scholarly journals Social Support, Responsibility, and Organizational Procrastination: A Mediator Role for Basic Psychological Needs Satisfaction

Author(s):  
Parvaneh Amarloo ◽  
Hossein Shareh
2020 ◽  
Author(s):  
Ryszard Poprawa ◽  
Bianka Lewandowska ◽  
Marta Rokosz ◽  
Katarzyna Tabiś ◽  
Maciej Barański

Background: The global epidemic of SARS-CoV-2 caused various deprivations and threats and forced the implementation of drastic restrictions in the whole world, including Poland. Objectives: Recognizing the consequences of the epidemic in the context of basic psychological needs satisfaction and frustration, the level of experienced stress, and the use of coping strategies.Design: The results of the pre-epidemic group (N = 626; aged 18 - 40) were compared with the results of the epidemic group (N = 282; aged 17 - 44). The following tests were used; BPNS&FS (Chen et al., 2015), PSS (Cohen et al., 1983), and COPE (Carver et al., 1989).Results: Women from the epidemic group reported higher levels of stress, lower satisfaction and higher frustration of autonomy and competence than the control group. Men from the epidemic group differed from the control group only by a higher frustration of autonomy. We found significant differences in coping strategy preference. The epidemic group was characterized by the following strategies: acceptance, mental disengagement, restraint, positive reinterpretation and growth, use of emotional social support, and use of humor.Conclusions: The results are consistent with previously documented reactions to uncontrolled and critical stressors and indicate the adaptability of undertaken coping efforts.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abderrahim Benlahcene ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim

PurposeThe purpose of this paper is to examine the associations between students' basic psychological needs satisfaction, including novelty satisfaction, and the four aspects of student engagement.Design/methodology/approachData were collected from a total sample of 743 undergraduate students from three public universities in northern Malaysia. Structural equation modelling (SEM) was used to analyse the data.FindingsCompetence and relatedness were positively related to the four aspects of student engagement, while autonomy satisfaction was found to relate to agentic engagement. Novelty satisfaction, on the other hand, is related positively with behavioural, emotional and cognitive engagement.Research limitations/implicationsThe results provide a new understanding on the importance of novelty satisfaction alongside existing needs in self-determination theory (SDT) in enhancing student engagement.Practical implicationsEducators are encouraged to develop strategies to provide novelty support and facilitate students' basic needs satisfaction in order to establish a motivational learning environment that vitalises students' engagement.Originality/valueThis study breaks new ground by testing the unique relationships of novelty satisfaction along with the psychological needs for autonomy, competence and relatedness, with the four aspects of student engagement in higher education.


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