The Effects of Adult Attachment on Psychological Well-Being: The Mediating Role of Coping Strategies and The Satisfaction of Basic Psychological Needs

2019 ◽  
Vol 31 (4) ◽  
pp. 1139-1164
Author(s):  
Sung-Min Yoon
Keyword(s):  
Coping Strategies ◽  
Adult Attachment ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Well Being ◽  
Mediating Role

Prosocial tendencies and subjective well-being: The mediating role of basic psychological needs satisfaction

2021 ◽  
Vol 49 (5) ◽  
pp. 1-10
Author(s):  
Linlin Feng ◽  
Lelin Zhang
Keyword(s):  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Three Dimensions ◽  
Subjective Well Being ◽  
Mediating Role ◽  
Needs Satisfaction ◽  
Prosocial Tendencies ◽  
Basic Psychological Needs Satisfaction

We linked self-determination theory and prosociality, and explored the mediating role of three dimensions of basic psychological needs satisfaction, namely, competence, autonomy, and relatedness, in the relationship between prosocial tendencies and subjective well-being. We explored these relationships using a cross-sectional research design with 1,106 Chinese adults. Results show that the public prosocial tendencies of men (vs. women) were higher, and competence, autonomy, and relatedness mediated the positive relationship between prosocial tendencies and subjective well-being. The indirect effect of relatedness was stronger than those of competence and autonomy, demonstrating the importance of relatedness in a collectivistic society like China. Our findings deepen understanding of the underlying mechanisms between prosociality and subjective well-being as mediated by basic psychological needs satisfaction, and may encourage people to engage in prosocial behavior.

Adult Attachment and Psychological Well-Being: The Mediating Role of Personality

2018 ◽  
Vol 26 (1) ◽  
pp. 41-56 ◽  
Author(s):  
Rosario J. Marrero-Quevedo ◽  
Pedro J. Blanco-Hernández ◽  
Juan A. Hernández-Cabrera
Keyword(s):  
Adult Attachment ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role

scholarly journals Risk Perception of COVID-19, Meaning-Based Resources and Psychological Well-Being amongst Healthcare Personnel: The Mediating Role of Coping

2020 ◽  
Vol 9 (10) ◽  
pp. 3225 ◽  
Author(s):  
Dariusz Krok ◽  
Beata Zarzycka
Keyword(s):  
Risk Perception ◽  
Coping Strategies ◽  
Well Being ◽  
Healthcare Personnel ◽  
Personal Factors ◽  
Psychological Well Being ◽  
Mediating Role ◽  
And Coping ◽  
The Relationship

The well-being of healthcare personnel during the COVID-19 pandemic depends on the ways in which they perceive the threat posed by the virus, personal resources, and coping abilities. The current study aims to examine the mediating role of coping strategies in the relationship between risk perception of COVID-19 and psychological well-being, as well as the relationship between meaning-based resources and psychological well-being amongst healthcare personnel in southern Poland. Two hundred and twenty-six healthcare personnel who worked in hospitals, outpatient clinics, and medical laboratories during the first few months of the coronavirus pandemic (March–May 2020) filled in questionnaires measuring risk perception of COVID-19, meaning-based resources, coping, and psychological well-being. The results demonstrate that risk perception was negatively related to psychological well-being, whereas meaning-based resources were positively associated with well-being. Two coping strategies—problem-focused and meaning-focused coping—mediated the relationship between risk perception and psychological well-being as well as the relationship between meaning-based resources and psychological well-being. This indicates that perception processes and personal factors do not directly influence healthcare personnel’s psychological well-being, but rather they do indirectly through coping processes.

Examining the Relationship between Social Class and Well-Being in Chinese Adolescents: The Mediating Role of Basic Psychological Needs

2021 ◽  
pp. 0044118X2110011
Author(s):  
Yuzhuo Zhang ◽  
Wei Zhao ◽  
Tong Jiang ◽  
Xuhai Chen ◽  
Yangmei Luo
Keyword(s):  
Social Class ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediating Role ◽  
Psychological Mechanism ◽  
The Relationship ◽  
Basic Psychological Needs Satisfaction

Considerable evidence has shown that social class has a positive relationship with well-being. However, little research has examined this connection in detail, particularly as it relates to the context of adolescence. The present study builds on the framework of Self-Determination Theory, to delineate the psychological mechanism underlying this relationship in adolescents. Study 1 explored the correlation between objective social class and hedonic well-being with national adolescent data ( n = 944) from the China Family Panel Studies. The results showed that objective social class was positively correlated with hedonic well-being. Study 2 more fully examined the correlation and potential mechanism of the relationship between social class and hedonic/eudaimonic well-being among 625 adolescents. The results confirmed that social class is correlated with hedonic/eudaimonic well-being and that basic psychological needs satisfaction (BPNS) fully mediates the relationships between them. These findings emphasize the role of BPNS in this relationship among adolescents.

scholarly journals Teacher’s Provided Feedback and Students’ Dropout Intentions: the Role of Basic Psychological Needs

Pedagogika ◽  
2017 ◽  
Vol 128 (4) ◽  
pp. 97-113
Author(s):  
Saulė Raižienė ◽  
Ingrida Gabrialavičiūtė ◽  
Renata Garckija ◽  
Laurynas Kalesinskas
Keyword(s):  
Academic Motivation ◽  
Social Factor ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Students ◽  
Psychological Need ◽  
Mediating Role ◽  
Educational Domain

Teacher’s feedback is one of the most important factors in educational domain and is crucial in students’ academic motivation, performance and well-being at school. Students’ dropout from school is a common problem in many educational settings. Students who form dropout intentions can in the future act on these intentions. Self-determination theory is useful in explaining the ways how teacher’s feedback can influence the dropout intentions through satisfaction and thwarting of basic psychological needs for autonomy, competence, and relatedness. The goal of this study is to analyze the mediating role of basic psychological needs satisfaction and frustration in the relationships between positive and negative teacher’s feedback and student’s dropout intentions. The participants were 682 (aged 14–18; 49.1% females) students of I–III gymnasium grades from 7 schools. The results showed that only negative teacher’s feedback and the frustration of need for relatedness predicted dropout intentions. When teachers provide negative feedback, the students’ need for relatedness is frustrated and they are more likely to form dropout intentions. Even though the positive teacher’s feedback increases the satisfaction of students’ needs for autonomy, competence and relatedness, it does not predict dropout intentions. Finally, the results provided support for the assumed meditational role of one of the basic psychological need thwarting in teachers’ behavior as social factor to negative educational outcomes.

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