scholarly journals The effect of peers’ autonomy-supportive behaviour on adolescents’ psychological need satisfaction, intrinsic motivation and objectively measured physical activity

2019 ◽  
Vol 24 ◽  
pp. 27-41 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Psychological Need ◽  
Needs Satisfaction ◽  
Objectively Measured ◽  
Positive Effect ◽  
Psychological Need Satisfaction

Based on self-determination theory, adolescents’ leisure-time (LT) physical activity (PA) behaviour may depend on the extent by which they perceive an environment as autonomy-supportive. The present study aimed to investigate whether adolescents’ perception of autonomy-supportive behaviour from their peers is related to adolescents’ objectively measured LT moderate-to-vigorous physical activity (MVPA) through perceived psychological needs satisfaction and intrinsic motivation towards PA. School students (n=215) aged between 12 to 15 years old (age: 13.20±0.96 yrs) completed self-reported measures of perceived peers’ autonomy support, psychological needs satisfaction, and intrinsic motivation in the context of LT PA. In addition, study participants wore an accelerometer (Acti-Graph GT3X) to monitor their MVPA. Results of the structural equation modelling revealed that perceived autonomy support from peers had a significant and positive effect on perceptions of all three psychological need satisfaction in LT, which, in turn, had a significant and positive effect on adolescents’ intrinsic motivation. Adolescents’ LT PA was significantly predicted by their intrinsic motivation towards PA. Only one pathway through autonomy need satisfaction was revealed by which adolescents’ perception of their peers’ autonomy-supportive behaviour is related to intrinsic motivation and MVPA. The findings of the current study highlight the role of peers’ autonomy-supportive behaviour on adolescents objectively measured PA through motivational processes in the context of LT.

scholarly journals Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

2010 ◽  
Vol 32 (5) ◽  
pp. 655-673 ◽  
Author(s):  
Ian M. Taylor ◽  
Chris Lonsdale
Keyword(s):  
Physical Education ◽  
Cultural Differences ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Subjective Vitality ◽  
Chinese Sample ◽  
Psychological Need ◽  
The Relationship ◽  
Psychological Need Satisfaction

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

scholarly journals P286 Examining the relationships between important other autonomy support, basic psychological need satisfaction and well-being in those with non-radiographic AxSpA

Rheumatology ◽  
2020 ◽  
Vol 59 (Supplement_2) ◽  
Author(s):  
Thomas A Ingram ◽  
Peter C Rouse ◽  
Martyn Standage ◽  
Elizabeth Reilly ◽  
Raj Sengupta
Keyword(s):  
Depressive Symptoms ◽  
Autonomy Support ◽  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Subjective Vitality ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Abstract Background People living with non-radiographic axial spondyloarthritis (nr-axSpA) often suffer poor psychological health. Social support has been identified as one way to enhance psychological well-being, yet little research has examined the relationship between quality of support provided by important others and indicators of well-being in people living with nr-axSpA. Thus, the aim of this study is to examine whether important other autonomy support predicts symptoms of subjective vitality, depression and anxiety and test if this relationship is mediated by the three innate basic psychological needs (autonomy - a sense of ownership and volition over actions and behaviours; competence - feeling effective and capable of achieving valued outcomes; relatedness - experiencing closeness and genuine connection, with valued others) as specified by Self Determination Theory (SDT). Methods Sixty three participants living with nr-axSpA (M Age = 43.16 years; SD = 11.17; female = 58.73%) were recruited from a specialist rheumatology hospital via the Bath Spondyloarthritis Biobank. Spinal mobility was assessed using the Bath Ankylosing Spondylitis Metrology Index (M = 1.83; SD = 1.2; range = 5). Questionnaires measuring important other autonomy support, basic psychological need satisfaction, subjective vitality, depression severity and anxiety severity were completed. Mediation analyses were conducted via three linear regressions and bootstrapping for subjective vitality, anxiety and depressive symptoms. Results Important other autonomy support was significantly and positively related to subjective vitality (β = .32, p = .01), and significantly and negatively related to symptoms of depression (β = -.32, p = .02) and anxiety (β = -.31, p = .03). Important other autonomy support also demonstrated a significant positive relationship with basic psychological need satisfaction (β = .27, p <.05). Basic psychological need satisfaction had a significant positive relationship with subjective vitality (β = .58, p < .01; R2 = .37) and a significant negative relationship with depressive symptoms (β = -.57, p < .01; R2 = .35) and anxiety (β = -.50, p <.01; R2 = .30). Assessment of the indirect effects revealed that basic psychological need satisfaction did not mediate the relationships between important other autonomy support and subjective vitality (b = .15, 95% BC CI -.04, .34), depressive symptoms (b = -.06, 95% BC CI -.16, .01) and anxiety (b = -.08, 95% BC CI -.19, .03). Conclusion Both important other autonomy support and basic psychological needs were significantly related to psychological well-being. Yet, basic psychological need satisfaction did not mediate the relationships between important other autonomy support with subjective vitality, depressive symptoms and anxiety. Healthcare interventions could help important others to improve the quality of their support and try to increase a sense of autonomy, competence and relatedness satisfaction in people living with nr-axSpA to enhance the psychological well-being of people living with nr-axSpA. Disclosures T.A. Ingram None. P.C. Rouse None. M. Standage None. E. Reilly None. R. Sengupta None.

scholarly journals How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

2021 ◽  
Vol 12 ◽  
Author(s):  
Danhui Zhang ◽  
Jingwen He ◽  
Dingmeng Fu
Keyword(s):  
Intrinsic Motivation ◽  
Work Engagement ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Teacher Autonomy ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Perceived Autonomy Support

Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth

2017 ◽  
Vol 39 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Lindley McDavid ◽  
Meghan H. McDonough ◽  
Bonnie T. Blankenship ◽  
James M. LeBreton
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Psychological Need ◽  
Self Worth ◽  
Youth Perceptions ◽  
Needs Theory

This study used a randomized controlled design to test the pathways in basic psychological needs theory, where social relationships characterized by autonomy support, involvement, and structure foster psychological need satisfaction and well-being. Participants were recruited from a physical-activity-based youth program. A new staff training was implemented to manipulate the use of each interpersonal characteristic by program staff (N = 24 observed) and perceptions of each interpersonal characteristic, psychological needs, hope, and self-worth in youth (N = 379 surveyed pre- and postprogram). Staff in the intervention condition used greater overall observed autonomy support, involvement, and structure. Condition assignment did not lead to differences in youth perceptions, but observed staff behaviors positively predicted youth perceptions of staff and perceptions of staff positively predicted change in well-being. Findings indicate that the training manipulated how staff engaged youth, and autonomy support, involvement, and structure are useful strategies to foster well-being in youth.

scholarly journals A Three-Wave Longitudinal Test of Self-Determination Theory’s Mediation Model of Engagement and Disaffection in Youth Sport

2016 ◽  
Vol 38 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Nikos Ntoumanis ◽  
Howard K. Hall ◽  
Gareth E. Jowett
Keyword(s):  
Autonomy Support ◽  
Youth Sport ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Mediation Model ◽  
Psychological Need ◽  
Motivational Styles ◽  
Interpersonal Control ◽  
Psychological Need Satisfaction

Research adopting self-determination theory (SDT) supports a mediation model whereby coach motivational styles (autonomy support and interpersonal control) predict athletes’ engagement and disaffection in youth sport via the satisfaction and frustration of psychological needs (autonomy, competence, and relatedness). Our study extends this research by examining SDT’s mediation model longitudinally with three waves of data. Two hundred fifty-two youth sports participants (Mage = 12.98; SD = 1.84; range = 11–17; female n = 67) completed measures of study variables at the start, middle, and end of a competitive soccer season. Cross-lagged path analyses revealed that associations between the two coach motivational styles and athletes’ engagement were mediated by psychological need satisfaction. Furthermore, a positive reciprocal association between psychological need satisfaction and engagement emerged over time. This study therefore supports the temporal assumptions underpinning SDT’s mediation model but, importantly, evidences a mutually reinforcing interplay between athletes’ psychological needs and their engaged behavior.

scholarly journals Should We Be Looking at the Forest or the Trees? Overall Psychological Need Satisfaction and Individual Needs as Predictors of Physical Activity

2016 ◽  
Vol 38 (4) ◽  
pp. 317-330 ◽  
Author(s):  
Jennifer Brunet ◽  
Katie E. Gunnell ◽  
Pedro Teixeira ◽  
Catherine M. Sabiston ◽  
Mathieu Bélanger
Keyword(s):  
Physical Activity ◽  
Need Satisfaction ◽  
Bifactor Model ◽  
Psychological Need ◽  
Needs Satisfaction ◽  
Intensity Physical Activity ◽  
Vigorous Intensity ◽  
Individual Needs ◽  
Psychological Need Satisfaction

The objectives of this study were to examine whether (a) measures designed to assess satisfaction of competence, autonomy, and relatedness needs in physical activity contexts can represent both general and specific needs satisfaction and (b) the specific needs are associated with concurrent moderate-to-vigorous-intensity physical activity (MVPA) participation (Time 1) and MVPA participation 4 months later (Time 2), beyond general psychological need satisfaction (PNS). Data from 544 adolescents (Mage = 14.1 years, SD = 0.6) were analyzed. A bifactor model specifying four factors (i.e., one general PNS and three specific needs) provided a good fit to the data. Extending the model to predict Time 1 and Time 2 MVPA participation also provided a good fit to the data. General PNS and specific needs had unique and empirically distinguishable associations with MVPA participation. The bifactor operationalization of PNS provides a framework to delineate common and distinctive antecedents and outcomes of general PNS and specific needs.

scholarly journals “It’s Not the Same”: A Comparison of the Psychological Needs Satisfied by Musical Group Activities in Face to Face and Virtual Modes

2021 ◽  
Vol 12 ◽  
Author(s):  
Grace Draper ◽  
Genevieve A. Dingle
Keyword(s):  
Mental Health ◽  
Group Identification ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Face To Face ◽  
Psychological Need ◽  
Needs Satisfaction ◽  
Group Memberships ◽  
Virtual Mode ◽  
Psychological Need Satisfaction

According to the social identity approach to health, group memberships influence people’s mental health to the extent that they identify with their group. Emerging evidence suggests that music groups, such as choirs, enhance mental health via group identification and the satisfaction of various psychological needs; however, more research is required to understand these processes in other types of music groups. Furthermore, the coronavirus disease 2019 (COVID-19) social distancing restrictions in 2020 prevented music groups from meeting face to face (F2F). Some music groups adapted virtually, but the rate of adaptation of various music activities is unknown, as is the impact of such adaptations on participants’ group identification, psychological need satisfaction, and mental health. We explored these questions using a cross-sectional survey with 257 participants (Mage = 46 years, 78% female) of singing (n = 172), instrumental (n = 48), and dance groups (n = 37). Participants rated group identification and psychological needs satisfaction retrospectively for their music group in F2F mode and then for the group in adapted mode, along with mental health 12-item short form health survey (SF-12). Results showed that instrumental groups (60%) were less commonly adapted to virtual mode than singing (83%) and dance (86%) groups. Group identification and average psychological needs satisfaction (M = 4.04 and 3.50 out of 5) scores were significantly lower for groups in virtual mode than in F2F mode (M = 4.53 and 4.14, respectively). Psychological needs satisfaction did not mediate the relationship between group identification and SF-12 mental health. Despite this, values on group identification and psychological need satisfaction remained high, which suggests that virtual music groups may be beneficial during the COVID-19 pandemic and in contexts where F2F groups are less accessible.

Testing a motivational process model in the context of physical activity

2019 ◽  
Vol 47 (12) ◽  
pp. 1-10 ◽  
Author(s):  
Tao Zhong ◽  
Hui Wang
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Structural Equation ◽  
Process Model ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Behavioral Regulation ◽  
Psychological Need ◽  
Motivational Process ◽  
Psychological Need Satisfaction

Using self-determination theory, we examined the mechanism of motivation in the context of physical activity (PA). We conducted structural equation modeling with 431 participants. The results showed general support for the motivational process model, in which a sequence is specified from autonomy support and causality orientations to psychological need satisfaction to self-determined behavioral regulation to PA behavior. These findings aid understanding of the underlying motivational mechanism of PA behavior, and highlight the positive roles of autonomy support and autonomy orientation in psychological need satisfaction, self-determined behavioral regulation, and PA participation.

scholarly journals Agentes sociales de la comunidad educativa, satisfacción de novedad y actividad física (Agents of the educational community, novelty satisfaction, and physical activity)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Healthy Lifestyle ◽  
Vigorous Physical Activity ◽  
Need Satisfaction ◽  
Educational Community ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Perceived Autonomy Support ◽  
Psychological Need Satisfaction

Based on self-determination theory (SDT), the present study aimed to investigate whether adolescents’ perception of autonomy support to adopt a healthy lifestyle from their class tutor, family, peers, and physical education teacher was related to adolescents’ self-reported moderate-to-vigorous physical activity (MVPA). The role played by perceived basic psychological need satisfaction, novelty need satisfaction and self-determined motivation towards a healthy lifestyle was also analyzed. Two hundred and fifteen students (107 boys and 108 girls) from elementary school, aged between 11 to 13 years old (Mage = 11.35 years; SD = .51), answered different SDT-based measures and reported their MVPA. The results of the path analysis revealed that perceived autonomy support from tutor positively predicted novelty need satisfaction, while perceived autonomy support from peers positively predicted novelty need satisfaction and the construct of basic psychological need satisfaction. In turn, both need satisfactions positively predicted self-determined motivation. Perceived autonomy support from peers also positively and directly predicted MVPA in leisure time. This work provides evidence of the contribution of novelty need satisfaction as a construct of SDT and the importance of involving social agents of the educational community to promote MVPA.

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