Intrinsic Need Satisfaction and Well–Being in Children and Adolescents: An Application of the Self–Determination Theory

2005 ◽  
Vol 24 (2) ◽  
pp. 280-292 ◽  
Author(s):  
Marie–Hélène Véronneau ◽  
Richard F. Koestner ◽  
John R.Z. Abela
Keyword(s):  
Children And Adolescents ◽  
Well Being ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Intrinsic Need Satisfaction

scholarly journals Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

2012 ◽  
Vol 34 (4) ◽  
pp. 481-502 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Nikos Ntoumanis
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Work Life ◽  
The Self ◽  
Self Determination ◽  
Interpersonal Behavior ◽  
Equation Modeling ◽  
Work Life Conflict

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.

scholarly journals Feeling Interpersonally Controlled While Pursuing Materialistic Goals: A Problematic Combination for Moral Behavior

2018 ◽  
Vol 44 (9) ◽  
pp. 1330-1349 ◽  
Author(s):  
Kennon M. Sheldon ◽  
Nicolas Sommet ◽  
Mike Corcoran ◽  
Andrew J. Elliot
Keyword(s):  
Unethical Behavior ◽  
Predictive Power ◽  
Well Being ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Subjective Well Being ◽  
Life Goal ◽  
Immoral Behavior ◽  
Complex Approach

We created a life-goal assessment drawing from self-determination theory and achievement goal literature, examining its predictive power regarding immoral behavior and subjective well-being. Our source items assessed direction and energization of motivation, via the distinction between intrinsic and extrinsic aims and between intrinsic and extrinsic reasons for acting, respectively. Fused source items assessed four goal complexes representing a combination of direction and energization. Across three studies ( Ns = 109, 121, and 398), the extrinsic aim/extrinsic reason complex was consistently associated with immoral and/or unethical behavior beyond four source and three other goal complex variables. This was consistent with the triangle model of responsibility’s claim that immoral behaviors may result when individuals disengage the self from moral prescriptions. The extrinsic/extrinsic complex also predicted lower subjective well-being, albeit less consistently. Our goal complex approach sheds light on how self-determination theory’s goal contents and organismic integration mini-theories interact, particularly with respect to unethical behavior.

scholarly journals Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2448 ◽  
Author(s):  
Nuria Codina ◽  
Isabel Castillo ◽  
José V Pestana ◽  
Isabel Balaguer
Keyword(s):  
University Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Negatively Associated ◽  
The Relationship

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

Learning in Physical Education: A Self-Determination Theory Perspective

2017 ◽  
Vol 36 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Haichun Sun ◽  
Weidong Li ◽  
Bo Shen
Keyword(s):  
Physical Education ◽  
Affective Learning ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Future Directions ◽  
Learning Domains ◽  
Motivational Profiles ◽  
The Impact

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

scholarly journals Conceptualisation of Self-Education for Healthy Life Style: From Satisfaction of Psychological Needs to Implementation of Life Objectives

2018 ◽  
Vol 15 (1) ◽  
pp. 20-27
Author(s):  
Saulius Vaivada ◽  
Vilma Žydžiūnaitė
Keyword(s):  
Personal Development ◽  
Healthy Lifestyle ◽  
Research Question ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Healthy Life ◽  
Healthy Life Style

Abstract The descriptive conceptual analysis-based article aims to substantiate the construct of person’s self-education for healthy life. So why the research question in the following: How is conceptualised the person’s selfdevelopment for a healthy lifestyle in the Self-Determination Theory on the basis of the natural psychological needs of the person, motivated and pursued by the theory? Personal self-education in the education science is associated with a modern, dynamic and holistic educational concept, which implies a life-long process of human development and an individual path. By planning, organizing, managing and controlling the process of personal development, a person takes responsibility for the direction, goals, ways and final result of self-education. A healthy lifestyle as a kind of self-education fulfills the conditions of holistic development and contains physical, mental, social, spiritual self-education. In conceptualizing a person’s self-education for a healthy lifestyle, it is best to refer to the intrapersonal health education theories. These theories emphasize the influence of environmental and social factors on a person’s lifestyle, and the person’s knowledge, skills, motivation, attitudes and free determination to change oneself and his/her lifestyle. The Self-Determination Theory reveals the trends of personal development and calls it eudaimony or a path of life based on the satisfaction of general personal psychological needs - autonomy, competence and conenction, as well as the pursuit of inner goals and universally recognized values. Realized and satisfied natural psychological needs encourage person’s inner energy, internal motivation associated with person’s native inclination for development. In pursuit of personal development and health-oriented goals, a person finds a sense of meaning in his or her activity and experiences a state of well-being.

scholarly journals Need Satisfaction and Well-Being: Testing Self-Determination Theory in Eight Cultures

2012 ◽  
Author(s):  
A. Timothy Church ◽  
Marcia S. Katigbak ◽  
Kenneth Locke ◽  
Heng-Sheng Zhang ◽  
Jiliang Shen ◽  
...  
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination

Self-Determination Theory Can Help You Generate Performance and Well-Being in the Workplace: A Review of the Literature

2018 ◽  
Vol 20 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Lara Manganelli ◽  
Anaïs Thibault-Landry ◽  
Jacques Forest ◽  
Joëlle Carpentier
Keyword(s):  
Human Resource Development ◽  
Relevant Literature ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Autonomous Regulation ◽  
Different Types

The Problem According to self-determination theory (SDT), employees can experience different types of motivation with respect to their work. The presence of the different types of motivation is important given that, compared with controlled regulation (introjected and extrinsic motivation), autonomous regulation (intrinsic and identified motivation) leads to a host of positive individual and organizational outcomes. Despite this empirically validated phenomenon, managers remain unaware of the outcomes of motivation in the workplace and of the practices that can foster autonomous regulation through psychological need satisfaction. The focus of the article will be to review relevant literature to reveal the benefits that SDT principles can bring to the workplace. The Solution Managers are encouraged to promote autonomous regulation first by assessing their employees’ motivation for a particular outcome and by structuring three elements of the work environment (job design, interpersonal relationships/leadership, and compensation) in such a way as to facilitate need satisfaction (autonomy, competence, and relatedness). Some questions we try to answer are as follows: What are the outcomes of different motivation types in the workplace? Why are an employee’s basic psychological needs important to consider? What kinds of tools are available to assess employees’ motivation with regard to their work? Which work practices are likely to encourage autonomous regulation? The Stakeholders Employees, managers (individuals in direct contact with employees), leaders (individuals who oftentimes are in a position to influence organizational strategies and processes) and human resource development (HRD) practitioners interested in stimulating optimal functioning at work.

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