Basic psychological need satisfaction, need frustration, and need strength across four cultures

The main purpose of this study is to investigate how students’ perceptions of need satisfaction and need frustration at school are indirectly associated with academic achievement through academic engagement. A modified version of the Basic Psychological Need Satisfaction and Frustration Scale was used to assess these needs in a school-based context. The study sample consisted of 551 students, comprising 299 males (54.3%) and 252 females (45.7%), with an average age of 16.19 years (SD = 1.49). The results suggested autonomy satisfaction and relatedness satisfaction are positively correlated with academic engagement, autonomy frustration is negatively correlated with academic engagement, and, moreover, academic engagement is associated with increased academic achievement. The results of this study highlight the importance of developing specific training programs to promote a school environment that pays attention to students’ psychological needs.

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On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle.

Journal of Psychotherapy Integration ◽

10.1037/a0032359 ◽

2013 ◽

Vol 23 (3) ◽

pp. 263-280 ◽

Cited By ~ 537

Author(s):

Maarten Vansteenkiste ◽

Richard M. Ryan

Keyword(s):

Need Satisfaction ◽

Psychological Growth ◽

Psychological Need ◽

Need Frustration ◽

Basic Psychological Need Satisfaction ◽

Psychological Need Satisfaction

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Linking Work Values Profiles to Basic Psychological Need Satisfaction and Frustration

Psychological Reports ◽

10.1177/00332941211040439 ◽

2021 ◽

pp. 003329412110404

Author(s):

Mathieu Busque-Carrier ◽

Catherine F. Ratelle ◽

Yann Le Corff

Keyword(s):

Work Values ◽

Factor Model ◽

Need Satisfaction ◽

Online Questionnaire ◽

Psychological Need ◽

Development Interventions ◽

Need Frustration ◽

Basic Psychological Need Satisfaction ◽

High Level ◽

Psychological Need Satisfaction

The association between work values and key motivational variables has been repeatedly supported in previous studies. However, little attention has been devoted to understanding intraindividual patterns of work values and how combinations of work values relate to other motivational variables. This study aimed to identify profiles of work values based on a four-factor model (i.e., intrinsic, extrinsic, social, and status). It also investigated how profile membership relates to basic psychological need satisfaction and frustration at work using a self-determination perspective. A sample of French Canadian adults (N = 476) participated in this study by filling out an online questionnaire. Latent profile analyses revealed five distinct work values profiles. Results showed that participants in more positive profiles (i.e., high level of intrinsic, social, and status work values) generally reported higher level of need satisfaction and lower level of need frustration at work than participants belonging to more negative profiles (i.e., low level of intrinsic, social, and status work values). These results support the importance of considering work values in organizational and career development interventions, and to do so using a person-centered approach, to better understand need satisfaction and frustration at work.

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The Validation of the German Basic Psychological Need Satisfaction and Frustration Scale in the Context of Mental Health

European Journal of Health Psychology ◽

10.1027/2512-8442/a000017 ◽

2018 ◽

Vol 25 (4) ◽

pp. 119-132 ◽

Cited By ~ 7

Author(s):

Andreas Heissel ◽

Anou Pietrek ◽

Barbara Flunger ◽

Thomas Fydrich ◽

Michael A. Rapp ◽

...

Keyword(s):

Well Being ◽

Psychological Needs ◽

Need Satisfaction ◽

Equation Modeling ◽

Future Research ◽

Unique Contribution ◽

Psychological Need ◽

Need Frustration ◽

Basic Psychological Need Satisfaction ◽

Psychological Need Satisfaction

Abstract. The primary aim of the current study was to examine the unique contribution of psychological need frustration and need satisfaction in the prediction of adults’ mental well-being and ill-being in a heterogeneous sample of adults ( N = 334; Mage = 43.33, SD = 32.26; 53% females). Prior to this, validity evidence was provided for the German version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) based on Self-Determination Theory (SDT). The results of the validation analyses found the German BPNSFS to be a valid and reliable measurement. Further, structural equation modeling (SEM) showed that both need satisfaction and frustration yielded unique and opposing associations with well-being. Specifically, the dimension of psychological need frustration predicted adults’ ill-being. Future research should examine whether frustration of psychological needs is involved in the onset and maintenance of psychopathology (e.g., major depressive disorder).

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Basic Psychological Need Satisfaction and Need Frustration Scale--Modified

PsycTESTS Dataset ◽

10.1037/t46825-000 ◽

2015 ◽

Author(s):

Jolene van der Kaap-Deeder ◽

Maarten Vansteenkiste ◽

Bart Soenens ◽

Tom Loeys ◽

Elien Mabbe ◽

...

Keyword(s):

Need Satisfaction ◽

Psychological Need ◽

Need Frustration ◽

Basic Psychological Need Satisfaction ◽

Psychological Need Satisfaction

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Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16142599 ◽

2019 ◽

Vol 16 (14) ◽

pp. 2599 ◽

Cited By ~ 1

Author(s):

Chunxiao Li ◽

Ying Hwa Kee ◽

Leng Chee Kong ◽

Liye Zou ◽

Ka Lok Ng ◽

...

Keyword(s):

Self Determination Theory ◽

Need Satisfaction ◽

School Students ◽

Psychological Constructs ◽

Psychological Need ◽

Survey Form ◽

Need Frustration ◽

Basic Psychological Need Satisfaction ◽

Psychological Need Satisfaction

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.

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