HR practices and HRM outcomes: the role of basic need satisfaction

2012 ◽  
Vol 42 (1) ◽  
pp. 4-27 ◽  
Author(s):  
Elise Marescaux ◽  
Sophie De Winne ◽  
Luc Sels
Keyword(s):  
Need Satisfaction ◽  
Basic Need Satisfaction ◽  
Hr Practices ◽  
Basic Need

scholarly journals Peran Parental Structure terhadap Basic Need Satisfaction pada Siswa Kelas IV-VI di Sekolah Dasar “X” Bandung

2018 ◽  
Vol 1 (3) ◽  
pp. 173
Author(s):  
Yesika Nathasia Permadi ◽  
Jane Savitri ◽  
Destalya Anggrainy Mogot Pandin
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Significant Influence ◽  
Basic Needs ◽  
Need Satisfaction ◽  
Structure Effect ◽  
School Students ◽  
Basic Need Satisfaction ◽  
Basic Need

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.

scholarly journals Development of basic psychological need satisfaction in physical education

2019 ◽  
Vol 3 (2) ◽  
pp. 4-21
Author(s):  
Irina Burchard Erdvik ◽  
Tommy Haugen ◽  
Andreas Ivarsson ◽  
Reidar Säfvenbom
Keyword(s):  
Physical Education ◽  
Need Satisfaction ◽  
Control Groups ◽  
Basic Need Satisfaction ◽  
Psychological Need ◽  
Opportunities For Learning ◽  
Basic Psychological Need Satisfaction ◽  
Basic Need ◽  
To Receive

Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.

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