiency of online learning was and remains a major concern to researchers especially during the worldwide pandemic crisis (COVID-19). Nonetheless, there is a lack of studies focusing on students' perceptions in online physical education (PE) learning sessions. Based on the self-determination theory (SDT), the present investigation aimed to explore psychological need satisfaction (PNS) to understand the autonomy, competence, and relatedness of Saudi PE students during the online sessions undertaken during the COVID-19 pandemic lockdown. PE students (N = 321, 161 females and 160 males) completed an online questionnaire composed of demographic characteristics, grade point average (GPA), sleep and physical activity (PA) habits, and the physical education autonomy relatedness competence scales (PE-ARCS). A t-test and one-way ANOVA were conducted and revealed that female students presented higher PNS compared with males. Students practicing PA had higher autonomy values than those not practicing PA (p = 0.001). However, no differences were recorded concerning competence and relatedness perceptions. The groups practicing walking, aerobic exercise, muscular training, and specialty training had higher values in autonomy and relatedness. The groups that slept for more than six hours a night, had previous experience with online learning, and had a GPA of more than three recorded higher PNS values. Correlation analysis showed high interdependence of the three PNS variables as well as with the variables of gender, experience with online learning, sleep hours, and type of PA practiced, but not with GPA or frequency of PA practice. The PNS values regarding online PE sessions were (i) higher in female students compared with males and (ii) related to previous experience in online learning, GPA, sleep habits, and type of PA. Walking, aerobic exercise, muscular training, and training in a specialty affected both autonomy and competence perception; however, relatedness was mainly affected by walking activity. Therefore, it is necessary to support ICT knowledge of students with low GPAs and to encourage them to adopt balanced sleep and physical activity habits to increase their perceptions of autonomy, competence, and relatedness in online PE lessons.

A survey of contextual factors and psychological needs satisfaction as correlates of youth athletes’ developmental outcomes in the Ethiopian sports academy context

BackgroundThis study examined the contextual factors associated with psychological need satisfaction (PNS) and the predictability of the PNS components, together with the contextual factors, on the developmental outcomes of elite young athletes in the Ethiopian sports academies, and further identified differences in perception of PNS from a comparative perspective. The study used a cross-sectional survey design applying developmental and PNS theories as guiding frameworks. Samples of elite young Ethiopian athletes participated (n = 257, 47.47% were women with a mean age of 17.44 years and SD = 0.87, and 52.53% were men with a mean age of 18.25 years and SD = 1.14).ResultsStructural equation modeling showed that the three PNS domains, together with the five contextual factors positively predicted the three developmental outcomes measured (41–54% explained variance). Moreover, there were higher differences in PNS (0.55 ≤ Cohen’s d ≥ 0.71) among young athletes classified by the sport types.DiscussionAs per the findings of this study, young athletes may differ in the levels of PNS they obtained depending on the type of sports enrolled in sports academies. Also, the results of this study indicated that PNS attained may be modestly influenced by some contextual factors. It also evidenced that those developmental outcomes in elite young athletes are significantly positively associated with contextual and PNS factors. Stakeholders such as young athlete coaches, parents, sports psychologists, and administrators must consider the differing implications of program type during the elite young athletes’ participation in sports academics and the significant positive association between contextual factors, PNS, and developmental outcomes of elite young athletes.ConclusionsIn sum, the PNS of youth athletes may differ across sports types and the talent development of elite young athletes should emphasize the individual nature of the processes. Also, it can be concluded that the PNS components than the contextual factors had higher predictions of developmental outcomes.

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

Objective: This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers’ involvement (TI). Method: A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. Results: Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. Conclusions: Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.

A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading

ABSTRACT Despite the numerous lifelong benefits associated with continued leisure reading, adult reading habits are steadily declining (Statistics Canada, 2019). The purpose of this study was to understand how the recalled childhood home reading environment, and the associated psychological need-satisfaction, were related to young adults’ leisure reading beliefs and practices. Based on Self Determination Theory (Ryan & Deci, 2017), we used recalled basic psychological need-satisfaction during parent-child shared reading experiences as a reflection of the degree of intrinsic reading motivation support. We collected data from 214 Canadian young adults (age 18–29). Almost all participants reported some degree of leisure reading. Moreover, we found that home reading environment may significantly contribute to the development and reinforcement of positive reading attitudes, identities and habits. Basic psychological need-satisfaction only partially mediate the relationship between home reading environment and current reading identity. These results are discussed in terms of implications for both researchers and parents.

Dispositional Gratitude as an Underlying Psychological Process Between Materialism and the Satisfaction and Frustration of Basic Psychological Needs: A Longitudinal Mediational Analysis

Dispositional Gratitude as an Underlying Psychological Process Between Materialism and the Satisfaction and Frustration of Basic Psychological Needs: A Longitudinal Mediational Analysis

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage.

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

University Students' Motives-for-Physical-Activity Profiles: Why They Practise and What They Get in Terms of Psychological Need Satisfaction.

Physical activity (PA) is an important habit for overall health and quality of life, but it tends to recede as young adults transition from high school into university. The present study sought to understand, in the case of university students that still practice PA, their motives for PA and their relationships with psychological need satisfaction (PNS) and characteristics of practice regularity (frequency, duration, team, competitive, coach, league, federation, and type of day of the week for PA). Participants were 423 university students who reported to practice PA (203 identified as men, 191 as women, 29 did not report gender), with ages ranging from 18 to 30 years old (M = 19.91, SD = 1.97). Measures assessing motives for PA, PNS, and PA characteristics were completed. Hierarchical, followed by iterative, cluster analysis was used and four naturally occurring groupings of university students were identified based on their motives for PA: one extrinsic-motives cluster (with both extrinsic motives—fitness and appearance—above the mean), one all-motives cluster (with all five motives above the mean), one intrinsic-motives cluster (with all three intrinsic motives—enjoyment, competence, social—above the mean), and one low-motives cluster (with all motives below the mean). Groupings were compared in terms of the characteristics of their practice regularity (frequency, duration, competition, team, coach, league, federation, type of day of the week used for PA) and their levels of PNS (of the needs for autonomy, competence, and relatedness in PA). Significant between-group differences were observed in the duration of single principal PA sessions, minutes per week practicing main PA, total PA minutes per week, and type of day of the week used for PA. The number of days per week devoted to the principal PA and the number of total PAs practiced were similar across all four clusters. With regard to between-group differences in psychological need satisfaction in PA by cluster, these analyses showed the existence of four clearly distinguishable naturally occurring groupings based on motives for PA, which gives researchers and practitioners the possibility to analyze and implement tailored interventions aimed at promoting PA among university students.

The elephant in the room: exploring the motivational antecedents of servant leadership

PurposeThis paper aims to examine how psychological need satisfaction (PNS) relates to the display of servant leadership (SL) behavior through the motivation to serve (MTS) and non-calculative motivation to lead (MTL).Design/methodology/approachData were collected using an electronic online questionnaire completed by 125 individuals from various organizations and industries. Data were analyzed using confirmatory factor analysis (CFA) and regression analysis.FindingsPNS, MTS and non-calculative MTL were found to relate positively to the display of SL behavior. Moreover, both MTS and non-calculative MTL were found to mediate fully the relationship between PNS and SL.Originality/valueThis study is one of the first to investigate the motivational antecedents of SL. Moreover, it is the first to empirically study PNS as an antecedent of SL. The findings emphasize the importance of a leader's PNS in their motivation to display SL behavior, implying that a positive work environment is conducive to SL.

Organisational justice, organisational identification and job involvement: the mediating role of psychological need satisfaction and the moderating role of person-organisation fit

Drawing on self-determination theory, this study seeks to account for the influence of perceived organisational justice on employees’ identification with the organisation and job. In particular, the study examines the mediating mechanism of psychological need satisfaction (PNS) in the relationship between the three forms of perceived organisational justice (procedural, distributive and interactional) and organisational identification as well as job involvement. Integrating the P-E fit literature, this study also investigates the under-researched moderating role of person-organisation (P-O) fit. Our findings demonstrate that PNS fully mediates the relationship between perceived justice and organisational identification as well as job involvement. Further, the direct effects of PNS and the indirect effects of perceived justice on both outcomes are found to be stronger when P-O fit is high. Although both distributive and interactional justice are found to influence PNS, the effect of the commonly investigated procedural justice is not found to be significant. Theoretical and practical implications of the study are discussed along with avenues for future research.

Validation of the Satisfaction Scale of Basic Psychological Needs in Physical Education with the Incorporation of the Novelty in the Spanish Context

The purpose of the study was to validate to the physical education context, the Spanish version of the Scale of the Satisfaction of Psychological Needs toward the Physical Education classes of Menéndez and Fernández-Rio, with the incorporation of the novelty, since they contemplated its inclusion. In this study, 1444 students participated (mean = 15.34, standard deviation = 1.12) from several schools in Almeria. To analyze the psychometric properties of the scale, several analyses were carried out. The results offered support for both the four-factor structure and the higher-order model called satisfaction. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. The results of this study demonstrated the reliability and validity of the Scale of the Satisfaction of Psychological Needs, with the incorporation of novelty in the Spanish context of Physical Education.

A Self-Determination Theory Approach for Exercise Motivation in Rural Dwelling Older Adults

ABSTRACTThis study aimed to (a) describe the factors that motivate rural-dwelling older adults to exercise, (b) determine how these factors differ across exercise group, and (c) identify factors that relate to continuous exercise. Participants included 160 structured exercisers (SE), unstructured exercisers (UE), and non-exercisers (NE) aged 65–96 living in rural Humboldt County who completed the Exercise Motivations Inventory-2 and Psychological Need Satisfaction (PNS) in Exercise Scale. Results revealed that enjoyment, appearance, fitness, health, and social engagement motives were significantly higher for exercisers (SE, UE) compared to NE. SE scored higher for competence (p = .020) and relatedness (p < .0001) but lower for autonomy (p = .002) compared to UE. These results suggest that motivation and PNS differ across exercise group among older rural-dwelling adults. Consequently, interventions for older rural-dwelling adults should emphasize the many fitness benefits of exercise through challenging yet enjoyable exercises with their peers.

Conceptualisation of Self-Education for Healthy Life Style: From Satisfaction of Psychological Needs to Implementation of Life Objectives

Abstract The descriptive conceptual analysis-based article aims to substantiate the construct of person’s self-education for healthy life. So why the research question in the following: How is conceptualised the person’s selfdevelopment for a healthy lifestyle in the Self-Determination Theory on the basis of the natural psychological needs of the person, motivated and pursued by the theory? Personal self-education in the education science is associated with a modern, dynamic and holistic educational concept, which implies a life-long process of human development and an individual path. By planning, organizing, managing and controlling the process of personal development, a person takes responsibility for the direction, goals, ways and final result of self-education. A healthy lifestyle as a kind of self-education fulfills the conditions of holistic development and contains physical, mental, social, spiritual self-education. In conceptualizing a person’s self-education for a healthy lifestyle, it is best to refer to the intrapersonal health education theories. These theories emphasize the influence of environmental and social factors on a person’s lifestyle, and the person’s knowledge, skills, motivation, attitudes and free determination to change oneself and his/her lifestyle. The Self-Determination Theory reveals the trends of personal development and calls it eudaimony or a path of life based on the satisfaction of general personal psychological needs - autonomy, competence and conenction, as well as the pursuit of inner goals and universally recognized values. Realized and satisfied natural psychological needs encourage person’s inner energy, internal motivation associated with person’s native inclination for development. In pursuit of personal development and health-oriented goals, a person finds a sense of meaning in his or her activity and experiences a state of well-being.