scholarly journals A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

2013 ◽  
Vol 35 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Christopher P. Niemiec
Keyword(s):  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Youth Soccer ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Potential Benefits

The potential benefits of children’s engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children’s self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes’ basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches’ providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes’ volition (i.e., autonomy support).

An Empirical Investigation of the Employee Work Passion Appraisal Model Using Self-Determination Theory

2018 ◽  
Vol 20 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Anaïs Thibault-Landry ◽  
Richard Egan ◽  
Laurence Crevier-Braud ◽  
Lara Manganelli ◽  
Jacques Forest
Keyword(s):  
Human Resource Development ◽  
Cognitive Appraisals ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Work Passion ◽  
Psychological Need Satisfaction

The Problem Employee work passion theory offers an appraisal-based approach that explains how work passion is formulated in individuals. Self-determination theory postulates that the satisfaction of three basic psychological human needs (competence, relatedness, and autonomy) is essential for individuals to flourish and thrive at work. The role of basic psychological need satisfaction in the employee work passion appraisal process is yet to be examined. The Solution We investigated the relations between employees’ cognitive appraisals of their work environment characteristics (work cognitions), their basic psychological need satisfaction, and their work intentions. Our study provided empirical evidence showing that employees’ cognitive appraisals of work characteristics such as job autonomy, task variety, meaningful work, and performance expectations were positively related to basic psychological need satisfaction, which, in turn, positively impacted their work intentions, thus indicating the subjective experience of work passion. The Stakeholders Results suggest that organizational leaders, supervisors, and human resource development (HRD) practitioners could develop interventions that promote specific workplace characteristics and are aimed at contributing to the fulfillment of employees’ basic psychological needs. In so doing, employees and stakeholders could benefit from the individual and organizational outcomes that flow from employees experiencing greater work passion.

Basic Psychological Need Satisfaction, Autonomous Motivation, and Meaningful Work: A Self-Determination Theory Perspective

2021 ◽  
pp. 106907272110186
Author(s):  
Kelsey L. Autin ◽  
Megan E. Herdt ◽  
Roberto G. Garcia ◽  
Gabriel N. Ezema
Keyword(s):  
Meaningful Work ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Equation Modeling ◽  
Psychological Need ◽  
Work Meaning ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

The present study investigated relations between basic psychological need satisfaction (autonomy, relatedness, and competence), autonomous motivation, and work meaning. With a sample of 462 working adults, we used structural equation modeling to test the incremental validity of including autonomous motivation in a model predicting meaningful work from basic psychological need satisfaction. The satisfaction of autonomy and relatedness needs directly predicted autonomous motivation, while competence need satisfaction directly predicted meaningful work. Mediation analyses supported the incremental contribution of autonomous motivation in the links from autonomy and relatedness to work meaning, but not from competence to work meaning. Our findings provide novel connections between the bodies of literature on Self-Determination Theory and meaningful work. We discuss practical implications for career counselors, organizational leaders, and policymakers, as well as future research directions.

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

scholarly journals Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective

2020 ◽  
Vol 17 (1) ◽  
pp. 108-121
Author(s):  
Amrita Kaur ◽  
◽  
Mohammad Noman ◽  
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Underlying Mechanism ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Sufficient Evidence ◽  
Quality Outcomes ◽  
Psychological Need ◽  
The Social

There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students’ need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement

scholarly journals Romantic Partner Behaviours as Social Context: Measuring Six Dimensions of Relationships

2010 ◽  
Vol 1 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Wendy H. Ducat ◽  
Melanie J. Zimmer-Gembeck
Keyword(s):  
Social Context ◽  
Autonomy Support ◽  
Quality Measures ◽  
Self Determination Theory ◽  
Romantic Partner ◽  
Self Determination ◽  
Clinical Settings ◽  
Psychological Need ◽  
Distributional Properties ◽  
High Internal Consistency

AbstractA new measure, Partner Behaviours as Social Context (PBSC), was developed and tested in two studies (N = 215, N = 316) and tested as a correlate of psychological wellbeing in a third (N = 157). Self-Determination Theory (Deci & Ryan, 2000) and related research has suggested that there are six important dimensions of partner behaviours, which should be associated with individual psychological need fulfilment, wellbeing and development. Three of these dimensions are positive, including warmth, or provision of love/affection; autonomy support, or supporting a partner's decisions; and structure, or being consistent and reliable. Three of these dimensions are negative, namely rejection, or ignoring/being hostile to a partner; coercion, or being controlling/demanding; and chaos, or unpredictability. Factor analysis supported the six-dimensional construct. The six PBSC dimensions, positive and negative subscales and total score had good distributional properties, high internal consistency, related as expected to other relationship quality measures, and diverged from most personality constructs. All PBSC scales were related to wellbeing, with some behaviours more related than others. For example, coercion was strongly associated with compromised wellbeing, while warmth showed weak, positive associations with positive functioning. The PBSC is expected to have utility in both research and clinical settings.

scholarly journals Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: a quantitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Adam Neufeld ◽  
Greg Malin
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Learning Environment ◽  
Basic Needs ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Determination ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction

Abstract Background There is increasing acknowledgment that medical training is stressful for students and can impact their well-being. An important aspect of this is self-determination and basic psychological need satisfaction. A better understanding of how medical student perceptions of the learning environment impacts their basic psychological needs for motivation, resilience, and well-being may help to create learning environments that support the needs of medical students and help them become better healthier physicians. We aim to add to the literature on this topic by examining this relationship through the lens of Self-Determination Theory. Methods A total of 400 students from all 4 years of the medical program at our institution were invited to complete an anonymous online survey, measuring basic need satisfaction/frustration (autonomy, competence, relatedness) within the learning environment, resilience, and psychological well-being. We used analysis of variance to assess the effect of gender, age, and year on all variables, with t-tests to compare subgroups. Structural equation modelling was performed to test a hypothesized model in which support of medical students’ basic needs would positively relate to their resilience and well-being. Results The response rate was 183/400 (46%). After data cleaning, 160 remained: 67 males (42%) and 93 females (58%). There were 67 first years (42%), 35 second years (22%), 30 third years (19%), and 28 fourth years (18%). The sample mean age was 25.8 years (SD = 4.1). A well-fitting model was confirmed to fit the data, χ2 = 3.15, df = 3, p = 0.369, RMSEA = 0.018, SRMR = 0.022, CFI = 0.999. Autonomy and relatedness satisfaction exerted direct effects on well-being. Competence satisfaction did so indirectly, through its direct effect on resilience. Female medical students had lower resilience scores compared to their male peers. Conclusions When medical students perceived their learning environment as supportive to their basic needs, it was associated with an increase in their psychological well-being. Satisfaction of competence, but not autonomy or relatedness, predicted an increase in their resilience. Fostering medical students’ basic needs for motivation, especially competence, is recommended to support their resilience and well-being. Further research is required to generalize these results further.

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