scholarly journals Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study

2019 ◽  
Vol 28 (3) ◽  
pp. 567-587 ◽  
Author(s):  
Melita Puklek Levpušček ◽  
Anja Podlesek
Keyword(s):  
University Students ◽  
Academic Motivation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Motivational Orientation ◽  
Psychological Need ◽  
Students Satisfaction ◽  
Academic Year ◽  
Study Choice ◽  
Psychological Need Satisfaction

Student motivation represents an important factor in their academic performance. The present study explored university students' academic motivation across the academic year and its relationship with psychological need satisfaction in the study context and academic adjustment. Deci and Ryan's Self-Determination Theory (SDT) presents a theoretical framework of this study. 124 students participated in both waves of data collection. They answered the Academic Motivation Scale, College Version (AMS-C 28) in the fall of the academic year, and seven months later they answered the question about their certainty of study choice and completed again the AMS-C 28. Additionally, they answered the items about their psychological need satisfaction (autonomy, competence, relatedness) in the current academic year and the items about their satisfaction with the study. The results showed that all forms of academic motivation (as distributed along the SDT motivational continuum) remained highly stable within one academic year. More autonomous motivational orientation related to higher perceived satisfaction of psychological needs. Furthermore, it significantly predicted students' satisfaction with the study and certainty about the study choice. When students' satisfaction of psychological needs in the current academic year was entered into the regression model, it predicted satisfaction with the study and certainty in study choice over and above the students' level of autonomous motivation. The study showed the importance of creating learning environments that respond to students' psychological study needs.

scholarly journals Satisfying Students’ Psychological Needs During the COVID-19 Outbreak in German Higher Education Institutions

2021 ◽  
Vol 6 ◽  
Author(s):  
Ziwen Teuber ◽  
Hao Jia ◽  
Thomas Niewöhner
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Academic Work ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Psychological Need ◽  
Institutional Strategies ◽  
Students Satisfaction ◽  
Psychological Need Satisfaction

The COVID-19 outbreak has been a worldwide challenge for the higher education community. Under lockdown measures, meeting students’ needs and encouraging their engagement in academic work have never been more urgent and challenging. In this study, we investigated the relationship between students’ satisfaction with institutional strategies, students’ optimism and pessimism, satisfaction with basic psychological needs, engagement in academic work, intention to drop out from studies, depression, and well-being. We conducted an online self-report study on N = 477 German college and university students (77.25% females, mean age = 23.96 years, SD = 4.78). The results of structural equation models showed that students’ satisfaction with institutional strategies was positively related to their basic psychological need satisfaction and engagement. Students’ optimism was positively associated with need satisfaction and engagement, whereas pessimism was negatively associated with them. Furthermore, students’ academic engagement was negatively linked to dropout intentions, whereas psychological need satisfaction was linked to depression and well-being. The findings of this study suggest that acknowledging students timely about the institutional strategies of examinations and courses and supporting students to engage academic activities are important institutional tasks during crisis.

scholarly journals Level up the life!! Leisure Involvement, Basic Psychological Need Satisfaction and Life Satisfaction among University Students

2021 ◽  
Vol 11 (4) ◽  
pp. 91
Author(s):  
Feyza Meryem Kara ◽  
Halil Sarol
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Regular Exercise ◽  
Exercise Participation ◽  
Psychological Need ◽  
Leisure Involvement ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Leisure participation, life satisfaction, and psychological needs stand out as concepts that are closely related to each other especially in exercise participation. The purpose of this study is to determine and analyze leisure involvement, basic psychological need satisfaction, and life satisfaction level concerning some variables among university students who are regular exercise participants. Study participants comprised a total of 428 university students who were regular exercise participants. The participants, who were chosen using a convenience sampling method, completed the “Modified Involvement Scale” (MIS), “Basic Psychological Needs in Exercise Scale” (BPNES) and Life Satisfaction Scale” (LSS). T-test, MANOVA, and correlation analysis were used to analyze the data. Results indicated that the main effect of gender was significant on “MIS” “BPNES” and “LSS” in favor of male participants. There were significant effects of type of exercise in favor of individual exercise participants. Further, there were statistically significant correlations between all scales. Participation in leisure activities positively affects the person’s perspectives on all areas of life and determines the individual's feelings like autonomy, competency, and feeling more related to their lives. The findings of this study also give useful insights into exercise psychology research and provide suggestions for future research.

scholarly journals Job attitudes as a predictor of work engagement of the lecturing staff at the University of Namibia

2019 ◽  
Vol 17 ◽  
Author(s):  
Wesley R. Pieters ◽  
Ebben Van Zyl ◽  
Petrus Nel
Keyword(s):  
Work Engagement ◽  
Job Attitudes ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Organisational Commitment ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
The University ◽  
Psychological Need Satisfaction

Orientation: Engaged employees contribute to the success and productivity of an organisation. Satisfaction of basic psychological needs and organisational commitment (job attitudes) impact positively on work engagement of the lecturing staff.Research purpose: The purpose of this study was to investigate the effect of basic psychological need satisfaction and organisational commitment on work engagement of the lecturing staff.Motivation for the study: Organisations realise their objectives through their employees. When employees are not satisfied or committed at work, it can result in low levels of work engagement, absenteeism, exhaustion, cynicism, low productivity and turnover.Research approach/design and method: A cross-sectional survey design was used to collect data of the lecturing staff at the University of Namibia (n = 242). Cronbach’s alpha coefficients, Pearson correlation coefficient and multiple regression analyses were used to analyse the data.Main findings: This study found a positive relationship between basic psychological need satisfaction, organisational commitment and work engagement. Normative and affective commitment was found to be significant predictors of vigour, dedication and absorption (work engagement).Practical/managerial implications: Organisations need to include staff members in the decision-making process, allow employees to direct work-related activities, conduct team-building activities, provide training and development activities and regularly assess job satisfaction of the employees.Contribution/value-add: The novelty of this study in Namibia will add to knowledge within industrial or organisational psychology, encourage future research and guide the development of interventions.

scholarly journals The interplay between psychological need satisfaction and psychological need frustration within a work context: A variable and person-oriented approach

2019 ◽  
Vol 44 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Peter C. Rouse ◽  
Philip J. F. Turner ◽  
Andrew G. Siddall ◽  
Julia Schmid ◽  
Martyn Standage ◽  
...  
Keyword(s):  
Psychological Health ◽  
Psychological Functioning ◽  
Online Survey ◽  
Psychological Symptoms ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Psychological Need ◽  
Need Frustration ◽  
Psychological Need Satisfaction

AbstractA plethora of empirical data support a positive (or “brighter”) pathway to optimal human functioning as specified within Basic Psychological Needs Theory (Ryan and Deci in Psychol Inq 11(4):319–33, 2000). Yet, far less is known about the negative (or “darker”) pathway, a process evoking of human dysfunction and ill-being (cf. Vansteenkiste and Ryan in J Psychother Integr 23(3):263, 2013). Further, debate surrounds the independence and interplay between psychological need satisfaction and psychological need frustration and how these dynamic constructs are experienced within individuals. In this work, variable and person-oriented analyses were employed to: (i) investigate the relationships between the basic psychological needs and symptoms of stress, depression and anxiety as well as with life satisfaction; and (ii) identify different psychological need profiles and their relationship with psychological function. Participants (N = 2236; M Age = 42.16 years; SD = 7.8) were UK-based operational firefighters who completed an online survey. Results of regression analyses showed a moderating effect of psychological need satisfaction on the relationship between need frustration and negative psychological symptoms. Latent profile analyses revealed five distinct basic psychological need profiles that carry implications for human psychological functioning. Some support for an asymmetrical relationship between need satisfaction and need frustration emerged (Vansteenkiste and Ryan in J Psychother Integr 23(3):263, 2013), yet, examples of above average need satisfaction and frustration scores were also observed. Worker profiles where psychological need frustration prevailed over need satisfaction had the poorest psychological health.

Attitude Toward Online Relationship Formation and Psychological Need Satisfaction: The Moderating Role of Loneliness

2019 ◽  
Vol 123 (5) ◽  
pp. 1887-1903
Author(s):  
Chin-Siang Ang
Keyword(s):  
Critical Role ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Report ◽  
Relationship Formation ◽  
Psychological Need ◽  
The Relationship ◽  
Moderating Role ◽  
Psychological Need Satisfaction

Our study explores the moderating role of loneliness in the relationship between attitude toward online relationship formation and psychological need satisfaction in online friendships. Participants included 1572 adolescents who completed self-report measures of loneliness, attitude toward online relationship formation, and psychological need satisfaction in online friendships. As hypothesized, attitude toward online relationship formation was positively related to psychological need satisfaction in online friendships. Results of moderation also demonstrated that lonely adolescents would report more positive attitude toward online relationship formation and higher psychological need satisfaction in online friendships compared to adolescents with nonlonely. Overall, these results extend self-determination theory’s contentions regarding the critical role of socialization initiatives to increase the fulfilment of psychological needs for adolescents, regardless of whether the relationship was formed through the Internet or in-person.

scholarly journals Experiences, Attitudes, and Behaviors of the Unemployed: The Role of Motivation and Psychological Needs

2019 ◽  
Vol 123 (4) ◽  
pp. 1117-1144 ◽  
Author(s):  
Leoni van der Vaart ◽  
Anja Van den Broeck ◽  
Sebastiaan Rothmann ◽  
Hans De Witte
Keyword(s):  
Job Search ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Psychological Burden ◽  
Psychological Need ◽  
Need Frustration ◽  
Affective Experiences ◽  
The Unemployed ◽  
Over Time ◽  
Psychological Need Satisfaction

Alleviating the psychological burden of unemployment and preventing the unemployed from withdrawing from the labor market remains a priority for unemployment researchers and practitioners alike. Job search motivation and the differential relationships with experienced psychological need satisfaction (and need frustration) potentially induce different well-being (i.e., experiences), attitudinal outcomes (i.e., employment commitment), and behavioral outcomes (i.e., job search intensity) in unemployment. This study examined if job search motivation relates to the experiences, attitudes, and behavior of the unemployed over time through basic need satisfaction and frustration. In a two-wave study ( nT1 = 461; nT2 = 244), the results demonstrated that job search motivation has no relationship with the affective experiences, attitudes toward employment, and job search behavior over time. It also showed that only controlled motivation and amotivation were significantly related to need frustration. Finally, only psychological need satisfaction, and not the frustration of their needs, was significantly related to affective experiences over time. The implications for unemployment and self-determination theory research are discussed, and recommendations for practitioners are made.

scholarly journals Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

2010 ◽  
Vol 32 (5) ◽  
pp. 655-673 ◽  
Author(s):  
Ian M. Taylor ◽  
Chris Lonsdale
Keyword(s):  
Physical Education ◽  
Cultural Differences ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Subjective Vitality ◽  
Chinese Sample ◽  
Psychological Need ◽  
The Relationship ◽  
Psychological Need Satisfaction

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

Teacher Support Resources, Need Satisfaction and Well-Being

2015 ◽  
Vol 18 ◽  
Author(s):  
Fernando Doménech-Betoret ◽  
Susana Lloret-Segura ◽  
Amparo Gómez-Artiga
Keyword(s):  
Teacher Support ◽  
Well Being ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Model Fit ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Need ◽  
Support Resources ◽  
Psychological Need Satisfaction

AbstractBased on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (β = .74, p < .05), and a negative and significant effect on burnout (β = -.78, p ≤ .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: Δχ2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed.

scholarly journals Intergenerational Transmission of Basic Psychological Need Satisfaction: The Critical Role of Parental Perceptions

2021 ◽  
Author(s):  
Vanessa Kurdi ◽  
Noriaki Fukuzumi ◽  
Ryo Ishii ◽  
Ayame Tamura ◽  
Naoki Nakazato ◽  
...  
Keyword(s):  
Parenting Practices ◽  
Critical Role ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Point Of View ◽  
Parental Perception ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

While studies have documented the importance of basic psychological need satisfaction in parent-child relationships, a gap remains in understanding how parental and adolescent need satisfactions are associated. Using two longitudinal intergenerational datasets (200 parent-adolescent dyads and 408 mother-adolescent dyads; two waves), the study examined whether (1) parents’ need satisfaction predicts adolescents’ need satisfaction (parental needs effect), (2) adolescents’ need satisfaction predicts parents’ need satisfaction (child’s needs effect), and (3) parental perception of adolescent’s need satisfaction, a possibly influential point of view, predicts adolescents’ need satisfaction (parental perception effect). Findings from cross-lagged path models supported only parental perception effects: parents’ T1 perception of their adolescent’s need satisfaction predicted their adolescent’s T2 self-reported need satisfaction, especially for autonomy and competence needs. Furthermore, the effects were not mediated by autonomy-supportive or controlling parenting practices. Findings highlight the importance of parents’ perceptions, which may benefit the design of new interventions on basic psychological needs.

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