scholarly journals Goal Striving, Goal Attainment, and Well-Being: Adapting and Testing the Self-Concordance Model in Sport

2007 ◽  
Vol 29 (6) ◽  
pp. 763-782 ◽  
Author(s):  
Alison Smith ◽  
Nikos Ntoumanis ◽  
Joan Duda
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Need Satisfaction ◽  
The Self ◽  
Equation Modeling ◽  
Goal Difficulty ◽  
Goal Striving ◽  
Goal Specificity

Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.

scholarly journals Goal Striving, Coping, and Well-Being: A Prospective Investigation of the Self-Concordance Model in Sport

2011 ◽  
Vol 33 (1) ◽  
pp. 124-145 ◽  
Author(s):  
Alison L. Smith ◽  
Nikos Ntoumanis ◽  
Joan L. Duda ◽  
Maarten Vansteenkiste
Keyword(s):  
Coping Strategies ◽  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Need Satisfaction ◽  
The Self ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Goal Striving

Developing upon cross-sectional research (Smith, Ntoumanis, & Duda, 2007) supporting the self-concordance model (Sheldon & Elliot, 1999) as a framework for contextual goal striving, the current study investigated the assumptions of the model in relation to season-long goal striving in sport. The study additionally examined the role of coping strategies in the persistence of goal-directed effort. Structural equation modeling analysis with a sample of 97 British athletes indicated that start-of-season autonomous goal motives were linked to midseason effort, which subsequently predicted end-of-season goal attainment. Attainment was positively related to changes in psychological need satisfaction, which, in turn, predicted changes in emotional well-being. In a second model, autonomous and controlled motives positively predicted task- and disengagement-oriented coping strategies, respectively. In turn, these strategies were differentially associated with effort. The findings provide support for contextual adaptations of the self-concordance model and demonstrate the role of coping strategies in the goal striving process.

scholarly journals Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being

2011 ◽  
Vol 33 (2) ◽  
pp. 255-272 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Controlling Behaviors ◽  
Psychological Need Satisfaction

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

scholarly journals Goal Striving and Well-Being in Sport: The Role of Contextual and Personal Motivation

2014 ◽  
Vol 36 (5) ◽  
pp. 446-459 ◽  
Author(s):  
Laura C. Healy ◽  
Nikos Ntoumanis ◽  
Jet J.C.S. Veldhuijzen van Zanten ◽  
Nicola Paine
Keyword(s):  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Goal Striving ◽  
Personal Motivation ◽  
Goal Motivation ◽  
Coach Behaviors

This investigation sought to clarify mixed results in the literature exploring coach behaviors, basic psychological needs, goal motivation, and well- and ill-being. Regional-level team sport athletes (N = 241) completed questionnaires on the aforementioned variables at the beginning of the season. A subsample (n = 70) provided saliva samples to assess physical ill-being. At the end of the season, athletes (n = 98) reported their goal motivation and attainment. Structural equation modeling demonstrated that coach behaviors were related to needs satisfaction and thwarting, which were related to autonomous and controlled goal motives respectively. Autonomous motives were related to well- and ill-being; controlled motives were only related to ill-being. Over time, only end-of-season autonomous goal motives were related to goal attainment. The findings provide an insight into how coaches can facilitate optimum goal striving and well-being in their athletes.

scholarly journals Predicting Students’ Physical Activity and Health-Related Well-Being: A Prospective Cross-Domain Investigation of Motivation Across School Physical Education and Exercise Settings

2012 ◽  
Vol 34 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Martyn Standage ◽  
Fiona B. Gillison ◽  
Nikos Ntoumanis ◽  
Darren C. Treasure
Keyword(s):  
Structural Equation Modeling ◽  
Physical Education ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Step Count ◽  
Equation Modeling ◽  
Health Related

A three-wave prospective design was used to assess a model of motivation guided by self-determination theory (Ryan & Deci, 2008) spanning the contexts of school physical education (PE) and exercise. The outcome variables examined were health-related quality of life (HRQoL), physical self-concept (PSC), and 4 days of objectively assessed estimates of activity. Secondary school students (n = 494) completed questionnaires at three separate time points and were familiarized with how to use a sealed pedometer. Results of structural equation modeling supported a model in which perceptions of autonomy support from a PE teacher positively predicted PE-related need satisfaction (autonomy, competence, and relatedness). Competence predicted PSC, whereas relatedness predicted HRQoL. Autonomy and competence positively predicted autonomous motivation toward PE, which in turn positively predicted autonomous motivation toward exercise (i.e., 4-day pedometer step count). Autonomous motivation toward exercise positively predicted step count, HRQoL, and PSC. Results of multisample structural equation modeling supported gender invariance. Suggestions for future work are discussed.

scholarly journals Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110031
Author(s):  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Selma Korlat ◽  
Elisabeth Pelikan ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
University Students ◽  
Structural Equation ◽  
Positive Emotion ◽  
Well Being ◽  
Need Satisfaction ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Minor Effect ◽  
Self Regulated Learning ◽  
Regulated Learning

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students’ well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator. Self-reports were collected from 6,071 students in Austria (Study 1) and 1,653 students in Finland (Study 2). Structural equation modeling revealed competence as the strongest predictor for positive emotion. Intrinsic learning motivation was predicted by competence and autonomy in both countries and by relatedness in Finland. Moderation effects of self-regulated learning were inconsistent, but main effects on intrinsic learning motivation were identified. Surprisingly, relatedness exerted only a minor effect on positive emotion. The results inform strategies to promote students’ well-being through distance learning, mitigating the negative effects of the situation.

Relationships Between Perfectionism, Stress, and Basic Need Support Provision in Dance Teachers and Aesthetic Sport Coaches

2021 ◽  
Author(s):  
Sanna M. Nordin-Bates ◽  
Gareth Jowett
Keyword(s):  
Perceived Stress ◽  
Autonomy Support ◽  
Structural Equation ◽  
Basic Needs ◽  
Well Being ◽  
Performance Outcomes ◽  
Equation Modeling ◽  
Dance Teachers ◽  
Socially Prescribed Perfectionism ◽  
Sport Coaches

A substantial body of evidence links perfectionism to well-being and performance outcomes in dancers and athletes. Yet, we know relatively little about leaders’ perfectionism in dance and sport. This is important because leaders’ perfectionism likely impacts both themselves and their performers. In this study, we examined relationships between leader perfectionism, their provision of basic needs support, and whether stress explains these relationships. Aesthetic activity leaders (N = 463; n = 336 dance teachers, n = 127 aesthetic sport coaches, and n = 376 female; Mean age = 35.47 and SD = 12.46 years) completed an online questionnaire measuring multidimensional perfectionism (self-oriented perfectionism, SOP; socially prescribed perfectionism, SPP; and other-oriented perfectionism, OOP), self-reported provision of basic needs support (autonomy, competence, and relatedness), and perceived stress. Correlations suggested that leaders displaying higher levels of any perfectionism dimension (SOP, SPP, and OOP) provided less support for autonomy and perceived higher levels of stress. Leaders displaying higher levels of SPP also reported providing less support for competence. Structural equation modeling revealed that perceived stress partially mediated the relationships between perfectionism and provision of basic needs support. Socially prescribed perfectionism shared a negative indirect relationship with autonomy support as well as negative direct and indirect relationships with competence support, both via perceived stress. By contrast, OOP shared positive indirect relationships with autonomy support and competence support via perceived stress. Based on these findings, it would be prudent for dance and sport organizations to minimize pressures on leaders to be perfect, help them identify how their perfectionism impacts both themselves and others, and work with them to optimize basic needs support.

The Effect of Transformational Leadership and Well-Being on Performance of Soccer Players: An Inclusive Model

2021 ◽  
pp. 1-9
Author(s):  
Sinan Yildirim ◽  
Ziya Koruç
Keyword(s):  
Transformational Leadership ◽  
Negative Affect ◽  
Psychological Health ◽  
Structural Equation ◽  
Well Being ◽  
Sport Performance ◽  
Need Satisfaction ◽  
Soccer Players ◽  
Satisfaction With Life Scale ◽  
Equation Modeling

The current study focuses on the effect of transformational leadership on athletes’ performance in the mediation of psychological need satisfaction, burnout, competition anxiety, life satisfaction, and positive–negative affect. The sample consisted of 391 soccer players aged between 16 and 20 years. Six scales were used in this study: Multifactor Leadership Questionnaire, Needs Satisfaction Scale, Athlete Burnout Measure, Satisfaction with Life Scale, Positive and Negative Affect Scale, and Sport Competition Anxiety Test. The method of Vallerand was preferred to measure performance, and structural equation modeling was employed to analyze data. The model data fit was also verified. It was found that the transformational leadership behaviors of coaches signally influence athletes’ performance either directly or indirectly. From another perspective, increasing the psychological health or well-being of  athletes has important effects on sport performance.

An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement

2020 ◽  
Vol 44 (4) ◽  
pp. 325-338 ◽  
Author(s):  
Johnmarshall Reeve ◽  
Sung Hyeon Cheon ◽  
Tae Ho Yu
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Intervention Program ◽  
Need Satisfaction ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Modeling Analysis ◽  
The Face ◽  
Everyday Classroom ◽  
Supportive Intervention

In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and their 1,422 Korean students (648 females, 773 males; 929 middle schoolers, 493 high schoolers) were randomly assigned to participate in an autonomy-supportive intervention program (ASIP), and we assessed their students’ autonomy satisfaction, autonomy dissatisfaction, agentic engagement, and agentic disengagement at the beginning, middle, and end of an academic year. By midyear, a multilevel structural equation modeling analysis showed that students of teachers who participated in the ASIP reported greater autonomy satisfaction and agentic engagement and lesser autonomy dissatisfaction and agentic disengagement and also that these gains in agentic engagement and declines in agentic disengagement then predicted those students who were able at year-end to self-generate autonomy need satisfaction and recruit teacher-provided autonomy support.

A Test of the Career Construction Theory Model of Adaptation in Adult Workers With Chiari Malformation

2019 ◽  
Vol 28 (3) ◽  
pp. 381-401
Author(s):  
David M. Tokar ◽  
Mark L. Savickas ◽  
Kevin P. Kaut
Keyword(s):  
Chiari Malformation ◽  
Structural Equation ◽  
Short Form ◽  
Strong Support ◽  
Well Being ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Career Adaptability ◽  
Career Construction Theory ◽  
Career Construction

The present study examined the career construction theory (CCT) model of adaptation using a sample of working adults diagnosed with Chiari malformation. Specifically, we tested a mediation model in which adaptivity (i.e., proactivity, openness, and conscientiousness) fosters adaptability, which conditions adapting (i.e., competence need satisfaction at work), which leads to adaptation (i.e., work well-being and subjective well-being). Results of structural equation modeling supported all of the hypothesized direct and indirect relations between CCT constructs, thus providing strong support for the applicability of the model of adaptation among workers with Chiari malformation. Prior to testing the model of adaptation, we examined and found support for the hypothesized hierarchical structure of the Career Adapt-Abilities Scale–Short Form, a recently developed operationalization of career adaptability.

scholarly journals Supportive and motivating environments in school: Main factors to make well-being and learning a reality

2011 ◽  
Vol 20 (1) ◽  
Author(s):  
Anne G. Danielsen
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Sem Analysis ◽  
World Health ◽  
Equation Modeling ◽  
Font Size ◽  
Perceived Life Satisfaction

<span style="font-size: x-small; font-family: TimesNewRomanPSMT;"><span style="font-size: x-small; font-family: TimesNewRomanPSMT;"><p align="left">The author examined the relationships between (i) school-related social support from parents, teachers, and classmates, respectively, and students’ perceived life satisfaction; and (ii) school-related social support from teachers and classmates and self-reported academic initiative. The analyses were based on data from nationally representative samples of 13- and 15-year-old students from the Norwegian part of the sixth and seventh World Health Organization (WHO) international survey of Health Behavior in School-aged Children (HBSC). The Structural Equation Modeling (SEM) analyzing approach was employed. The findings indicate that school-related social support is positively related to students’ perceived life satisfaction and self-reported academic initiative. In two-level SEM analysis, a latent factor comprising pedagogical caring and autonomy support was substantially related to self-reported academic initiative at the class level.</p></span></span>

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