Relatedness Satisfaction Research Articles

Engagement and Disengagement with Sustainable Development: Internal dynamics and relation to basic psychological needs

Integrating concepts from self-determination theory, the objective of this multi-study paper, drawing on data from a large longitudinal study, was to construct a richer understanding of the internal dynamics and antecedents of engagement and disengagement with sustainable development (ESD and DSD) in adolescents (8th – 9th graders). First, we tested the dynamics between the emotional, cognitive and behavioral indicators that occur within ESD and DSD. Second, we tested how adolescents’ self-perceptions of basic need satisfaction and frustration supported or undermined ESD and DSD. In Study 1 (two-wave design; n = 1076), we identified distinct internal dynamics for ESD and DSD, and showed that satisfaction of relatedness at school in 8th grade predicted increased emotional and cognitive ESD in 9th grade. In Study 2 (cross-sectional design; n = 1650), a multivariate multiple regression analysis showed that ESD was positively associated with perceived satisfaction of basic needs in general, but most strongly the satisfaction of autonomy. Results also indicated that the frustration of competence may be important to understanding why people experience disengagement with sustainability issues. One implication of the findings is that education policies and practices aiming to promote adolescents’ perceived sense of relatedness at school may be helpful for preparing students to effectively address the challenges associated with sustainable development.

Basic Psychological Need Satisfaction as Correlates of Physical Activity Trajectories During Adolescence.

This analysis aimed to (1) identify longitudinal joint trajectories of participation in organized and unorganized physical activity contexts, and level of daily moderate-to-vigorous physical activity (MVPA) and (2) assess whether basic psychological need satisfaction during adolescence differentiates between membership in different physical activity trajectories. Participants (n = 888; 56% girls) reported their involvement in 36 different physical activities, level of MVPA, and their perceived satisfaction of competence, autonomy, and relatedness satisfaction in physical activity up to three times per year, over 8 years (from ages 10 to 17 years). Group-based multi-trajectory models were used to identify longitudinal joint trajectories of physical activity participation. We estimated a multinomial logistic regression model for membership in a physical activity trajectory by including individual-level intercepts and slopes for each psychological need obtained using mixed models over the 24 cycles modelized as natural cubic splines. Five longitudinal trajectory groups emerged: Non-participants, Dropouts, Active in unorganized physical activities, Active in organized physical activities, and Active through a variety of activities. Relative to Non-participants, we identify a dose-response relationship in baseline competence and membership in the higher active trajectory groups. In addition, a positive change in competence in early adolescence predicted membership in all three Active trajectory groups.

Developmental trajectories of loneliness in Chinese children: Environmental and personality predictors

BackgroundThis study aimed to identify the developmental trajectories of loneliness in Chinese children and examine the predictive roles of domain-specific environmental factors (i.e., family dysfunction and satisfaction of relatedness needs at school), personality factors (i.e., neuroticism and extraversion), and their interactions in these developmental trajectories. MethodsA total of 702 Chinese children (Mage = 8.95, SD = 0.76; 54.1 % boys) participated in assessments at six time points over three years at six-month intervals. Growth mixture modeling (GMM) was used to estimate trajectory classes for loneliness, followed by multivariate logistic regression analyses exploring associations between these classes and predictors. ResultsGMM analyses identified three distinct trajectories of loneliness: “low-stable” (81.5 %), “moderate-increasing” (9.4 %), and “high-decreasing” (9.1 %). Multivariate logistic regression analyses revealed that family dysfunction and neuroticism served as risk factors for adverse loneliness trajectories, while satisfaction of relatedness needs at school and extraversion acted as protective factors. Furthermore, the interaction between family dysfunction and extraversion indicated that extraversion did not mitigate the adverse effects of high family dysfunction on children's loneliness, emphasizing the vital need to support positive family functioning among all children. LimitationsThis study did not incorporate biological variables (e.g., genetics), which are crucial in the evolutionary theory of loneliness. ConclusionsThe identification of three distinct trajectory groups of children's loneliness, along with key environmental and personality predictors, suggests that interventions should be tailored to each group's unique characteristics.

Validation of the Basic Psychological Needs Satisfaction scale in transport for urban commuters (BPNS-TUC) in Spain

The aim of this paper is to present a validity and reliability study of the translation into Spanish and adaptation to the transport planning domain of the Basic Psychological Needs Satisfaction scale to assess autonomy, competence, and relatedness satisfaction of urban commuters associated to the use of habitual travel modes, expanding past studies that only focused on a particular population of study and type of travel behavior. An explanatory analysis of the main relations found is also reported, including micro-mobility and shared travel options. To this end, data collected by an online survey during the summer of 2021 from 949 respondents who provided valid data is used. The average age of respondents was 42, and women were slightly underrepresented (40.4%). Factor structure is analyzed and a three-factor ESEM model supports the definition of the constructs. Internal consistency indices show adequate values for the three factors. No statistically significant differences of factor mean values are observed according to sex. The youngest respondents associate the highest values of satisfaction to travel modes when commuting, while the old adults score the lowest values. Active travel modes are associated to the highest values of satisfaction. On the other hand, urban bus is related to the lowest values of satisfaction. Private e-scooter and shared mobility are associated with a higher satisfaction than driving a private car. Future work and practical applications are identified.

Predictors of post-exercise affect: A self-determination theory approach considering physical, social, and psychological factors.

Studies have shown increases in affect after acute exercise. However, the specific aspects of an exercise experience that predict or contribute to post-exercise affect remain relatively unknown. This study aimed to determine which physical (i.e., duration and intensity), contextual (i.e., social context and time of day), and psychological factors (i.e., motivation and need satisfaction) predicted post-exercise affect. In 2021, 296 gym users self-reported affect before and immediately after exercising at a gym facility. Participants also reported situational motivation towards exercise, need satisfaction (i.e., autonomy, competence, and relatedness), who they exercised with (social interaction), and the duration and perceived intensity of their exercise session. We first conducted a paired samples t-test to identify whether affect significantly increased from before to after exercise, and then a hierarchical regression model to determine which factors predicted post-exercise affect. Affect significantly increased from before to after exercise (t[291] = 8.116, p < .001). Autonomous motivation (β = .23, p = <.001), autonomy satisfaction (β = .15, p = <.05), and relatedness satisfaction (β = .19, p = <.01) significantly predicted post-exercise affect, whereas duration, perceived intensity, social interaction, and time of day did not. People should be encouraged to engage in activities that satisfy their need for autonomy and relatedness during leisure-time (i.e., not during the workday). SO WHAT?: This approach to physical activity promotion may lead to better affective outcomes and increased adherence compared to focusing on how long, how intense, or with whom people exercise.

My home is my new office: The relationship between environmental comfort, workplace attachment, and psychological needs in the context of remote working

As a result of the COVID-19 pandemic, more and more organizations have implemented remote working, and more and more workers have experienced an overlap between home and work environments. Home environments, therefore, had to be readjusted in their spatial configurations to meet and satisfy the needs of workers. Through the lens of Self-Determination Theory, the study aims to investigate how perceived remote workplace environment quality indicators (PRWEQIs) can contribute to greater home working engagement through the satisfaction of autonomy, competence, and relatedness needs and attachment to the home workplace. The research consists of two cross-sectional studies. The first one examines how the place-related needs of autonomy, competence, and relationship, satisfied by the home working place features, can mediate the effect of perceived comfort on home workplace attachment. The second study analyzes how comfort and workplace attachment can contribute to satisfying the same needs referred to the job activities, thus generating greater engagement in the home worker. The research provides supportive empirical evidence that workplace attachment can also be developed under home working conditions.

Can watching the World Cup make you mentally healthier? Positive associations between involvement in physical activities and flourishing were mediated by psychological need satisfaction

BackgroundThe current understanding of the relationship between physical activity involvement and flourishing, as well as the underlying psychological mechanisms, remains limited. Building upon the basic psychological need theory, this study investigates whether and how engaging in physical activities, either as a spectator (e.g., in sports events such as the World Cup) or a participant, explains individual differences in flourishing.MethodsA total of 1201 Hong Kong-based Chinese adults (Mage = 42.90, SD = 11.40; 54% female) completed an anonymous online survey from the quarter-final to final stages of the 2022 FIFA World Cup in December 2022.ResultsFindings showed that spectator (World Cup) involvement and participant involvement were positively correlated. Moreover, both types of involvements were correlated with flourishing. In addition to the hypothesized positive association with relatedness satisfaction, spectator (World Cup) involvement was also demonstrated significant associations with autonomy and competence satisfaction. Path analysis indicated that associations between physical activities and flourishing were partially mediated by the satisfaction of all three basic psychological needs.ConclusionsThis study is the first to apply the basic psychological need theory in the context of physical activity and supports its relevance in understanding individual differences in flourishing. Different stakeholders are encouraged to recognize the benefits of both spectator and participant involvements in physical activities, which may help them develop supportive strategies (e.g., physical activities with parents, sports events for spectators and participants, and funding for media/communities) in mental health promotion.

Virtual Care Integration: Balancing Physician Well-Being.

According to self-determination theory (SDT), fulfillment of three basic psychological needs-autonomy, competence, and relatedness-positively impacts people's health and well-being. Amid the COVID-19 pandemic, an accelerated adoption of virtual care practices coincided with a decline in the well-being of physicians. Taking into account the frequency of virtual care use, we examined the relationship between workplace need fulfillment and physician well-being. Using online survey methodology, in March through June 2022, we collected data from 156 family physicians (FPs) in Alberta, Canada. The survey contained scales that measured workplace need satisfaction and frustration, subjective well-being (physical, psychological, and relational), and frequency of virtual care use. We performed correlational and regression analyses of the data. More frequent use of virtual care was associated with lower relatedness satisfaction among FPs. Controlling for the frequency of virtual care use, frustration of autonomy and competence needs negatively related to FPs' physical well-being; frustration of competence and relatedness needs negatively related to their psychological and relational well-being. Findings from this study align with SDT and underscore the importance of supporting FPs' basic psychological needs, while we work to integrate virtual care into clinical practice. In their day-to-day work, we encourage physicians to reflect on their own sense of autonomy, competence, and relatedness, and consider how using virtual care aligns with these basic needs.

Promoting Adolescents’ Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions

Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (Mage = 12.86 years, SDage = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.

Profiles of Basic Psychological Needs Satisfaction and Sociodemographic and School-Associated Factors

The fulfillment of basic psychological needs (competency, autonomy, relatedness) enhances intrinsic motivation, school engagement, and academic achievement. Establishing profiles of psychological needs satisfaction using a person-centered approach may help in identifying students at-risk of low academic success. This study investigated how students vary in their basic psychological needs satisfaction and their associated sociodemographic and school-related factors. Using a latent class analysis approach, five profiles of students were identified at the end of elementary school (n = 1,362). A multinomial regression analysis revealed that academic achievement and the quality of relationship with peers and teachers distinguished most profiles of basic psychological needs satisfaction. In particular, having conflict with teachers increased the likelihood of belonging to profiles with low psychological needs satisfaction. Closeness with the teacher and friendship decreased the likelihood of having average to low levels of psychological needs satisfaction. Students with higher grades in French and Math were less likely to belong to profiles with low competency, autonomy, and/or relatedness satisfaction. Sociodemographic factors, having negative relationship and joint negative behaviors with peers did not distinguish profiles of basic psychological needs satisfaction.

The Basic Needs in Games Scale (BANGS): A new tool for investigating positive and negative video game experiences

Players’ basic psychological needs for autonomy, competence, and relatedness are among the most commonly used constructs used in research on what makes video games so engaging, and how they might support or undermine user wellbeing. However, existing measures of basic psychological needs in games have important limitations—they either do not measure need frustration, or measure it in a way that may not be appropriate for the video games domain, they struggle to capture feelings of relatedness in both single- and multiplayer contexts, and they often lack validity evidence for certain contexts (e.g., playtesting vs experience with games as a whole). In this paper, we report on the design and validation of a new measure, the Basic Needs in Games Scale (BANGS), whose 6 subscales cover satisfaction and frustration of each basic psychological need in gaming contexts. The scale was validated and evaluated over five studies with a total of 1246 unique participants. Results supported the theorized structure of the scale and provided evidence for discriminant, convergent and criterion validity. Results also show that the scale performs well over different contexts (including evaluating experiences in a single game session or across various sessions) and over time, supporting measurement invariance. Further improvements to the scale are warranted, as results indicated lower reliability in the autonomy frustration subscale, and a surprising non-significant correlation between relatedness satisfaction and frustration. Despite these minor limitations, BANGS is a reliable and theoretically sound tool for researchers to measure basic needs satisfaction and frustration with a degree of domain validity not previously available.

Adolescents on Instagram

For today’s adolescents it is hard to imagine a life without social media although it remains questionable how they affect the users’ subjective well-being. In order to better understand this impact, we examined the relationship of active and passive Instagram use with general self-esteem and explored whether benign and malicious envy and need for relatedness function as mediators of these relationships. Six hundred eleven high school students (76.9% female; age: M = 16.20, SD = 1.12) from the City of Zagreb participated in the online survey. The participants filled an item regarding their frequency of active Instagram use, the Benign and Malicious Envy Scale, the Need for Relatedness subscale (a part of the Basic Psychological Needs Scale) and the General Self-esteem subscale (a part of the Marsh’s Self-Description Questionnaire II). The results indicate the absence of a significant relationship between active Instagram use and general self-esteem. Neither benign nor malicious envy function as mediators of this relationship. However, the need for relatedness mediates the relationship between active Instagram use and general self-esteem: adolescents who engage more frequently in active Instagram use tend to have higher levels of need for relatedness satisfaction, which in turn relates to their higher levels of general self-esteem. The obtained results indicate that, contrary to the public perception, social media can have a positive impact in the life of adolescents, but when making such claims, it is crucial to consider the type of activities behind their usage.

Effects of online leisure education on leisure behaviors and experiences among university students

Leisure education (LE) is designed to help foster positive leisure attitudes, identify leisure constraints and opportunities, and develop leisure skills and knowledge. Although LE is effective in many populations, its delivery has been predominantly in-person. We conducted an experimental study of a fully online LE intervention (ONLEI) with 96 university students. Our 8-week intervention occurred on a Moodle platform, featuring pre-module and post-module quizzes, information videos on YouTube, learning activities, online discussion forum, and private journaling. Our fidelity checks suggested intervention participants, on average, watched 63% of the videos, while also increasing their quiz scores. Rates for forum and journal engagement were moderate to low. Multilevel linear modeling indicated the ONLEI group showed statistically better trends for leisure participation, leisure satisfaction, and frustration of competence and relatedness needs in leisure, than the control group. However, the groups did not differ in terms of autonomy frustration and needs satisfaction in leisure.

Contribution of Social Bonds to the Development of Scientific Research Identity in Adolescent Participants of a Science Enrichment Program

An abundance of research on self-determination theory has shown that satisfaction of basic needs for autonomy, competence, and relatedness among adolescents promotes the experience of optimal career-related outcomes such as academic motivation and engagement. However, few studies have explored how satisfaction of these needs promotes identification with particular careers, and less attention has been paid to the role of relatedness satisfaction in these developmental processes compared to autonomy and competence. We addressed these issues in the current study by examining the relationship between relatedness and identification as a research scientist. Five latent classes of scientific research identity development were identified using growth mixture modeling: (a) strong positive growth, (b) moderate positive growth, (c) weak positive growth, (d) no growth, and (e) strong negative growth. Results of logistic regression analyses indicated that need for relatedness was a significant positive predictor of membership in the strong positive growth class relative to the no growth class. Implications for identity development as a research scientist and the social and motivational influences undergirding this process are discussed.

System-justifying belief alleviates online privacy concerns: The mediating role of relatedness satisfaction and general trust

Online privacy concerns have attracted the attention of many scholars worldwide, and a considerable body of knowledge has accrued from research on the predictors of online privacy concerns. However, few studies have investigated whether system-justifying belief impacts online privacy concerns. Integrating system justification theory with self-determination theory, we investigate how system-justifying belief undermines online privacy concerns through relatedness satisfaction and general trust. In Study 1, using a large data set from the Chinese General Social Survey (N = 12,582), we found that system-justifying belief was negatively associated with online privacy concerns, and general trust mediated the relationship between system-justifying belief and online privacy concerns. In Study 2, using a Chinese sample (N = 273), we identified the chain-mediating roles of relatedness satisfaction and general trust in the relationship between system-justifying belief and online privacy concerns. In Study 3, priming system-justifying belief (N = 197), we replicated the results of Study 2. These findings are of theoretical and practical significance for our understanding of the system-justifying belief and human online behaviors.

Perceived support and AI literacy: the mediating role of psychological needs satisfaction.

Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students' psychological need satisfaction between two types of support-technical and teacher-and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.

How Do Adult-Oriented Coaching Practices Change Over Time and Correspond With Changes in Key Criterion Outcomes? An 8-Week Study

The Adult-Oriented Sport Coaching Survey assesses how often coaches use practices tailored to adult and older adult athletes. Cross-sectionally, said practices contribute to a quality masters sport experience for masters athletes (MAs); however, the stability of adult-oriented coaching over time and whether changes in coaching over time correspond with psychosocial outcomes for MAs is unknown. Therefore, coaches (N = 32; Mage = 49.0) and MAs (N = 103; Mage = 51.5) completed the Adult-Oriented Sport Coaching Survey twice 8 weeks apart. MAs also completed criterion measures for facets of the coach–athlete relationship, basic needs satisfaction, and thwarting. Our first question was whether mean group values for adult-oriented coaching changed over time. Repeated measures analysis of variance demonstrated stability of coaches’ and MAs’ scores. Our second question was whether changes in adult-oriented coaching corresponded with changes on criterion measures. Path analyses showed increased perceived frequency of adult-oriented coaching that, generally, was associated with enhancing three facets of the coach–athlete relationship, relatedness satisfaction, autonomy satisfaction, and reducing competency thwarting. The discussion centers on how adult-oriented coaching might facilitate quality sporting relationships, empowerment, and mastery in adult sport programming. These nonintervention results are interpreted with an eye toward considerations in future Adult-Oriented Sport Coaching Survey-based coaching interventions.

Satisfaction of basic needs mediates relationships between incremental mindsets and well-being.

Research on the extent to which people believe that people can change (incremental beliefs) suggests that incrementalist beliefs are positively related to well-being, whereas entity beliefs (people cannot change) are not. One explanation for this relationship is that incremental beliefs are associated with a mastery orientation, whereas entity beliefs are not. If this is the case, then autonomous and competence motives should mediate relationships between incrementalism and well-being because these motives reflect different aspects of mastery. The present study examined the possibility that autonomous and competence motives mediate relationships between self-theories and well-being. Participants were adult community members (n = 428) who completed the Life Engagement Test (eudaimonic well-being), the Satisfaction with life Scale (hedonic well-being), the Mental Health Continuum Scale (eudaimonic, subjective, and psychological well-being), the Basic Needs Satisfaction scale (autonomy, competence, relatedness), and a measure of implicit theories of the self (incremental and entity beliefs). Regression analyses found that incremental beliefs were significantly related (positively) to all three measures of well-being, whereas entity beliefs were not significantly related to well-being. Regression analyses also found that incremental beliefs were positively related to satisfaction of autonomy and competence needs but were not related to satisfaction of relatedness needs. Entity beliefs were not related to the satisfaction of any of the three basic needs. A series of mediational analyses found that competence and autonomy motives mediated relationships between incremental beliefs and all three measures of well-being. In all but one case, satisfaction with life, the direct effects of incremental beliefs on well-being were rendered non-significant when satisfaction of autonomy and competence needs were included as mediators. The present results confirm and extend to the general domain the supposition that a mastery orientation is responsible for relationships between well-being and incremental theories of the self. They also conform the importance of the tenants of Self-Determination Theory in understanding self-theories.

Strategies for health and wellness tourism development: Thai massage

AbstractDriven by changing consumer behavior trends, a transitioning economy, unique cultural and historical traditions, in conjunction with a wide‐ranging exposure to health, wellbeing, and holistic approaches to human needs, Thailand is well suited to accelerate its involvement in this niche market. The purpose of this chapter is to explore the traveler's motivations and revisit intentions to Thailand along with seeking further understanding of emerging patterns within health and wellness travel and how Thai massage complements the tourism system. Through structural equation modelling, we searched the relationships between travel cost motivations and perceived autonomy satisfaction, competence satisfaction, and relatedness satisfaction dimensions.

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.