Physical self-concept and basic psychological needs in exercise: Are there reciprocal effects?

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

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Value Consistency across Relational Roles and Basic Psychological Needs Satisfaction: The Mediating Role of Self-Concept Clarity

Social Sciences ◽

10.3390/socsci10080291 ◽

2021 ◽

Vol 10 (8) ◽

pp. 291

Author(s):

Claudia Russo ◽

Daniela Barni ◽

Ioana Zagrean ◽

Francesca Danioni

Keyword(s):

Personal Identity ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Concept ◽

Future Research ◽

Mediating Role ◽

Needs Satisfaction ◽

Satisfaction Subscale ◽

Basic Psychological Needs Satisfaction

Living in today’s complex social world can contribute to the development of a multi-faceted personal identity and to the risk of identity dispersion. This study focused on values, which are conceptualised as the core of one’s personal identity. It aimed to explore the within-person value consistency across relational roles (i.e., relationships with parents, partners, and friends) and to analyse the association between value consistency, self-concept clarity, and basic psychological needs satisfaction. One hundred ninety-five Italian young adults (F = 85%; Mage = 26.65, SD = 3.83) participated in the study. They completed the Values in Context Questionnaire, the Self-Concept Clarity Scale, and the satisfaction subscale from the Basic Needs Satisfaction and Frustration Scale. Findings showed high value consistencies across the relational roles. Specifically, consistency is higher when values as a partner and values as a friend are considered. Moreover, the relation between value consistency and basic psychological needs satisfaction was fully mediated by self-concept clarity. Limitations of the study, future research developments, and practical implications of the results are discussed.

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CAPTURING TEACHING MOTIVATION OF TEACHER IN THE DISADVANTAGED AREAS

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v38i3.26411 ◽

2019 ◽

Vol 38 (3) ◽

pp. 398-410

Author(s):

Hanggara Budi Utomo ◽

Dewi Retno Suminar ◽

Hamidah Hamidah

Keyword(s):

School Climate ◽

Structural Equation ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Influential Factors ◽

Self Concept ◽

Equation Modeling ◽

Teaching Motivation ◽

Climate Scale

Teaching motivation of teachers is very important for student’s development. The purpose of this study is to test the teaching motivation of teachers in disadvantaged areas affected by the school climate and self-concept through the satisfaction of basic psychological needs. The subjects of this research were 241 teachers. Data collection techniques used instruments in the form of a school climate scale, a scale of self-concept, a scale of basic psychological need satisfaction, and a scale of teaching motivation. The data analysis techniques used a structural equation modeling. The results showed that the attention of teachers who teach in disadvantaged areas shows that the school climate and teacher’s self-concept differently provide an important role in teaching motivation mediated by the basic psychological needs satisfaction. This means that teaching motivation is a result of the role of the school climate as an external factor and satisfaction of basic psychological needs and self-concept as an internal factor. The implication of this research is the need for programs to develop teacher motivation in disadvantaged areas by optimizing and considering school climate, self-concept, and satisfaction of basic psychological needs as influential factors.

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The Associations between Perceived Maternal Psychological Control and Academic Performance and Academic Self-Concept in Chinese Adolescents: The Mediating Role of Basic Psychological Needs

Journal of Child and Family Studies ◽

10.1007/s10826-016-0651-y ◽

2017 ◽

Vol 26 (5) ◽

pp. 1285-1297 ◽

Cited By ~ 9

Author(s):

Min Lu ◽

Kerryann Walsh ◽

Sonia White ◽

Paul Shield

Keyword(s):

Academic Performance ◽

Psychological Control ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Chinese Adolescents ◽

Self Concept ◽

Mediating Role ◽

Maternal Psychological Control

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Frustration and Violence in Mobile Video Games

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000236 ◽

2020 ◽

Vol 79 (2) ◽

pp. 63-70

Author(s):

Petr Květon ◽

Martin Jelínek

Keyword(s):

Video Games ◽

Video Game ◽

Implicit Association Test ◽

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Mobile Video ◽

Violent Content ◽

Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

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