Examining Chinese kindergarten children’s psychological needs satisfaction in problem solving: A self-determination theory perspective

2019 ◽  
Vol 47 (4) ◽  
pp. 373-398
Author(s):  
Heyi Zhang ◽  
David Whitebread
Keyword(s):  
Problem Solving ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Needs Satisfaction ◽  
Chinese Kindergarten

scholarly journals How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions

2021 ◽  
Vol 11 (2) ◽  
pp. 405-422
Author(s):  
Daniela Martinek ◽  
Matteo Carmignola ◽  
Florian H. Müller ◽  
Sonja Bieg ◽  
Almut Thomas ◽  
...  
Keyword(s):  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Subjective Vitality ◽  
Mediation Effects ◽  
Autonomous Regulation ◽  
Needs Satisfaction ◽  
Motivational Regulation ◽  
Insight Into

During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students’ perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future.

Psychological needs satisfaction and value in students’ intentions to study music in high school

2017 ◽  
Vol 46 (6) ◽  
pp. 881-895 ◽  
Author(s):  
Elisabeth Freer ◽  
Paul Evans
Keyword(s):  
High School ◽  
Music Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Music Students ◽  
Considerable Proportion ◽  
Needs Satisfaction

A major issue concerning music educators is declining participation in music over the school years. This study aimed to explain why students choose to study music at school. The theoretical lens of self-determination theory was used to examine how the satisfaction of basic psychological needs might lead to students valuing music and choosing to study it at school. Participants were 204 male students in an Australian high school. A structural equation model was evaluated, with elective intentions predicted by value, psychological needs satisfaction, and instrumental experience. The hypothesized model was supported and explained 65% of variance in elective intentions and 50% of variance in students’ valuing of music. Students with higher psychological needs satisfaction and value for music had stronger intentions to continue studying music. Psychological needs satisfaction explained a considerable proportion of why students valued music. Students with more experience learning an instrument were also more likely to choose music, but psychological needs satisfaction and value were far more influential. These findings extend existing research on Self-Determination Theory(SDT) in educational and music contexts, and suggest implications for teachers wishing to increase participation in school music education.

scholarly journals The moderation effect of identity exploration and basic psychological needs satisfaction on flourishing of Chinese rural children

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Sijia Guo ◽  
Chau Kiu Jacky Cheung ◽  
Jieyi Hu ◽  
Xuan Ning
Keyword(s):  
Self Determination Theory ◽  
Psychological Needs ◽  
Identity Crisis ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Rural Children ◽  
Identity Exploration ◽  
Crisis Theory ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

AbstractMost studies equate children’s mental health to a state of flourishing, which is a positive feeling and functions in their lives. Identity exploration and the satisfaction of three basic psychological needs are universal and crucial indicators of children’s flourishing. First, according to identity crisis theory, children in the pre-adolescence period begin to explore their own identities, a process which significantly affects their development and flourishing. Meanwhile, self-determination theory points out that the basic psychological needs, namely the needs for autonomy, competence, and relatedness, are essential for children’s development and flourishing in the worldwide. Accordingly, this study examined how identity exploration affects the flourishing of rural children in China, one kind of collectivism cultural contexts, with the interaction effect of identity exploration and basic psychological needs satisfaction. To understand the interaction effect of identity exploration and basic psychological needs satisfaction on rural children’s flourishing, we form a theoretical framework combining identity crisis theory and self-determination theory. Both these two theories emphasize the importance of self in facilitating mental health and the development of functioning. Specifically, identity crisis theory focuses on intrapsychic process, while self-determination theory stresses the influence of the surrounding environment on the individual, which provides a solid foundation for integrating these two theories to explore rural children’s flourishing in China. Accordingly, this study collected 520 left-behind children and 475 other rural children in Liaoning Province in Mainland of China, and used regression analysis to measure the associations among variables. This study found that identity exploration and basic psychological needs satisfaction positively affect rural children’s flourishing respectively, while their interaction effects negatively affect on their flourishing.

Needs frustration makes me silent: Workplace ostracism and newcomers’ voice behavior

2018 ◽  
Vol 25 (5) ◽  
pp. 635-652 ◽  
Author(s):  
Wen Wu ◽  
Yongzheng Qu ◽  
Yihua Zhang ◽  
Shengyue Hao ◽  
Fangcheng Tang ◽  
...  
Keyword(s):  
High Technology ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Negative Influence ◽  
Mediating Effect ◽  
Self Determination ◽  
Voice Behavior ◽  
Needs Satisfaction ◽  
Workplace Ostracism ◽  
Practical Implications

AbstractEmploying self-determination theory, in this study, we explore how workplace ostracism (being ignored and excluded by others) affects newcomer’s voice behavior. Through an empirical study with 353 matched supervisor–subordinate pairs from a large high-technology company, we find that workplace ostracism has negative influence on newcomer’s both promotive and prohibitive voice through the mediating effect of psychological needs satisfaction. In addition, narcissism moderates the effects of ostracism on psychological needs satisfaction. Theoretical and practical implications of these findings are discussed.

scholarly journals Disordered eating behaviors through the lens of self-determination theory

2018 ◽  
Vol 14 (3) ◽  
pp. 571-580 ◽  
Author(s):  
Catherine Bégin ◽  
Annie Fecteau ◽  
Marilou Côté ◽  
Alexandra Bédard ◽  
Caroline Senécal ◽  
...  
Keyword(s):  
Disordered Eating ◽  
Eating Behaviors ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Disordered Eating Behaviors ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

This study aimed to verify a conceptual model of eating regulation based on the Self-Determination Theory. This model suggests that basic psychological needs satisfaction is related to general self-determined motivation and autonomous regulation toward eating, which in turn are associated with less disordered eating behaviors and attitudes and better satisfaction with life. Two hundred thirty-nine women without an eating disorder completed self-reported questionnaires. The hypothesized model was tested with a serial multiple mediation analysis using PROCESS macro. The overall indirect effect of basic psychological needs satisfaction on life satisfaction through the three mediators, i.e. general motivation, regulation of eating behaviors, and eating behaviors and attitudes, was significant. Results are coherent with the Self-Determination Theory and add to past research by suggesting that basic psychological needs satisfaction might be a key target when addressing women’s disordered eating behaviors and attitudes.

Influence of relationship conflicts with leaders and coworkers on employees' voice

2020 ◽  
Vol 48 (11) ◽  
pp. 1-16
Author(s):  
Siyuan Chen ◽  
Mingyu Zhang ◽  
Yihua Zhang ◽  
Wen Wu ◽  
Zhimin Xiao ◽  
...  
Keyword(s):  
Attribution Theory ◽  
Indirect Effects ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Employee Voice ◽  
Needs Satisfaction ◽  
Relationship Conflicts ◽  
Semiconductor Manufacturer ◽  
Practical Implications

Building on self-determination theory and relational attribution theory, in this study we examined how relationship conflicts with leaders and coworkers simultaneously affect employee voice behaviors. We expanded relational attribution theory by developing two new constructs we labeled leader-relational attribution orientation and coworker-relational attribution orientation to describe employees' different responses to relationship conflicts with leaders and coworkers via psychological needs satisfaction. We surveyed 328 employee–leader dyads who were employed at a semiconductor manufacturer to test our hypotheses. We found that leader-relational attribution orientation can strengthen the influences of relationship conflicts with leaders on psychological needs satisfaction and its indirect effects on employee voice behaviors. Coworker-relational attribution orientation can strengthen the influences of relationship conflicts with coworkers on psychological needs satisfaction and its indirect effects on employee voice behaviors. Theoretical and practical implications are discussed.

scholarly journals Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation

2017 ◽  
Vol 46 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
José Vicente Pestana
Keyword(s):  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Psychological Needs ◽  
Self Determination ◽  
Self Report ◽  
Instrument Performance ◽  
Controlled Motivation ◽  
Needs Satisfaction ◽  
Autonomous And Controlled Motivation

Self-determination theory (SDT) postulates that environments providing psychological needs satisfaction (PNS) promote quality motivation, thus enhancing engagement and performance in diverse performance domains. SDT and PNS were used to investigate student experience of conservatoire instrument practice. Participants ( N = 162) completed standardized self-report questionnaires. Associations between study variables were described and hierarchical multiple regression analysis was conducted to assess the predictive effects of autonomy and competence needs satisfaction and autonomous and controlled motivation on inter-subject flow variations. A considerable part of flow variations was accounted for by study variables. Results showed that conservatoire students, especially those studying instrument performance ( n = 109), reported high levels of flow, perceived competence and autonomy, and intrinsic motivation. Autonomous motivation had a direct effect on flow variations, whereas controlled motivation had an inverse effect. Perceived competence was the strongest predictor of flow variations and it was also associated with external regulation (especially among students studying instrument performance), thus indicating that intrinsic and extrinsic motives both play important roles in conservatoire instrument practice. Conservatoire instrument teachers need to acknowledge that perceived competence is critical to flow in instrument practice, in order to provide their students with optimal challenges that avoid frustration and amotivation.

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