Satisfaction Of Basic Psychological Needs Research Articles

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.

How does basic psychological needs satisfaction contribute to EFL learners’ achievement and positive emotions? The mediating role of L2 self-concept

Based on an integrated framework of the self-determination theory and the control-value theory of achievement emotions, the current study investigated the impact of basic psychological needs (BPN) satisfaction on two types of educational outcomes, i.e., academic achievement and positive emotions in second language (L2) acquisition. This study also explored whether academic self-concept (L2 self-concept in this case) would mediate the effects of BPN satisfaction on L2 achievement and emotions. A total of 391 Chinese undergraduates studying English as a foreign language were recruited for the present study. They completed measures on basic psychological needs satisfaction, L2 self-concept (English self-concept in this case), English achievement, and positive academic emotions (i.e., enjoyment, pride, and hope). After controlling for demographics, structural equation modeling indicated that BPN satisfaction was positively associated with positive emotions and this association was partially mediated by English self-concept. More importantly, English self-concept fully mediated the positive impact of basic psychological needs satisfaction on English achievement. Our findings acknowledged BPN satisfaction as a contributor to desirable learning outcomes and highlighted the important role of L2 self-concept in second language acquisition. Satisfying students’ basic psychological needs and particularly maximizing their L2 self-concept have significant pedagogical implications for second language education.

Authentic leaders, energized employees? Indirect beneficial and adverse effects of authentic leadership on intrinsic motivation and exhaustion

AbstractCurrent research is unclear regarding the associations between authentic leadership (AL), intrinsic motivation, and exhaustion. Following self‐determination theory (SDT), we hypothesize that AL indirectly increases intrinsic motivation and decreases exhaustion by increasing basic psychological need satisfaction (BPNS). We propose that these processes occur through increased AL in leader‐employee interactions and a higher average display of AL. To test these hypotheses, we conducted three studies using a mixed‐methods approach. Results of Study 1 (cross‐sectional survey; N = 597) supported the indirect effects of AL on employees' intrinsic motivation and exhaustion via BPNS. Study 2 (experience sampling; two samples, replication, Ns = 63; 128 observations = 231; 460) supported the indirect effects of AL experiences in daily leader‐employee interactions. Study 3 (semi‐structured interviews; N = 38) provided additional support for the proposed effects. However, Study 3 also showed potential adverse effects of AL. Some employees perceived a fully open leader as irritating, exhausting, and damaging to the job climate, particularly, when leaders violated role expectations and engaged in hostile behaviors. As these adverse effects were rare, we conclude that the beneficial effects of increased and higher average AL on employees' BPNS, motivation, and exhaustion outweigh the adverse effects.

어머니의 심리적 통제와 아동의 분노표현방식 간의 관계: 기본심리욕구 만족 및 좌절의 매개효과

Objective: This study examined the dual mediating effect of satisfaction and frustration of basic psychological need in the relationship between the mother’s psychological control and the children’s anger expression modes.
 Methods: The subjects of the study were 352 fourth to sixth grade children. For the collected data, Pearson correlation analysis and Process macro (Model 4) mediation analysis of the SPSS program 23.0 were performed.
 Results: First all major variables showed significant correlations with each other. Second, The mother’s psychological control indirectly affected the children’s anger–out and anger-in through the frustration of the child’s basic psychological need. On the other hand, it was confirmed that the mother’s psychological control indirectly affects children’s anger control through the children’s basic psychological need satisfaction.
 Conclusions: It is meaningful in that it revealed different paths of need satisfaction and need frustration in the relationship between mother’s psychological control and anger expression.

The mediating role of social media addiction and phubbing in basic psychological needs in relationships and relationship satisfaction.

This study aimed to examine the mediating role of phubbing and social media addiction in the correlation between satisfaction levels of basic psychological needs in romantic relationships and relationship satisfaction. The participants were 958 students from various universities in Türkiye. The research utilized demographic information form for personal information of the participants, the Satisfaction of Basic Psychological Needs in Romantic Relationships Scale, the Generic Scale of Phubbing, the Social Media Addiction Scale-Adult Form, and the Relationship Satisfaction Scale. It was concluded in the research that social media addiction and phubbing had a mediating role in the correlation between the needs for love/belonging β = 0.05, power β = 0.03, and freedom β = -0.08 and the relationship satisfaction. The bootstrapping method performed in the study showed that indirect effect of the need for fun on the relationship satisfaction was significant, but in the Sobel test, social media addiction and phubbing was not found to have a mediating role in this correlation (p > 0.05). It was concluded that phubbing had a mediating role for all needs other than the need for fun in the correlation between satisfaction of basic psychological needs in romantic relationships and social media addiction. Finally, social media addiction was found to have a mediating role in the correlation between phubbing and relationship satisfaction. These findings were discussed in line with the literature. As shown by the findings, it was observed that satisfaction of basic psychological needs in romantic relationships affected the relationship satisfaction, and social media addiction and phubbing had a mediating role in that correlation.

The role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention

PurposeBased on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.Design/methodology/approachUsing a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).FindingsThe SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.Research limitations/implicationsThe results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.Originality/valueThis study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

The Comparison of Attachment styles, Satisfaction of Basic Psychological Needs, and Social Health in Substance-Dependent People and Normal People

The Comparison of Attachment styles, Satisfaction of Basic Psychological Needs, and Social Health in Substance-Dependent People and Normal People

Social Exclusion and Problematic Mobile Phone Use Among Chinese College Students: Mediating Role of Basic Psychological Needs Satisfaction

Background: The development of mobile Internet technology has brought great changes and convenience in our daily life. However, it has also arisen a series of mental health problems, especially problematic mobile phone use (PMPU). Objective: This study aimed to explore the relationship between social exclusion and PMPU among Chinese college students, as well as the mediating role of basic psychological needs satisfaction (BPNS). Methods: We recruited a total of 340 participants (mean age 19.71, 44.7% males) from a university in China by convenience sampling. All of them completed the self-report tests of the Social Exclusion Scale, BPNS Scale and Mobile Phone Addiction Index Scale. Data analysis was performed in SPSS 23.0, using the PROCESS macro to examine the mediating effect. Results: Social exclusion was significantly positively correlated with PMPU (r = 0.22, p < 0.001), and significantly negatively correlated with BPNS (r = -0.66, p < 0.001), and BPNS was significantly negatively correlated with PMPU (r = -0.24, p < 0.001). BPNS played a mediating role in the relationship between social exclusion and PMPU. In addition, autonomy needs and competence needs mediated the link of such a relationship, whereas the mediating role of relatedness needs was not significant. Conclusions: Results showed that social exclusion was closely related to PMPU, and social exclusion affected PMPU through BPNS. These findings underline the important role of social relationship and BPNS on adolescents’ PMPU.

Time perspectives and procrastination in university students: exploring the moderating role of basic psychological need satisfaction

BackgroundResearch on procrastination, regarding time perspective factors and basic psychological need satisfaction (BPNS) has placed this problem at the meeting point of individual and contextual variables. The present study focused both on the individual, given that time perspectives can be defined as a person’s attitude to an object (time) at three moments (present, past, future); and on contextual aspects, because the satisfaction of basic psychological needs (competence, autonomy, relatedness) is facilitated or made difficult by social contexts. Based on this, the aim of this study was to analyse the relationships between time perspectives and inter-subject procrastination variations, testing the moderating role of BPNS in this relationship.MethodA total of 1,188 undergraduate students, aged 17–50 years (M = 20.02, SD = 2.63), completed three questionnaires containing the variables of interest.ResultsRegression analyses showed significant negative (thus, potentially protective) association of future time perspective with all three procrastination dimensions (decisional procrastination, implemental delay, and lateness). Conversely, past-negative time perspective showed a positive (thus, potentially adverse) association with procrastination. Satisfaction of the need for competence also showed a negative (thus, potentially protective) association with all procrastination dimensions. On eight occasions, the relationships between time perspectives and procrastination dimensions were moderated by psychological need satisfaction.ConclusionsThese findings show that BPNS may play relevant roles in the negative (favourable) relationships between procrastination dimensions and positive time perspectives, as well as in the positive (adverse) associations between negative time perspectives and procrastination dimensions. Contextual interventions fostering enhanced levels of perceived autonomy, competence, and relatedness, as well as future time perspective, are thus strong candidates to consider for use and evaluation by policy makers, pedagogues, teachers, coaches and other professionals interested in counteracting procrastination tendencies.

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Abstract: The aim of this work was to develop a valid and reliable scale to measure Basic Psychological Need Satisfaction for Technology Use (BPN-TU). According to the self-determination theory, satisfaction of the Basic Psychological Needs (BPNs) for Autonomy, Competence, and Relatedness is crucial to well-being and autonomous motivation. Research into the role of BPN Satisfaction in technology use is scarce, partly due to a lack of appropriate measuring tools. To develop a pool of original BPN-TU scale items, we held 10 interviews. Based on these items, we conducted four validation studies with four independent samples (total N = 821), collecting user responses to different technologies: digital voice assistant, exoskeleton, chatbot, and social robot. Good model fit was supported by confirmatory factor analyses for a twelve-item scale, containing three items each for satisfaction of users’ Autonomy, Competence, Relatedness to Others, and Relatedness to Technology. The scale was validated in English and German.

Satisfaction of Basic Psychological Needs as Predictors of Motivation towards Physical Education in Primary Education: Influence of Gender and Physical Self-Concept.

The aims of this study are as follows: (a) to determine the level of physical self-concept, satisfaction with basic psychological needs (BNP), and motivation towards physical education (PE) among primary education school students; (b) to analyze the correlations between the different variables; to (c) identify gender differences in the studied variables; and (d) to examine the capacity of BPN, physical self-concept, and gender as predictors of different types of motivation towards PE. The sample comprises 474 primary school students (average age = 10.58; SD = 0.626) from four educational centers in A Coruña, Spain. A multivariable linear regression analysis was conducted to determine whether independent variables of BPN, gender, and physical self-concept can predict different types of motivation towards PE. The results show that satisfaction with the BPN of autonomy is significantly lower than the other two variables. Moreover, there is a positive and significant correlation between physical self-concept and satisfaction with BPN, as well as with intrinsic, identified, and introjected motivations. Boys outperform girls in physical self-concept, satisfaction with competence and socialization BPNs, and introjected, external, and amotivation motivations. The main conclusion is that BPNs solely forecast the most self-determined motivations (intrinsic and identified), have a restricted influence on introjected motivations, and do not predict external regulation or amotivation. Neither gender nor physical self-concept significantly contributes to predicting any motivation towards PE at these ages.

The Mediating Role of Satisfaction and Failure of Basic Psychological Needs in the Relationship between Overparenting and Narcissism in College Students

The Mediating Role of Satisfaction and Failure of Basic Psychological Needs in the Relationship between Overparenting and Narcissism in College Students

Multi-level effects of authentic leadership on self-actualization at work – the mediating roles of authentic followership and basic psychological need satisfaction

Authentic leaders are self-aware of their values and beliefs and continuously strive to create meaningful organizational contexts that promote the growth and selfactualization of subordinates. Following self-determination theory (SDT), this study examines whether follower authenticity and basic psychological need satisfaction (BPNS) serve as mediators between the association of authentic leadership and indicators of self-actualization at work. We used the data of 53 team leaders and 171 team members from one global company. Results of three multi-level mediation models indicated that followers? authenticity and BPNS mediate the link between group leaders? authentic leadership and followers? self-actualization at work. In line with fundamental assumptions of SDT, our findings suggest that follower self-actualization is influenced by authentic leadership but also emerges from a synergistic effect between leader and follower authenticity and follower BPNS. We discuss how future research and practice may promote employee authenticity and personal development in work environments.

Basic psychological need satisfaction and aggressive behavior: the role of negative affect and its gender difference.

Basic psychological need satisfaction (BPNS) is a significant factor in a person's development, especially for adolescents, and the failure to satisfy these basic needs may contribute to individuals' aggressive behavior. However, it is still unclear about the underlying mechanism by which BPNS is negatively associated with aggressive behavior. This study aimed to explore the relationship between BPNS and aggressive behavior in Chinese adolescents, with a focus on the mediating role of negative affect and its gender differences. A sample of 1,064 junior high school students from three schools in China were selected randomly for the cross-sectional survey. The revised Need Satisfaction Scale, the Positive and Negative Affect Schedule, and Youth's Self-Report were used to measure BPNS, affect, and aggressive behavior. The proposed model was examined by the structural equation modeling test and multi-group comparison analysis. The results showed that BPNS was negatively linked with adolescents' aggressive behavior, and this effect was mediated by negative affect. Moreover, multigroup analysis demonstrated that there existed a stronger negative association between BPNS and negative affect in female group. Also, the mediating effect of negative affect in the model was greater for girls. Our findings highlighted the importance of BPNS in adolescents' social behavior (i.e., aggressive behavior), and reveal disparate patterns in how BPNS affects aggressive behavior in girls as compared to boys.

Gamified online surveys: Assessing experience with self-determination theory.

We developed four online interfaces supporting citizen participation in decision-making. We included (1) learning loops (LLs), good practice in decision analysis, and (2) gamification, to enliven an otherwise long and tedious survey. We investigated the effects of these features on drop-out rate, perceived experience, and basic psychological needs (BPNs): autonomy, competence, and relatedness, all from self-determination theory. We also investigated how BPNs and individual causality orientation influence experience of the four interfaces. Answers from 785 respondents, representative of the Swiss German-speaking population in age and gender, provided insightful results. LLs and gamification increased drop-out rate. Experience was better explained by the BPN satisfaction than by the interface, and this was moderated by respondents' causality orientations. LLs increased the challenge, and gamification enhanced the social experience and playfulness. LLs frustrated all three needs, and gamification satisfied relatedness. Autonomy and relatedness both positively influenced the social experience, but competence was negatively correlated with challenge. All observed effects were small. Hence, using gamification for decision-making is questionable, and understanding individual variability is a prerequisite; this study has helped disentangle the diversity of responses to survey design options.

Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach

Abstract The importance of emotion in language learning is well recognized, but the significant contribution of basic psychological needs (BPNs) to emotion has been neglected. Moreover, prior studies have mainly used variable-centered approaches to investigate associations between emotions and their antecedents, which has uncovered only part of their relationships. Therefore, this study first set out to reveal the general levels, and gender differences of BPNs satisfaction (autonomy, competence, and relatedness) and foreign language emotions (enjoyment, anxiety, and boredom), and the bivariate correlations between them among 948 Chinese university English foreign language learners. Using a person-centered approach (i.e., latent profile analysis), the present study further investigated the latent profiles of BPNs satisfaction and examined how emotions differ across these profiles. Results revealed middle to high levels of BPNs satisfaction, enjoyment, and anxiety, but a low level of boredom. Males reported higher levels of BPNs satisfaction, enjoyment, and lower anxiety than females. Four profiles of BPNs satisfaction were identified, namely average-satisfaction, below-average satisfaction, low-satisfaction, and high-satisfaction. The majority of students fell into the average-satisfaction profile. Students in the high-satisfaction had the most positive emotional outcomes, while those in the low-satisfaction reported the opposite pattern. Theoretical and pedagogical implications were then provided.

Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs

AbstractBackgroundVideo conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face‐to‐face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting.ObjectivesThis study adopts the self‐system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement.MethodsTwo hundred and ninety‐eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS).Results and ConclusionsResults showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course.

The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active.

This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17). The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries.

Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory-Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings-satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.

Basic Psychological Need Satisfaction and Students’ Well-being: The Mediating Role of Subjective Vitality

Objectives: The self-determination theory (SDT) posits that basic psychological needs (BPNs) are indispensable and vital nutrients for well-being. The present research was done to apply SDT to understand students’ well-being, which proposes that the realization and fulfillment of BPNs and subjective vitality significantly influence the overall well-being of an individual. Therefore, the current study analyzed the mediational effect of subjective vitality in the BPN satisfaction and well-being relationship. Methods: This study included a sample of 219 (165 females and 54 males) university students with a mean age of 25 years. The basic psychological needs satisfaction and frustration scale (BPNSFS) was used to assess BPNs. Subjective vitality was assessed using a 6-item individual difference version subjective vitality scale by Ryan and Frederick, and well-being was evaluated by the WHO well-being index. Correlational and multiple regression analysis was done and mediational analysis was done using Hayes PROCESS macro. Results: The results indicated that fulfillment of BPNs (β=0.413, P<0.01) and subjective vitality (β=0.208, P<0.01) are significant predictors of students› well-being. Mediation analysis showed that subjective vitality completely mediated the relationship between BPN satisfaction and well-being. Furthermore, the measures of BPNS (t=2.242) and well-being (t=2.154) differed significantly, while no significant differences were found in subjective vitality (t=0.108) with respect to gender. Discussion: The findings of this study highlighted the role of BPN satisfaction and subjective vitality in the promotion of students’ well-being. Moreover, the present study highlighted the underlying mechanism, through which BPNs influences students’ well-being. This study contributes to the theoretical literature by emphasizing the vital role played by BPNs and subjective vitality in students’ well-being.