Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction

Based on a study of 132 elementary school students in grade IV-VI found that there is significant parental structure effect on basic need satisfaction (R2 = 0,277, F = 49,704, and ρ = 0,000). Parental structure also has a significant influence on the three components of basic need satisfaction, namely need for autonomy (ρ = 0,000, F = 22,495), need for competence (ρ = 0,000, F = 45,106) and need for relatedness (ρ = 0,000, F = 21,091). Suggestions for research that will conduct further research are expected to undertake research on the influence of parental structures on basic need satisfaction using a wider coverage of respondents. In addition, the researcher proposes to the school to make a psychoeducation program with material related to the role of parental structures on the basic needs of satisfaction.

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Maslow's hierarchy of needs and its relationship with psychological health and materialism

South Pacific Journal of Psychology ◽

10.1017/s0257543400000833 ◽

1998 ◽

Vol 10 (2) ◽

pp. 15-25 ◽

Cited By ~ 8

Author(s):

Shaun Saunders ◽

Don Munro ◽

Miles Bore

Keyword(s):

Psychological Health ◽

Anger Expression ◽

Well Being ◽

Conclusive Evidence ◽

Need Satisfaction ◽

Psychological Well Being ◽

Basic Need Satisfaction ◽

Human Needs ◽

Material Goods ◽

Basic Need

AbstractMaslow's (1954) theory of a hierarchy of human needs has generated little research, perhaps because of the lack of specific, concrete operationalisation of concepts such as ‘psychological well-being’ and basic need satisfaction. The Need Satisfaction Inventory (NSI: Lester, 1990) was developed to measure basic need satisfaction and 157 undergraduate subjects completed both it and the Beck Depression (BDI) and Anxiety Inventories (BAI), as well as Spielberger's (1986) Anger-Expression questionnaire (AX). The latter three questionnaires represent an operationalisation of Spielberger, Ritterband, Sydeman, Reheiserdc Unger's (1995) notion that emotions act as indicators of psychological well-being. The hypothesis that scores on the NSI would be significantly correlated with the BDI, BAI, and AX was supported. Ss also completed the Richins and Dawson (1992) materialism index, and it was hypothesised that if hoarding material goods does in fact represent compensatory neurotic behaviour, then materialism would also be negatively correlated with the NSI. The hypothesis was confirmed, providing further evidence for Maslow's (1970) theory that basic need satisfaction is associated with psychological health. However, in the absence of norms for the NSI, there was no conclusive evidence to suggest that basic needs reside in a consistent, and strict global hierarchy.

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

SSRN Electronic Journal ◽

10.2139/ssrn.1628547 ◽

2010 ◽

Cited By ~ 2

Author(s):

Elise Marescaux ◽

Sophie De Winne ◽

Luc Sels

Keyword(s):

Need Satisfaction ◽

Work Outcomes ◽

Basic Need Satisfaction ◽

Hrm Practices ◽

Basic Need

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The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need satisfaction and frustration, intention to physical activity, and well-being

Physical Education and Sport Pedagogy ◽

10.1080/17408989.2020.1849085 ◽

2020 ◽

pp. 1-20

Author(s):

Behzad Behzadnia

Keyword(s):

Physical Activity ◽

Well Being ◽

Need Satisfaction ◽

Basic Need Satisfaction ◽

Interpersonal Behaviors ◽

Causality Orientations ◽

Basic Need

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Basic Need Satisfaction Intervention for Mainland Chinese International Students’ Adjustment to College

Journal of Studies in International Education ◽

10.1177/10283153211052772 ◽

2021 ◽

pp. 102831532110527

Author(s):

Wilbert Law ◽

Shuang Liu

Keyword(s):

International Students ◽

International Education ◽

Well Being ◽

Need Satisfaction ◽

Chinese International Students ◽

Mainland Chinese ◽

Basic Need Satisfaction ◽

Psychological Need ◽

Adjustment To College ◽

Basic Need

With an increasing number of students pursuing their tertiary studies overseas, ways to improve their adaptation into a new environment become of the utmost importance. By applying self-determination theory, the current research investigated the extent that a basic psychological need intervention can increase need-satisfying experiences and promote the adjustment of Mainland Chinese international students to college. In total, 55 participants were randomly assigned to an intervention or control condition. They completed questionnaires on basic need satisfaction and college adjustment before the start of the study, right after the completion of the intervention, and after a 5-week follow-up. Participants who received the intervention had significantly higher need satisfaction and adjustment to college than those in the control condition. The intervention effect was maintained after a 5-week delay. In addition, the results showed that the increases in psychological need satisfaction after the intervention predicted higher levels of students’ adjustment to college. Theoretical implications for the universality of basic need satisfaction to students’ well-being and practical implications for international education are discussed.

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