Predicting Adolescent Problematic Online Game Use from Teacher Autonomy Support, Basic Psychological Needs Satisfaction, and School Engagement: A 2-Year Longitudinal Study

2015 ◽  
Vol 18 (4) ◽  
pp. 228-233 ◽  
Author(s):  
Chengfu Yu ◽  
Xian Li ◽  
Wei Zhang
Keyword(s):  
Longitudinal Study ◽  
School Engagement ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Online Game ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

scholarly journals The Unhealthy Delights: Online Games – Does Personality Traits and Needs Satisfaction Plays a Role?

2019 ◽  
Vol 3 (2) ◽  
pp. 449
Author(s):  
Novita Liesera ◽  
Sri Tiatri ◽  
Niken Widiastuti
Keyword(s):  
Personality Traits ◽  
Five Factor Model ◽  
Online Games ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Regression Result ◽  
Online Game ◽  
Needs Satisfaction ◽  
Game Engagement ◽  
Basic Psychological Needs Satisfaction

Playing too many online games could harm the player both physically and mentally. Online game engagement is a generic indicator of one’s involvement in online game playing (Brockmyer, Fox, Curtiss, McBroom, Burkhart, & Pidruzny, 2009). The previous study found that three out of five traits from the Five Factor Model correlates with psychological needs fulfillment (Teng, 2009). Online games serve as a mean to fulfill these psychological needs (Przybylski, Rigby, & Ryan, 2010). This study attempts to understand the correlation between personality traits and the online game engagement of adolescents in Jakarta with basic psychological needs satisfaction as a mediator. The participants of this study are adolescent gamers age between 15 to 18 years (n = 333). Quantitative methods and questionnaires are used to gather information from participants. Regression result shows that basic psychological needs satisfaction mediates personality traits and online game engagement. Out of five traits, basic psychological needs satisfaction only mediates for conscientiousness (r2 = 0.050, p < 0.01) and neuroticism (r2 = 0.051, p < 0.01).

Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Total Sample ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Content Type ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

PurposeThe purpose of this paper is to examine the associations between students' basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement.Design/methodology/approachData were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data.FindingsCompetence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement.Research limitations/implicationsThe results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement.Practical implicationsEducators are encouraged to develop strategies to provide novelty support and facilitate students' basic needs satisfaction in order to establish a motivational learning environment that vitalises students' engagement.Originality/valueThis study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education.

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