scholarly journals Development and Construct Validation of the Basic Psychological Needs Scale for Korean Adolescents：Based on the Self-Determination Theory

2008 ◽  
Vol 22 (4) ◽  
pp. 157-174 ◽  
Author(s):  
이명희 ◽  
김아영
Keyword(s):  
Construct Validation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática (Relation between motivation and emotional intelligence in Physical Education: A systematic review)

Retos ◽  
2019 ◽  
pp. 584-589
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Social Factors ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Revisión Sistemática

El objetivo de este trabajo fue realizar una revisión sistemática para conocer el estado actual del estudio de las relaciones entre los factores sociales de la teoría de metas de logro y la teoría de la autodeterminación, las necesidades psicológicas básicas y las regulaciones motivacionales, sobre la inteligencia emocional. La búsqueda se realizó en las bases de datos Web of Science, Scopus y SportDiscus. De los 62 resultados iniciales, se seleccionaron 6 artículos que cumplían los criterios de elegibilidad establecidos con anterioridad. Los resultados mostraron que la orientación de meta de aproximación-tarea, el clima tarea, la satisfacción de las necesidades psicológicas básicas y los tipos de motivación más autodeterminados se asocian de forma positiva con la inteligencia emocional. De forma opuesta, la regulación motivacional externa y la desmotivación se relacionan de forma negativa con la inteligencia emocional. Asimismo, dentro de la secuencia propuesta por la teoría de la autodeterminación, la inteligencia emocional parece comportarte como un mediador entre los antecedentes sociales y la satisfacción de los mediadores psicológicos, al mismo tiempo que parece tener un efecto directo como predictor de los diferentes tipos de regulaciones motivacionales. No obstante, son necesarios más estudios que muestren causalidad entre estas variables.Abstract. The aim of this paper was to carry out a systematic review to show the current state of research on the relationship between the social factors from the Achievement Goal Theory and the Self-Determination Theory, the basic psychological needs and motivational regulations, and emotional intelligence. The search was made in the Web of Science, Scopus, and SportDiscus databases. From the 62 initial items, we selected 6 articles that met the eligibility criteria previously established. Our findings showed that goal orientation of approach-task, task climate, satisfaction of basic psychological needs, and the most self-determined types of motivation are associated with emotional intelligence in a positive way. Conversely, external motivational regulation and amotivation are negatively related to emotional intelligence. Also, based on the sequence proposed by the Self-Determination Theory, emotional intelligence seems to behave as a mediator between social factors and satisfaction of the basic psychological needs. Furthermore, emotional intelligence seems to have a direct effect as a predictor of different types of motivational regulations. However, more studies are necessary to show causality among these variables.

Provision of structure in educational context: Perspective of self-determination theory

2019 ◽  
Vol 58 (16) ◽  
pp. 73-84
Author(s):  
Małgorzata Święcicka
Keyword(s):  
Parental Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Educational Context ◽  
Basic Assumptions

The aim of the article is to analyze the concept of a parent’s provision of structure as proposed in the Self-Determination Theory (SDT). Basic assumptions and thesis of SDT concerning autonomous motivation are discussed. According to SDT, autonomous motivation develops by internalization of initially externalized motivation. Parents can facilitate this process by responding to a child's basic psychological needs: autonomy, relatedness and competence. The need for competence is satisfied by providing a structure, which allows children to feel in control of their environment. Parental structure promotes development of autonomous motivation only when parental support is present. In the article the concept of providing a structure is linked to other similar constructs: scaffolding, control and setting limits, to show the specificity of the SDT perspective.

Applying self-determination theory to explaining differences in career commitment between self-employed and salaried employees

2020 ◽  
Vol 12 (5) ◽  
pp. 593-619
Author(s):  
Martin Mabunda Baluku ◽  
Richard Balikoowa ◽  
Edward Bantu ◽  
Kathleen Otto
Keyword(s):  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Current Form ◽  
Content Type ◽  
Self Employment ◽  
Salaried Employment ◽  
The Impact

Purpose Based on self-determination theory, this study aims to examine the impact of satisfaction of basic psychological needs (BPNs) on the commitment to stay self- or salary-employed. Not only the entry of individuals but also their commitment to remain self-employed is important. Enterprises established by the self-employed can only survive longer if the owners are willing to continue in self-employment. Design/methodology/approach The study was conducted among a cross-country sample drawn from Germany, Kenya and Uganda. An online survey was conducted among self- and salary-employed individuals in Germany. In Uganda and Kenya, cross-sectional samples were recruited through their workplaces and business forums. These processes yielded 869 responses (373 self-employed and 494 salary-employed). Differences in the impact of BPNs on the commitment to self-employed or salaried-employment across countries were examined using PROCESS macro 2.16. Findings The findings revealed that the self-employed exhibit higher commitment to their current form of employment than the salary-employed. The satisfaction of needs for autonomy and competence were associated with higher levels of commitment to self-employment than to salary-employment across the three countries. The need for relatedness was also strongly associated with commitment to self-employment much more than to salary-employment for Ugandan and Kenyan participants; but not for the German participants. Originality/value Persistence in self-employment is essential not only for individuals to remain employed but also as a pathway to achieving career success. However, research has paid limited attention to persistence in self-employment. This research contributes to the understanding of antecedents for commitment to self-employment across countries, and therefore what should be done to enable particularly young individuals to stay self-employed. Moreover, the study also examines whether these antecedents have similar effects among individuals in salaried-employment.

scholarly journals Them, Us, and I: How Group Contexts Influence Basic Psychological Needs

2019 ◽  
Vol 29 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Frank J. Kachanoff ◽  
Michael J. A. Wohl ◽  
Richard Koestner ◽  
Donald M. Taylor
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Social Identities ◽  
The Self ◽  
Self Determination ◽  
Psychological Theories

Here, we integrate two influential psychological theories: social-identity theory and self-determination theory. Whereas social-identity theory considers how social identities impact the self, self-determination theory elucidates the psychological necessity of feeling related, competent, and autonomous. In this article, we outline and provide justification for a unified theoretical framework that considers how perceptions of personal relatedness, competence, and autonomy are influenced by perceptions that one’s social group is related, competent, and autonomous.

scholarly journals Disordered eating behaviors through the lens of self-determination theory

2018 ◽  
Vol 14 (3) ◽  
pp. 571-580 ◽  
Author(s):  
Catherine Bégin ◽  
Annie Fecteau ◽  
Marilou Côté ◽  
Alexandra Bédard ◽  
Caroline Senécal ◽  
...  
Keyword(s):  
Disordered Eating ◽  
Eating Behaviors ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Disordered Eating Behaviors ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction

This study aimed to verify a conceptual model of eating regulation based on the Self-Determination Theory. This model suggests that basic psychological needs satisfaction is related to general self-determined motivation and autonomous regulation toward eating, which in turn are associated with less disordered eating behaviors and attitudes and better satisfaction with life. Two hundred thirty-nine women without an eating disorder completed self-reported questionnaires. The hypothesized model was tested with a serial multiple mediation analysis using PROCESS macro. The overall indirect effect of basic psychological needs satisfaction on life satisfaction through the three mediators, i.e. general motivation, regulation of eating behaviors, and eating behaviors and attitudes, was significant. Results are coherent with the Self-Determination Theory and add to past research by suggesting that basic psychological needs satisfaction might be a key target when addressing women’s disordered eating behaviors and attitudes.

scholarly journals Predicting Bullying through Motivation and Teaching Styles in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 87 ◽  
Author(s):  
Carlos Montero-Carretero ◽  
David Barbado ◽  
Eduardo Cervelló
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Bullying Perpetration ◽  
Predictor Model

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.

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