Foundational tests of the need-support model: A framework for bridging regulatory focus theory and self-determination theory

Self Determination ◽

Future Research ◽

Regulatory Focus Theory ◽

Performance Task ◽

Need Support ◽

Focus Theory ◽

Support Model ◽

A Performance

This paper introduces the need-support model, which proposes that regulatory focus can affect subjective support for the needs proposed by self-determination theory (autonomy, competence, and relatedness) and support of these needs can affect subjective labeling of experiences as promotion-focused and prevention-focused. Three studies tested these hypotheses (N = 2,114). Study 1 found that people recall more need support in promotion-focused experiences than in prevention-focused experiences, and need support in their day yesterday (with no particular regulatory focus) fell in between. Study 2 found that experiences of higher need support were more likely to be labeled as promotion-focused rather than prevention-focused, and that each need accounted for distinct variance in the labeling of experiences. Study 3 varied regulatory focus within a performance task and found that participants in the promotion condition engaged in need-support inflation, whereas participants in the prevention condition engaged in need-support deflation. Directions for future research are discussed.

Foundational Tests of the Need-Support Model

Personality and Social Psychology Bulletin ◽

10.1177/0146167216684132 ◽

2017 ◽

Vol 43 (3) ◽

pp. 313-328 ◽

Cited By ~ 14

Author(s):

Leigh Ann Vaughn

Keyword(s):

Regulatory Focus ◽

Self Determination ◽

Future Research ◽

Performance Task ◽

Need Support ◽

Support Model ◽

A Performance

This article introduces the need-support model, which proposes that regulatory focus can affect subjective support for the needs proposed by self-determination theory (autonomy, competence, and relatedness), and support of these needs can affect subjective labeling of experiences as promotion-focused and prevention-focused. Three studies tested these hypotheses ( N = 2,114). Study 1 found that people recall more need support in promotion-focused experiences than in prevention-focused experiences, and need support in their day yesterday (with no particular regulatory focus) fell in between. Study 2 found that experiences of higher need support were more likely to be labeled as promotion-focused rather than prevention-focused, and that each need accounted for distinct variance in the labeling of experiences. Study 3 varied regulatory focus within a performance task and found that participants in the promotion condition engaged in need-support inflation, whereas participants in the prevention condition engaged in need-support deflation. Directions for future research are discussed.

Distinguishing between Need Support and Regulatory Focus with LIWC

10.31234/osf.io/a6f7u ◽

2019 ◽

Author(s):

Leigh Ann Vaughn

Keyword(s):

Social Relationships ◽

Regulatory Focus ◽

Self Determination ◽

Regulatory Focus Theory ◽

Research Support ◽

Need Support ◽

Theory Research ◽

Focus Theory ◽

Support Model

The need-support model bridges regulatory focus theory and self-determination theory. Research on this model has shown that support of needs for autonomy, competence, and relatedness (key constructs in self-determination theory) is higher in experiences of pursuing hopes versus duties (key constructs in regulatory focus theory). The current research used LIWC 2015’s standard dictionary to examine differences between descriptions of high and low support of these needs (N = 941), descriptions of pursuing hopes and duties (N = 1,047), high need support and hopes, and low need support and duties. As expected, descriptions of high need support and hopes were more emotionally positive than low need support and duties, whereas high need support and duties showed more attention to social relationships than low need support and hopes. These and additional findings of this research support the need-support model’s proposal that regulatory focus and need support do not reduce to each other.

Foundational Tests of the Need-Support Model: A Framework for Bridging Regulatory Focus Theory and Self-Determination Theory

Journal of Open Psychology Data ◽

10.5334/jopd.30 ◽

2017 ◽

Vol 5 ◽

Cited By ~ 2

Author(s):

Leigh Ann Vaughn

Keyword(s):

Regulatory Focus ◽

Self Determination ◽

Regulatory Focus Theory ◽

Need Support ◽

Focus Theory ◽

Support Model

Distinguishing Between Need Support and Regulatory Focus with LIWC

Collabra Psychology ◽

10.1525/collabra.185 ◽

2019 ◽

Vol 5 (1) ◽

Cited By ~ 1

Author(s):

Leigh Ann Vaughn

Keyword(s):

Social Relationships ◽

Regulatory Focus ◽

Self Determination ◽

Regulatory Focus Theory ◽

Research Support ◽

Need Support ◽

Theory Research ◽

Focus Theory ◽

Support Model

The need-support model bridges regulatory focus theory and self-determination theory. Research on this model has shown that support of needs for autonomy, competence, and relatedness (key constructs in self-determination theory) is higher in experiences of pursuing hopes versus duties (key constructs in regulatory focus theory). The current research used LIWC 2015’s standard dictionary to examine differences between descriptions of high and low support of these needs (N = 941), descriptions of pursuing hopes and duties (N = 1,047), high need support and hopes, and low need support and duties. As expected, descriptions of high need support and hopes were more emotionally positive than low need support and duties, whereas high need support and duties showed more attention to social relationships than low need support and hopes. These and additional findings of this research support the need-support model’s proposal that regulatory focus and need support do not reduce to each other.

Feeling socially connected and focusing on growth: Relationships with well-being during a major holiday in the COVID-19 pandemic

10.31234/osf.io/shnk7 ◽

2021 ◽

Author(s):

Leigh Ann Vaughn ◽

Patricia Burkins ◽

Rachael D. Chalachan ◽

Janak Judd ◽

Chase A. Garvey ◽

...

Keyword(s):

Regulatory Focus ◽

Growth Promotion ◽

Well Being ◽

Self Determination ◽

Regulatory Focus Theory ◽

Persuasive Messages ◽

Promotion Focus ◽

Face To Face ◽

Numerous major holidays celebrate socially gathering in person. However, in major holidays that happened during the pandemic, desires to nurture relationships and maintain holiday traditions often conflicted with physical distancing and other measures to protect against COVID-19. The current research sought to understand well-being during American Thanksgiving in 2020, which happened eight months into the COVID-19 pandemic, after months of physical distancing and stay-at-home orders. American Thanksgiving is a major holiday not limited to any religion. We asked 404 American adults how they spent Thanksgiving Day and to report on their experiences of that day. Predictors of well-being that we drew from self-determination theory were satisfaction of the fundamental needs for social connection (relatedness), for doing what one really wants (autonomy), and for feeling effective (competence). The predictors of well-being that we drew from regulatory focus theory were a focus on growth (promotion), and a focus on security (prevention). We found that feeling socially connected and focusing on growth related most strongly to well-being. Additionally, participants who saw even one other person face-to-face reported significantly higher relatedness satisfaction, promotion focus, and well-being than those who did not. Our research could help construct persuasive messages that encourage nurturing close relationships at major holidays while remaining safe against the virus.

The Motivation Factors of Participants in International Conference and Effects on the Participation Decision Attitude : Applying to Self-determination Theory and Regulatory Focus Theory

The Journal of Internet Electronic Commerce Resarch ◽

10.37272/jiecr.2021.04.21.2.79 ◽

2021 ◽

Vol 21 (2) ◽

pp. 79-101

Author(s):

So Yeon Kim ◽

Yerin Yhee ◽

Chulmo Koo

Keyword(s):

Regulatory Focus ◽

Self Determination ◽

Regulatory Focus Theory ◽

International Conference ◽

Motivation Factors ◽

Participation Decision ◽

Feeling Socially Connected and Focusing on Growth: Relationships With Wellbeing During a Major Holiday in the COVID-19 Pandemic

Frontiers in Psychology ◽

10.3389/fpsyg.2021.710491 ◽

2021 ◽

Vol 12 ◽

Author(s):

Leigh Ann Vaughn ◽

Patricia G. Burkins ◽

Rachael D. Chalachan ◽

Janak K. Judd ◽

Chase A. Garvey ◽

...

Keyword(s):

Regulatory Focus ◽

Close Relationships ◽

Growth Promotion ◽

Self Determination ◽

Regulatory Focus Theory ◽

Persuasive Messages ◽

Promotion Focus ◽

Face To Face ◽

Numerous major holidays celebrate socially gathering in person. However, in major holidays that happened during the pandemic, desires to nurture relationships and maintain holiday traditions often conflicted with physical distancing and other measures to protect against COVID-19. The current research sought to understand wellbeing during American Thanksgiving in 2020, which happened 8months into the COVID-19 pandemic, after months of physical distancing and stay-at-home orders. American Thanksgiving is a major holiday not limited to any religion. We asked 404 American adults how they spent Thanksgiving Day and to report on their experiences of that day. Predictors of wellbeing that we drew from self-determination theory were satisfaction of the fundamental needs for social connection (relatedness), for doing what one really wants (autonomy), and feeling effective (competence). The predictors of wellbeing that we drew from regulatory focus theory were a focus on growth (promotion), and a focus on security (prevention). We found that feeling socially connected and focusing on growth related most strongly to wellbeing. Additionally, participants who saw even one other person face-to-face reported significantly higher relatedness satisfaction, promotion focus, and wellbeing than those who did not. Our research could help construct persuasive messages that encourage nurturing close relationships at major holidays while remaining safe against the virus.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0150 ◽

2015 ◽

Vol 37 (4) ◽

pp. 353-366 ◽

Cited By ~ 7

Author(s):

Lynn Van den Berghe ◽

Isabel B. Tallir ◽

Greet Cardon ◽

Nathalie Aelterman ◽

Leen Haerens

Keyword(s):

Student Engagement ◽

Physical Education ◽

Self Determination ◽

Future Research ◽

Physical Education Teachers ◽

Teaching Behavior ◽

Need Support ◽

Teachers And Students ◽

Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

Affective Influences on Creativity in Teams

The Oxford Handbook of Group Creativity and Innovation ◽

10.1093/oxfordhb/9780190648077.013.7 ◽

2019 ◽

pp. 102-117

Author(s):

March L. To ◽

Cynthia D. Fisher

Keyword(s):

Creative Process ◽

Regulatory Focus ◽

Thinking Styles ◽

Future Research ◽

Positive And Negative Affect ◽

Regulatory Focus Theory ◽

Multiple Levels ◽

Affective Influences ◽

Relationship Of ◽

Both affect and creativity have been recognized as constructs operating at multiple levels. This chapter addresses the complicated relationship of affect to creativity at three levels: within-person over time, in dyads, and in groups. First, it provides an integrative review of affect-creativity relationships at each level, concluding that the different thinking styles triggered by positive and negative affect may both be helpful for creativity. It suggests that effects may depend on stage in the creative process as well as diversity in affect within a dyad or group. Second, it draws on regulatory focus theory to provide a more task-specific typology of affect and explore likely effects on creativity. Specifically, it develops propositions to explain why and how promotion-focused affect (e.g., excitement) and prevention-focused affect (e.g., worry) may come together to foster creativity in different stages of the creative process at the within-person, dyad, and group levels. It concludes with questions for future research at each level.