Role Of Basic Need Satisfaction Research Articles

The Confounding Role of Basic Needs Satisfaction Between Self-Determined Motivation and Well-Being

In this study three different theories grounded on Self-determination macro-theory (Basic Psychological Needs Theory, Organismic Integration Theory, and Hierarchical Model of Intrinsic and Extrinsic Motivation) were combined into a single structural model to evaluate its goodness-of-fit to empirical data. It consisted on a model where basic psychological needs satisfaction was associated directly to well-being, and indirectly through the mediation of self-determined motivation. Since in this model the satisfaction of basic psychological needs would predict positively both self-determined motivation and well-being, basic psychological needs is considered to function as a confounding variable. The participants of the study consisted of 673 Spanish secondary education students (334 girls and 339 boys) with a mean age of 14.0 years (SD = 1.4). The model was confirmed partially. Direct associations between basic psychological needs satisfaction and psychological consequences were found and in the expected directionality. On the contrary, indirect associations between basic psychological needs satisfaction and psychological consequences were found, but generally with the opposite expected directionality. The sign of these indirect associations depended on whether components involved on the associations (basic psychological needs satisfaction, self-determined motivation and psychological consequences) were measured at the same or at different levels. Finally, the results found evidence of the confounding role of basic psychological needs between self-determined motivation and psychological consequences. Implications of these results for Basic Psychological Needs Theory, Organismic Integration Theory, and Hierarchical Model of Intrinsic and Extrinsic Motivation are discussed.

How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction

Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.

Rejection Sensitivity, Self-Efficacy, and Learning Strategy: Mediating and Moderating the Role of Basic Needs Satisfaction

Rejection sensitive people often experience interpersonal difficulties, resulting in dissatisfaction with their need for relatedness. However, whether they are satisfied with their autonomy and competence, or experience difficulties from these factors other than in interpersonal relationships, remains largely unexplored. This study examined the influence of rejection sensitivity and need satisfaction (autonomy, competence, and relatedness) on learning strategy and self-efficacy. We found that competence satisfaction mediates the relationship between rejection sensitivity and self-efficacy. In addition, hierarchical regression analysis revealed a significant three-way interaction of rejection sensitivity, autonomy, and competence satisfaction with learning strategy. Competence satisfaction has a positive effect when individuals have low rejection sensitivity and are satisfied with autonomy need, whereas autonomy satisfaction has a positive effect when individuals have high rejection sensitivity and are dissatisfied with their competence levels. This suggests that autonomy and competence satisfaction levels are important for the understanding of psychological difficulties in rejection sensitive individuals.

The Role of Basic Need Satisfaction in English Learning: A Case Study at a University in China

To examine the role of learners' innate need satisfaction in their English foreign language (EFL) learning, a case study was conducted at a university in China. Both qualitative and quantitative methods were employed in the study. Data were collected via a pre- and post-assessment research design and by recording dynamic variability in student participants' (N=353) learning performance while implementing a need-satisfying intervention scheme for one academic year. Structural equation modelling (SEM) method was used to test the hypothesized model and the structural relationship. Outcomes of this study indicated 1) that satisfaction of learners' basic needs for competence, autonomy and relatedness strengthened their autonomous motivation and facilitated controlled motivation to move gradually to autonomous one; 2) that strengthened motivation contributed to positive learning performance and significant improvement in their English proficiency; 3) and interestingly, that the causal effect coefficients of the contribution paths changed erratically with the variation of learners' motivation and English proficiency level. The present study suggested that innate need satisfaction was basically related to EFL learning outcome, but that fulfillment of different psychological needs played varied roles in academic achievement. The interesting findings signified that cultural factors and instrumental motivation had a notable impact on causal effects of innate need satisfaction on EFL learning outcome.

The Role of Basic Need Satisfaction in the Onset, Maintenance, and Cessation of Non-Suicidal Self-Injury: An Application of Self-Determination Theory

The present study applied self-determination theory to examine the onset, maintenance, and cessation of non-suicidal self-injury (NSSI) in adolescents. Specifically, the study examined the relationship between the basic psychological needs of autonomy, competence, and relatedness, and NSSI status. Participants were classified into the NSSI Maintain (n = 30), NSSI Start (n = 44), NSSI Stop (n = 21), or Control (n = 98) groups based on NSSI status over 2 time points within a 12-month period. Repeated measures multiple analysis of variance was employed. Satisfaction of the need for competence decreased over time in all adolescents. Adolescents who maintained NSSI behavior reported significantly lower levels of need satisfaction compared to adolescents reporting no history of NSSI engagement, and adolescents who began NSSI over the course of the study reported significantly lower levels of need satisfaction compared to those reporting no history of NSSI engagement. The findings suggest that need satisfaction varies as a function of NSSI status.

Supervisor's Mentoring Provision and Newcomer's Engagement: A Self-Determination Perspective

Based on Self-determination Theory, this paper examined the relationship between supervisor's mentoring provision and newcomer's engagement, and the mediating role of basic need satisfaction in new...

The role of basic need satisfaction for junior academics’ goal conflicts and teaching motivation

Junior academics at German universities work and qualify in a highly competitive environment. Most of them have to cope with too little time for too many demands in research and teaching. As previous studies have shown, these work conditions may impair well-being due to goal conflicts and may threaten their teaching motivation. How could this be prevented? Drawing on self-determination theory, the present study takes a motivational psychological perspective and addresses the role of the satisfaction of basic needs for autonomy, competence, and relatedness for the experience of goal conflicts and self-determined teaching motivation. Results from Latent Profile Analysis and multivariate analyses show that satisfaction of all three needs is necessary for junior academics to feel less strained by goal conflicts. Autonomy plays a crucial role for the frequency of goal conflicts, whereas competence has a particular impact on teaching motivation. The role of relatedness remains difficult to determine. Results are discussed in terms of work conditions, individual competencies, and derivable practical implications.

Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation

Objectives Drawing from the basic needs theory [BNT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press], the major purpose of the present study was to test a hypothesized sequence of temporal relationships between perceptions of coach-autonomy support, basic need satisfaction and indices of well- and ill-being. A subsidiary aim was to ascertain the assumed mediational role of basic need satisfaction in explicating the perceived autonomy support and well-/ill-being relationships over time. Design A field-based longitudinal design was employed. Methods Participants ( N = 54 males) from an elite youth soccer academy in the UK completed a multi-section questionnaire tapping the targeted variables on six occasions across two competitive seasons. Results Multi-level regression analyses revealed that perceptions of coach-autonomy support positively predicted within-person changes and between-person mean differences in basic need satisfaction and well-being over time. Satisfaction scores for the needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same needs partially mediated the coach-autonomy support–subjective vitality link over the two seasons. Conclusions The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.

HRM Practices and Work Outcomes: The Role of Basic Need Satisfaction

Integrating soft HRM and self-determination theory, we propose a model in which the presence of five HRM practices and the degree to which an employees’ talents, interests, and expectations are taken into account within these practices influence work outcomes through basic need satisfaction. Data gathered from 5749 Belgian employees showed that different HRM practices satisfy the three basic needs for autonomy, relatedness, and competence and that the degree to which the individual is taken into account generally has an additional positive effect. Moreover, basic need satisfaction positively influences affective organizational commitment and work engagement, and subsequently lowers turnover intention. These findings indicate that (1) basic need satisfaction is an important, but neglected, mediating variable in the HRM-performance relationship and that (2) bearing in mind individual talents, interests, and expectations of employees within HRM practices may matter equally or more than their mere presence.

HR practices and HRM outcomes: the role of basic need satisfaction

Purpose – Based on soft HRM and self‐determination theory, the aim of this paper is to test whether basic need satisfaction mediates the relationship between five HR practices and HRM outcomes. An important distinction (in line with soft HRM and self‐determination theory) is made between the presence of, and the quality of, a practice's implementation (in terms of the degree to which employees' talents, interests and expectations are taken into account).

Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction

Within the Job Demands-Resources model, the presence of job demands (e.g., work pressure) and the absence of job resources (e.g., social support) relate to burnout through a psychological energetic process, whereas the presence of job resources associates with work engagement through a motivational process. Although various mechanisms have been suggested to understand these processes, empirical evidence for these mechanisms is scarce within the JD-R framework. This study examines the role of basic need satisfaction, as defined within Self-Determination Theory, in the relationships between job demands, job resources, and employees’ exhaustion and vigour, the main components of burnout and engagement, respectively. Structural equation modelling in a heterogeneous sample of 745 employees of the Dutch-speaking part of Belgium confirmed that satisfaction of basic psychological needs partially explained the relationships from job demands to exhaustion and from job resources to vigour. It fully accounted for the relationship between job resources and exhaustion. We conclude that the current study adds to the research pointing at need satisfaction as a promising underlying mechanism for employees’ thriving at work.