scholarly journals The role of perceived coaching behaviours on sport performance among female aesthetic group gymnasts

2020 ◽  
Vol 26 ◽  
pp. 16-32
Author(s):  
Andre Koka ◽  
Henri Tilga ◽  
Triin Põder ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
...  
Keyword(s):  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Sport Performance ◽  
Self Report ◽  
Controlled Motivation ◽  
Needs Satisfaction ◽  
Controlling Behaviour ◽  
Indirect Relationship ◽  
Relationship Of

This study aimed to test the relations of perceived autonomy-supportive and controlling behaviours from coaches with athletes’ sport performance during competition in a context of female aesthetic group gymnastics. In line with self-determination theory, it was expected that the sequence of perceived psychological needs satisfaction and autonomous motivation, and psychological needs frustration and controlled motivation would mediate these relationships. Female aesthetic group gymnasts (n=128) ages 11–20 years completed self-report measures of perceived autonomysupportive and controlling behaviours from coaches, athletes’ needs satisfaction and needs frustration, including the need for novelty, as well as athletes’ autonomous and controlled motivation. Athletes’ objective performance during the competition was also obtained. Results from the single-indicator structural equation modelling analyses revealed a positive, indirect relationship between perceived autonomy-supportive behaviour from coaches and athletes’ performance mediated by the sequence of needs satisfaction and autonomous motivation. Significant indirect relationship between perceived controlling behaviour from coaches and athletes’ performance mediated by the sequence of needs frustration and controlled motivation was not followed. However, a negative direct relationship of controlled motivation, instigated by needs frustration, on athletes’ performance was evident. Findings suggest that perceived autonomy-supportive behaviour from coaches is an essential antecedent to athletes’ performance in a female aesthetic group gymnastics.

scholarly journals Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation

2017 ◽  
Vol 46 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
José Vicente Pestana
Keyword(s):  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Psychological Needs ◽  
Self Determination ◽  
Self Report ◽  
Instrument Performance ◽  
Controlled Motivation ◽  
Needs Satisfaction ◽  
Autonomous And Controlled Motivation

Self-determination theory (SDT) postulates that environments providing psychological needs satisfaction (PNS) promote quality motivation, thus enhancing engagement and performance in diverse performance domains. SDT and PNS were used to investigate student experience of conservatoire instrument practice. Participants ( N = 162) completed standardized self-report questionnaires. Associations between study variables were described and hierarchical multiple regression analysis was conducted to assess the predictive effects of autonomy and competence needs satisfaction and autonomous and controlled motivation on inter-subject flow variations. A considerable part of flow variations was accounted for by study variables. Results showed that conservatoire students, especially those studying instrument performance ( n = 109), reported high levels of flow, perceived competence and autonomy, and intrinsic motivation. Autonomous motivation had a direct effect on flow variations, whereas controlled motivation had an inverse effect. Perceived competence was the strongest predictor of flow variations and it was also associated with external regulation (especially among students studying instrument performance), thus indicating that intrinsic and extrinsic motives both play important roles in conservatoire instrument practice. Conservatoire instrument teachers need to acknowledge that perceived competence is critical to flow in instrument practice, in order to provide their students with optimal challenges that avoid frustration and amotivation.

scholarly journals The Relationship between Inclusion Climate and Voice Behaviors beyond Social Exchange Obligation: The Role of Psychological Needs Satisfaction

2021 ◽  
Vol 13 (18) ◽  
pp. 10252
Author(s):  
Anna Paolillo ◽  
Jorge Sinval ◽  
Sílvia A. Silva ◽  
Vittorio E. Scuderi
Keyword(s):  
Social Exchange ◽  
Organizational Citizenship Behavior ◽  
Structural Equation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
Needs Satisfaction ◽  
The Relationship ◽  
Prohibitive Voice

Several studies have identified a work environment that promotes inclusiveness as a significant predictor of affiliative organizational citizenship behavior or OCB (such as helping), whereas not much research has focused on inclusion and challenging OCB (i.e., voice). Moreover, no previous studies have explored the above-mentioned relationship in the light of self-determination theory (SDT), given that social exchange theory has traditionally been used as the main explanatory mechanism. Therefore, the aim of the present research was to test the mediating role of basic psychological needs satisfaction in the relationship between inclusion climate, promotive voice and prohibitive voice. Data were collected through self-report questionnaires administered to 246 employees of an international company operating in the service industry. Structural equation modelling was used to analyze the data utilizing R software. Results showed that satisfaction of the needs for autonomy, competence and relatedness partially mediated the relationship between inclusion climate and promotive and prohibitive voice, therefore supporting the idea that social exchange might not be the only determinant for employees to engage in voice behavior. Most importantly, those findings underline how a truly inclusive workplace needs to fulfil its employees’ basic needs of behaving volitionally, feeling effective and connecting meaningfully; this would motivatethe workers to voice their suggestions and concerns.

scholarly journals Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life

2019 ◽  
Vol 16 (15) ◽  
pp. 2765 ◽  
Author(s):  
Mikel Vaquero Solís ◽  
Pedro Antonio Sánchez-Miguel ◽  
Miguel Ángel Tapia Serrano ◽  
Juan J. Pulido ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Other ◽  
Equation Modeling ◽  
Controlled Motivation ◽  
The Relationship

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

When and How Job Design Influences Work Motivation: A Self-Determination Theory Approach

2021 ◽  
pp. 003329412110273
Author(s):  
YuXin Liu ◽  
Shuai Wang ◽  
Jianwei Zhang ◽  
ShuJie Li
Keyword(s):  
Work Motivation ◽  
Autonomous Motivation ◽  
Job Characteristics ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Job Design ◽  
Basic Psychological Needs ◽  
Controlled Motivation ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

Based on self-determination theory and job characteristics theory, this study aims to provide a systematic and comprehensive model simultaneously investigating the relationship between job characteristics and two forms of work motivation (i.e., controlled motivation and autonomous motivation). To examine the proposed model, we recruited employees working in multiple Chinese industries and collected 435 valid questionnaires. The results indicate that job characteristics have a significantly positive effect on basic psychological needs satisfaction, which, in turn, positively affects autonomous motivation and negatively influences controlled motivation. In addition, basic psychological needs satisfaction mediates the linkage between job characteristics and positive or negative work motivation. Moreover, when an employee had high positive affectivity, job characteristics were more likely to fuel their basic psychological needs satisfaction. In contrast, job characteristics were more likely to be the depressor of these needs satisfaction when an employee possesses high negative affectivity. Our findings revealed that the degree of three needs satisfaction at work is a convincing and identifiable psychological mechanism between job characteristics and two types of work motivation. Also, work affectivity may influence the different perceptions of job characteristics, reminding managers that personality traits are a non-negligible factor in job design. Overall, this paper extends the application of the job characteristics model by revealing when and how job characteristics influence two types of work motivation and further puts forward managerial implications.

Coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport

2019 ◽  
Vol 14 (5) ◽  
pp. 591-606 ◽  
Author(s):  
Martin Camiré ◽  
Scott Rathwell ◽  
Stéphanie Turgeon³ ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
Life Skills ◽  
Structural Equation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
School Sport ◽  
Needs Satisfaction ◽  
High School Sport ◽  
Basic Psychological Needs Satisfaction

High school sport is one of the most popular school-based extracurricular activities in North America, situated as a developmental activity during which coaches can foster quality relationships with students to promote basic psychological needs satisfaction and teach life skills. The primary purpose of the study was to examine associations between coach–athlete relationships, basic psychological needs satisfaction and thwarting, and the teaching of life skills in Canadian high school sport. The secondary purpose consisted of addressing the psychometric properties of the scales employed in the study, namely the Coach–Athlete Relationship Questionnaire, the self-report version of the Interpersonal Behaviors Questionnaire, and a modified coach version of the Life Skills Scale for Sport. The sample was comprised of 1238 (58.8% male) Canadian high school coaches and the data were analysed using structural equation modelling. The mediated model indicated that coaches' perceptions of their interpersonal behaviours satisfying athletes' basic psychological needs either fully or partially mediated the positive relationships between coach–athlete relationships and the teaching of life skills. Coach–athlete relationships, particularly those within which coaches exhibit interpersonal behaviours that satisfy athletes' basic psychological needs, appear to be associated with the teaching of life skills in the context of high school sport.

Psychological Mechanisms Underlying Doping Attitudes in Sport: Motivation and Moral Disengagement

2013 ◽  
Vol 35 (4) ◽  
pp. 419-432 ◽  
Author(s):  
Ken Hodge ◽  
Elaine A. Hargreaves ◽  
David Gerrard ◽  
Chris Lonsdale
Keyword(s):  
Structural Equation ◽  
Moral Disengagement ◽  
Strong Predictor ◽  
Autonomous Motivation ◽  
Equation Modeling ◽  
Psychological Mechanisms ◽  
Controlled Motivation ◽  
Positive Attitudes ◽  
Motivational Climates ◽  
Performance Enhancing Drugs

We examined whether constructs outlined in self-determination theory (Deci & Ryan, 2002), namely, autonomy-supportive and controlling motivational climates and autonomous and controlled motivation, were related to attitudes toward performance-enhancing drugs (PEDs) in sport and drug-taking susceptibility. We also investigated moral disengagement as a potential mediator. We surveyed a sample of 224 competitive athletes (59% female; M age = 20.3 years; M = 10.2 years of experience participating in their sport), including 81 elite athletes. Using structural equation modeling analyses, our hypothesis proposing positive relationships with controlling climates, controlled motivation, and PEDs attitudes and susceptibility was largely supported, whereas our hypothesis proposing negative relationships among autonomous climate, autonomous motivation, and PEDs attitudes and susceptibility was not supported. Moral disengagement was a strong predictor of positive attitudes toward PEDs, which, in turn, was a strong predictor of PEDs susceptibility. These findings are discussed from both motivational and moral disengagement viewpoints.

Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Total Sample ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Content Type ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

PurposeThe purpose of this paper is to examine the associations between students' basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement.Design/methodology/approachData were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data.FindingsCompetence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement.Research limitations/implicationsThe results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement.Practical implicationsEducators are encouraged to develop strategies to provide novelty support and facilitate students' basic needs satisfaction in order to establish a motivational learning environment that vitalises students' engagement.Originality/valueThis study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education.

scholarly journals The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

2020 ◽  
Vol 17 (17) ◽  
pp. 6145 ◽  
Author(s):  
Filipe Rodrigues ◽  
Diogo Monteiro ◽  
Diogo S. Teixeira ◽  
Luís Cid
Keyword(s):  
Physical Education ◽  
Significant Relationship ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Cross Sectional ◽  
Needs Satisfaction ◽  
Motivational Climates ◽  
And Performance ◽  
Indirect Relationship ◽  
Basic Psychological Needs Satisfaction

Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students’ perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students’ perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.

scholarly journals Organic Food Consumption in Italy: The Role of Subjective Relevance of Food as Mediator between Organic Food Choice Motivation and Frequency of Organic Food Consumption

2020 ◽  
Vol 12 (13) ◽  
pp. 5367 ◽  
Author(s):  
Greta Castellini ◽  
Mariarosaria Savarese ◽  
Cinzia Castiglioni ◽  
Guendalina Graffigna
Keyword(s):  
Food Consumption ◽  
Structural Equation ◽  
Organic Food ◽  
Psychological Needs ◽  
Self Report ◽  
Consumption Data ◽  
Food Consumption Data ◽  
Organic Food Consumption ◽  
The Individual

Nowadays, the problems that afflict our planet (climate change, loss of biodiversity, etc.) are leading to the implementation of a more sustainable type of consumption. Increasing the consumption of organic products is a way to face and try to solve these problems. In order to reach this aim, it is important to understand how consumers’ subjective relevance of these products impacts on their consumption. The recent literature, in fact, highlighted how food consumption is salient for the individual to express their identity and life orientations, even more in the case of organic food consumption. Nonetheless, little is known about how subjective relevance of food affects organic food consumption. The present research aims to measure the role of subjective relevance in organic food consumption. Data were collected with a self-report questionnaire that was filled out by a sample of 964 Italians, representative of the population. We used structural equation modelling (SEM) and the bootstrap technique to test the hypothesis. The results show that subjective food relevance is a mediator between the motivations of organic food consumption and the frequency of consumption of it. This research points out the necessity to study consumers in a wider way, using communication that emphasizes the role that these products have in satisfying the psychological needs of consumers.

scholarly journals The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

2018 ◽  
Vol 7 (4) ◽  
pp. 254 ◽  
Author(s):  
Yuan Guo
Keyword(s):  
Life Satisfaction ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Satisfaction With Life Scale ◽  
Learning Engagement ◽  
Mediating Role ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction ◽  
Predictive Effect

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs satisfaction, learning engagement, and life satisfaction. Results indicate that adolescents' academic autonomous motivation has a significant predictive effect on life satisfaction and learning engagement and that the satisfaction of basic psychological needs plays a mediating role on this predictive effect.

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