scholarly journals How and when do mobile media demands impact well-being? Explicating the Integrative Model of Mobile Media Use and Need Experiences (IM3UNE)

2021 ◽  
pp. 205015792110549
Author(s):  
Frank M. Schneider ◽  
Sarah Lutz ◽  
Annabell Halfmann ◽  
Adrian Meier ◽  
Leonard Reinecke
Keyword(s):  
Media Use ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Control ◽  
Integrative Model ◽  
Mobile Media ◽  
Integrative Framework ◽  
Underlying Mechanisms ◽  
The Impact

Using mobile media can be both detrimental and beneficial for well-being. Thus, explaining how and when they elicit such effects is of crucial importance. To explicate boundary conditions and processes for digital well-being, this article introduces the Integrative Model of Mobile Media Use and Need Experiences (IM³UNE). Instead of assuming mobile media to be pathogenic, the IM³UNE offers a salutogenic perspective—it focuses on how we can stay healthy when using mobile media ubiquitously in daily life. More specifically, the model assumes that both the satisfaction and the frustration of basic psychological needs are key underlying mechanisms linking demanding mobile media use to well-being. However, the impact of these mechanisms is contingent on how users perceive, appraise, act on, and make sense of mobile media demands according to their global orientation to life (i.e., their sense of coherence, SOC). Integrating prior work, we theoretically link mindfulness, self-control, and meaningfulness to SOC's central facets, arguing that they represent crucial personal resources required to cope with mobile media demands. Thus, the offers an integrative framework, guiding further research towards a more nuanced study of mobile media’s effect on well-being.

scholarly journals How and when do mobile media demands impact well-being? Explicating the integrative model of mobile media use and need experiences (IM3UNE)

2021 ◽  
Author(s):  
Frank M. Schneider ◽  
Sarah Lutz ◽  
Annabell Halfmann ◽  
Adrian Meier ◽  
Leonard Reinecke
Keyword(s):  
Media Use ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Control ◽  
Integrative Model ◽  
Mobile Media ◽  
Integrative Framework ◽  
Underlying Mechanisms ◽  
The Impact

Using mobile media can be both detrimental and beneficial for well-being. Thus, explaining how and when they elicit such effects is of crucial importance. To explicate boundary conditions and processes for digital well-being, this article introduces the Integrative Model of Mobile Media Use and Need Experiences (IM³UNE). Instead of assuming mobile media to be pathogenic, the IM³UNE offers a salutogenic perspective—it focuses on how we can stay healthy when using mobile media ubiquitously in daily life. More specifically, the model assumes that both the satisfaction and the frustration of basic psychological needs are key underlying mechanisms linking demanding mobile media use to well-being. However, the impact of these mechanisms is contingent on how users perceive, appraise, act on, and make sense of mobile media demands according to their global orientation to life (i.e., their sense of coherence; SOC). Integrating prior work, we theoretically link mindfulness, self-control, and meaningfulness to SOC’s central facets, arguing that they represent crucial personal resources required to cope with mobile media demands. Thus, the IM³UNE offers an integrative framework, guiding further research towards a more nuanced, less technologically deterministic study of mobile media’s well-being effects.

scholarly journals Impact of the Basic Psychological Needs in Subjective Happiness, Subjective Vitality and Physical Activity in an Elderly Portuguese Population

Motricidade ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 58
Author(s):  
Nuno Couto ◽  
Raul Antunes ◽  
Diogo Monteiro ◽  
João Moutão ◽  
Daniel Marinho ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elderly People ◽  
Well Being ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Subjective Happiness ◽  
Subjective Vitality ◽  
Structural Equations Model ◽  
The Impact

The goal of this work is to analyze the impact of elderly Portuguese individuals’ global perception of satisfying basic psychological needs in the areas of subjective happiness, subjective vitality and physical activity through a structural equations model. The way of well-being differs according to the amount of physical activity practiced in Portuguese elderly was also analyzed. Participants included 309 elderly people (242 females, 67 males) of Portuguese nationality who practice different levels of physical activity. Their ages range from 60 to 90 years old (M=68.59; DP=6.60).The obtained results show that the perception of basic psychological needs in Portuguese elderly people’s lives are a positive predictor of subjective happiness and subjective vitality. Also, the results verified that elderly people who perceive higher levels of competence practice more physical activity. Consequently, it is also possible to conclude that elderly people who participate in more physical activities perceive greater levels of subjective happiness and subjective vitality.

Awareness of age-related gains and losses and their associations with psychological well-being: A longitudinal examination

2021 ◽  
Author(s):  
Bethany R Wilton-Harding ◽  
Tim D Windsor
Keyword(s):  
Growth Models ◽  
Later Life ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Community Dwelling ◽  
Psychological Well Being ◽  
Age Related ◽  
The Impact ◽  
Over Time

Abstract Objectives How people experience their own aging is more strongly linked to well-being than chronological age. This study examined associations of awareness of age-related change (AARC) with between-person differences and longitudinal changes in psychological well-being (PWB). We expected that higher AARC-gains would be associated with higher PWB and increases in PWB over time. Conversely, we expected higher AARC-losses would be associated with lower PWB, and steeper decline in PWB over time. Furthermore, we tested the interaction of AARC-gains and AARC-losses to examine whether negative associations between AARC-losses and PWB would be weaker among those reporting higher AARC-gains. Method Data were collected in three waves from a 12-month longitudinal study of 408 community-dwelling older adults (aged 60+). Multilevel growth models were used to analyze associations between AARC and a composite measure of PWB which included key components of PWB identified in self-determination theory (satisfaction and frustration of basic psychological needs), as well as vitality, and life engagement. Results At the between-person level, higher AARC-gains and lower AARC-losses were consistently associated with higher PWB. Furthermore, associations between AARC-losses and lower PWB were weaker among those with higher AARC-gains. There was no evidence to suggest the interplay of AARC-gains and AARC-losses had implications for change in PWB over time. Discussion Appreciation of age-related gains may buffer the impact of AARC-losses on PWB. However, longitudinal studies conducted over varying macro- and micro-time scales are needed to better understand the developmental significance of AARC for later life.

The perceived conditions for living well: Positive perceptions of primary goods linked with basic psychological needs and wellness

2019 ◽  
Author(s):  
Emma L Bradshaw ◽  
Cody R. DeHaan ◽  
Philip Parker ◽  
Randall Curren ◽  
Jasper Duineveld ◽  
...  
Keyword(s):  
Effect Size ◽  
Well Being ◽  
The United States ◽  
Psychological Needs ◽  
The Philippines ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Average Effect ◽  
Average Effect Size ◽  
Primary Goods

We integrate Rawls’ (1971/2009, 1993, 2001) concept of primary goods with self-determination theory (SDT; Ryan & Deci, 2017), to examine the link between people’s perceptions of primary goods (i.e., views of society as just and fair), basic psychological need satisfaction, and well-being. In Study 1 (N=762, countries = Australia, the United States, South Africa, India, and the Philippines) and Study 2 (N=1479, groups = ethnic minority, sexual minority, political group, religious group), we used partial least squares structural equation modelling (PLS-SEM) to assess associations between perceptions of primary goods and wellness, and the intermediary role of basic psychological needs. Perceptions of primary goods linked positively to well-being (average effect size = 0.48), and negatively to ill-being (average effect size = -0.46). These associations were strongly mediated by basic psychological needs (average percentage mediated: 53% Study 1 and 68% Study 2). Results signify the importance of primary goods’ perceptions to wellness.

scholarly journals Conditional regard, stress, and dyadic adjustment in primiparous couples: A dyadic analysis perspective

2021 ◽  
pp. 026540752199356
Author(s):  
Alexandra Cournoyer ◽  
Julie C. Laurin ◽  
Marie-Ève Daspe ◽  
Sophie Laniel ◽  
Anne-Sophie Huppé
Keyword(s):  
Transition To Parenthood ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Dyadic Adjustment ◽  
Dyadic Analysis ◽  
Mediation Model ◽  
Online Questionnaire ◽  
Mediating Role ◽  
Underlying Mechanisms ◽  
The Relationship

Many couples transitioning into parenthood are at risk for dyadic adjustment declines. It is therefore important to explore key, theory-driven deterrents of enduring relationships during this period, as well as potential underlying mechanisms. This study examined the relationship between perceived conditional negative regard (i.e. a behavior that thwarts basic psychological needs; T1), stress (T1), and dyadic adjustment (T2) during the transition to parenthood. Primiparous couples ( N = 144) were recruited to fill out an online questionnaire when their babies were 6-months (T1) and 12-months (T2). Path analysis with an Actor-Partner Interdependence Mediation Model was conducted. Results show that for each partner (actor effects), stress (T1) mediated the link between perceived conditional negative regard (T1), and later dyadic adjustment (T2). For the partner effects, while stress (T1) did not play a mediating role between these variables, other partner effects were found. Each primiparous parent’s perceived conditional negative regard (T1) was associated with the other parent’s later dyadic adjustment (T2). However, when examining longitudinal changes in stress and dyadic adjustment over time (T2, controlling for respective T1), no significant associations were found. Overall, the findings shed light on the dyadic associations of conditional negative regard, and the mechanisms through which it is negatively tied with dyadic adjustment during the transition to parenthood.

scholarly journals The Basic Psychological Needs in the Classroom Scale (BPN-CS)

2021 ◽  
Vol 11 (7) ◽  
pp. 96
Author(s):  
Pedro Javier Conesa ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Elementary School ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
Classroom Context ◽  
School Students ◽  
Level Of Satisfaction ◽  
Convergent And Divergent Validity ◽  
Students Satisfaction

Recent experimental and theoretical studies have shown that the assessment of students’ satisfaction of their basic psychological needs (BPN) can be a powerful resource to identify different areas to improve their well-being, engagement, or learning achievement in school contexts. However, currently, the number of validated tools to assess the satisfaction of the BPN is very low, hindering informed decision-making strategies at the educational level. The aim of this study was to develop and validate the Basic Psychological Needs in the Classroom Scale (BPN-CS) instrument, adapting existing instruments and putting the new tool to the test. The BPN-CS was developed to measure the level of satisfaction of autonomy, competence, relatedness, and novelty in the classroom. We tested the scale on a representative sample of 1344 Spanish elementary school students from 8 to 13 years old. A series of analyses were run in order to test the internal consistency of the main factors as well as to prove the convergent and divergent validity of the instrument. In summary, the BPN-CS is presented as a reliable and valid self-report instrument to measure basic psychological needs in a classroom context with elementary school pupils in the Spanish context.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

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