The Mediating Effect of Self-determination in the Relationship Between Latent Types of Basic Psychological Needs and Career Maturity in Early Adolescence

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

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Can Trait Mindfulness Improve Job Satisfaction? The Relationship Between Trait Mindfulness and Job Satisfaction of Preschool Teachers: The Sequential Mediating Effect of Basic Psychological Needs and Positive Emotions

Frontiers in Psychology ◽

10.3389/fpsyg.2021.788035 ◽

2021 ◽

Vol 12 ◽

Author(s):

Zhanmei Song ◽

Baocheng Pan ◽

Youli Wang

Keyword(s):

Job Satisfaction ◽

Positive Emotions ◽

Preschool Teachers ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Mediating Effect ◽

Trait Mindfulness ◽

Satisfaction Scale ◽

Indirect Impact ◽

The Relationship

Objective: This study aims to explore the relationship between basic psychological needs and positive emotions of preschool teachers between trait mindfulness and job satisfaction.Methods: Three hundred and ninety-eight preschool teachers were tested with mindfulness attention awareness scale, basic psychological needs scale, positive emotion scale, and job satisfaction scale.Results: Preschool teachers trait mindfulness can predict job satisfaction (β = 0.265, p < 0. 001). Preschool teachers trait mindfulness has an indirect impact on job satisfaction through basic psychological needs (β = 0.059, p = 0.002), and preschool teachers trait mindfulness has an indirect impact on job satisfaction through positive emotions (β = 0.123, p < 0. 001). In addition, basic psychological needs and positive emotions play a sequential intermediary role between preschool teachers trait mindfulness and job satisfaction (β = 0.017, p < 0. 001).Conclusion: Basic psychological needs and positive emotions play a sequential mediating role between preschool teachers trait mindfulness and job satisfaction, and this sequential mediating effect accounts for a high proportion of the total effect.

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Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas (Validation and adaptation to the Physical Education context of the

Retos ◽

10.47197/retos.v37i37.71550 ◽

2019 ◽

pp. 167-173

Author(s):

Rubén Trigueros ◽

José Manuel Aguilar-Parra ◽

Josefa González-Santos ◽

Adolfo Javier Cangas

Keyword(s):

Physical Education ◽

Psychometric Properties ◽

Reliability Analysis ◽

Psychological Control ◽

Psychological Needs ◽

Structural Equations ◽

Basic Psychological Needs ◽

Self Determination ◽

Validity And Reliability ◽

The Relationship

El papel que adopte el profesor durante las clases de EF es fundamental para conseguir que el alumnado se implique activamente. El objetivo del estudio consistió en validar y adaptar la Escala Docente de Control Psicológico (PCT) al contexto español de EF, con el fin de tener una escala para medir el control psicológico del profesor sobre el alumnado y analizar la relación existente respecto a las cuatro frustraciones de las necesidades psicológicas. Para responder al objetivo del estudio se han empleado dos muestras independientes pertenecientes a varios centros educativos de secundaria. Para analizar las propiedades psicométricas del PCT se ha realizado un análisis factorial confirmatorio, una análisis de invarianza respecto al género y una análisis de fiabilidad. Para analizar la relación entre el control del docente y la frustración de las cuatro necesidades psicológicas se realizó un modelo de ecuaciones estructurales. Los resultados han apoyado la validez y fiabilidad de la estructura del cuestionario, mostrándose invariante respecto al género. El control psicológico ejercido por el docente actuó como predictor de los factores que integran la frustración de las necesidades psicológicas básicas, estando en línea con los postulados de la teoría de la autodeterminación. Abstract. The role that teachers adopt during PE classes is fundamental to ensure that students are actively involved. The aim of the study was to validate and adapt the Psychological Control Teaching Scale (PCT) to the Spanish context of PE, in order to have a scale to measure teachers’ psychological control over students and to analyze its relationship with the four frustrations of psychological needs. To answer the objective of the study, two independent samples belonging to several secondary schools were selected. To analyze the psychometric properties of the PCT, confirmatory factorial analysis, as well as invariance analysis by gender and reliability analysis were carried out. To analyze the relationship between teachers’ control and frustration of the four psychological needs, a model of structural equations was built. The results supported the validity and reliability of the structure of the questionnaire, the model being invariant by gender. Teachers’ psychological control acted as a predictor of the factors that trigger frustration of basic psychological needs, our outcomes being in line with the postulates of the theory of self-determination.

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The correlation between need satisfaction and learning motivation: A self-determination theory perspective

International Journal of Learning and Teaching ◽

10.18844/ijlt.v8i5.1888 ◽

2017 ◽

Vol 9 (1) ◽

pp. 319-329 ◽

Cited By ~ 2

Author(s):

HU Ping-ying

Keyword(s):

Autonomous Motivation ◽

Self Determination Theory ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Learning Motivation ◽

Self Determination ◽

Confirmatory Factor ◽

Negative Effect ◽

The Relationship

Abstract To examine the relationship between need satisfaction and learning motivation, a survey was conducted in an engineering college in China. Collected data were processed and analyzed via SPSS software; then a confirmatory factor analysis was performed with SEM method. Outcomes of the research indicated that: 1) satisfaction of autonomy and relatedness contributed to autonomous motivation; 2) satisfaction of competence and relatedness helped shift controlled motivation to autonomous motivation; 3) unexpectedly, satisfaction of competence had negative effect on autonomous regulation, as did satisfaction of autonomy on controlled regulation. The outcomes imply that learners’ psychological needs should be satisfied according to their pre-existing types of motivation, and that studies on motivation based on Self-determination Theory (SDT) should take cultural factors into consideration Keywords: SDT, basic psychological needs, self-determined motivation, correlation

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