scholarly journals Reliability and Validity of the Chinese Nine-Item Basic Psychological Need Satisfaction Scale Based on Self-Determination Theory With Older Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuting Yang ◽  
Miao Yao ◽  
Yongwei Yang ◽  
Qiong Ye ◽  
Ting Lin
Keyword(s):  
Older Adults ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Internal Reliability ◽  
Satisfaction Scale ◽  
Validity Criterion

Background: Self-determination theory distinguishes three basic human psychological needs: competence, relatedness, and autonomy. The measurement of these needs in populations of older adults has been limited and inadequate. Yet, results from such an assessment are likely to be valuable in policymaking, specifically toward the goal of healthy aging.Aim: The objective of this study was to test the reliability and validity of the Chinese version of the Basic Psychological Need Satisfaction Scale (BPNS) based on self-determination theory with older adults.Methods: A total of 809 older adults were invited to participate in this study. We examined the item analysis, internal reliability, factorial validity, criterion validity, and measurement invariance across sex of a Chinese translation of the BPNS.Results: The findings demonstrated that the scale had a good factorial validity, criterion validity, and satisfactory internal reliability. All the items were qualified according to item analysis (p < 0.001). The Cronbach’s α coefficient for the total scale was 0.877. The coefficients of three subscales were 0.826 (autonomy), 0.807 (competence), and 0.847 (relatedness). Exploratory factor analysis indicated three factors that explained 75.12% of the total variance. Confirmatory factor analysis showed measurement fit exceeded the recommended criteria in all the cases. Measurement invariance analysis manifested that the factor loadings, factor variances and covariances, and residuals to measurement structure were invariant across the male and female participants.Conclusion: The Chinese version of the BPNS based on self-determination theory was proven to be reliable and valid. The usability of the scale to assess the satisfaction of the basic psychological needs of older adults in China was demonstrated.

Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

2012 ◽  
pp. 84-108 ◽  
Author(s):  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Psychological Health ◽  
Basic Needs ◽  
Empirical Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Social Contexts ◽  
Need Satisfaction ◽  
Self Determination ◽  
Human Beings

Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.

scholarly journals Self-Determination Theory and First-Episode Psychosis: A Replication

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Nicholas J. K. Breitborde ◽  
Cindy Woolverton ◽  
R. Brock Frost ◽  
Nicole A. Kiewel
Keyword(s):  
Psychotic Disorders ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
First Episode Psychosis ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
First Episode ◽  
Episode Psychosis

Self-determination theory (SDT) posits that human well-being depends on the satisfaction of three basic psychological needs: autonomy, competence, and relatedness. Although many scholars have suggested that SDT may be relevant to psychotic disorders, only one empirical study of SDT in individuals with psychosis has been completed to date by Breitborde and colleagues (2012). This study revealed that individuals with first-episode psychosis reported lower satisfaction of the three basic psychological needs as compared to individuals without psychosis. Moreover, greater satisfaction of basic psychological needs was modestly associated with lower general symptoms (e.g., anxiety and depression), greater social functioning, and better quality of life. Thus, the goal of this project was to replicate Breitborde et al.’s (2012) investigation of basic psychological need satisfaction among individuals with first-episode psychosis. Our results supported the conclusion that individuals with first-episode psychosis report lower autonomy, competence, and relatedness than individuals without psychosis. Moreover, our results comport with the finding that greater need satisfaction was associated with less severe symptomatology and better social functioning and quality of life. In total, the findings lend further credence to the hypothesis that SDT may help to inform the development of improved clinical services for individuals with psychotic disorders.

scholarly journals The role of basic psychological needs in the perception of job insecurity

2019 ◽  
Vol 70 (1) ◽  
pp. 54-59
Author(s):  
Jasmina Knežević ◽  
Tatjana Krstić
Keyword(s):  
Job Insecurity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Assessment ◽  
Satisfaction Scale ◽  
Perception Of Threat ◽  
Perceived Job Insecurity

AbstractThe aim of this study was to investigate whether satisfied basic psychological needs reduce the perception of threat generated by job insecurity, defined as self-assessment of the availability of the working role to its performers in the foreseeable future. The study included 310 participants employed in 24 companies, who completed the Perception of Job Insecurity Scale and Need Satisfaction Scale. The hypotheses were tested with multiple regression analyses. The results point to the importance of two basic needs – Autonomy and Competence – as factors that reduce the level of perceived job insecurity. This study broadens the understanding of personality resources as factors that moderate the perception of job insecurity and confirms the self-determination theory in the organisational context. Satisfying the needs for autonomy and competence can serve as a basis for interventions aimed at strengthening resilience to stress in employees.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

2021 ◽  
Author(s):  
Shannon S C Herrick ◽  
Meredith A Rocchi ◽  
Shane N Sweet ◽  
Lindsay R Duncan
Keyword(s):  
Physical Activity ◽  
Effect Size ◽  
Vigorous Physical Activity ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

Self-Determination Theory and Its Relation to Organizations

2020 ◽  
Author(s):  
Anja H. Olafsen ◽  
Edward L. Deci
Keyword(s):  
Environmental Factors ◽  
Work Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Workplace Conditions ◽  
Social Environmental ◽  
Social Environmental Factors

Self-determination theory (SDT) is a macro theory of human motivation that utilizes concepts essential for organizational psychology. Among the concepts are types and quality of motivation and basic (i.e., innate and universal) psychological needs. Further, the theory has specified social-environmental factors that affect both the satisfaction versus frustration of the basic psychological needs and the types of motivation. The social-environmental factors concern ways in which colleagues, employees’ immediate supervisors, and their higher-level managers create workplace conditions that are important determinants of the employees’ motivation, performance, and wellness. In addition, SDT highlights individual differences that also influence the degrees of basic need satisfaction and the types of motivation that the employees display. This theoretical framework has gained increasingly attention within the context of work the last 15 years, showcasing the importance of basic psychological needs and type of work motivation in explaining the relation from workplace factors to work behaviors, work attitudes and occupational health.

An Empirical Investigation of the Employee Work Passion Appraisal Model Using Self-Determination Theory

2018 ◽  
Vol 20 (2) ◽  
pp. 148-168 ◽  
Author(s):  
Anaïs Thibault-Landry ◽  
Richard Egan ◽  
Laurence Crevier-Braud ◽  
Lara Manganelli ◽  
Jacques Forest
Keyword(s):  
Human Resource Development ◽  
Cognitive Appraisals ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Work Passion ◽  
Psychological Need Satisfaction

The Problem Employee work passion theory offers an appraisal-based approach that explains how work passion is formulated in individuals. Self-determination theory postulates that the satisfaction of three basic psychological human needs (competence, relatedness, and autonomy) is essential for individuals to flourish and thrive at work. The role of basic psychological need satisfaction in the employee work passion appraisal process is yet to be examined. The Solution We investigated the relations between employees’ cognitive appraisals of their work environment characteristics (work cognitions), their basic psychological need satisfaction, and their work intentions. Our study provided empirical evidence showing that employees’ cognitive appraisals of work characteristics such as job autonomy, task variety, meaningful work, and performance expectations were positively related to basic psychological need satisfaction, which, in turn, positively impacted their work intentions, thus indicating the subjective experience of work passion. The Stakeholders Results suggest that organizational leaders, supervisors, and human resource development (HRD) practitioners could develop interventions that promote specific workplace characteristics and are aimed at contributing to the fulfillment of employees’ basic psychological needs. In so doing, employees and stakeholders could benefit from the individual and organizational outcomes that flow from employees experiencing greater work passion.

scholarly journals Generational differences in workplace motivation

2018 ◽  
Vol 16 ◽  
Author(s):  
Marita M. Heyns ◽  
Marilyn D. Kerr
Keyword(s):  
Generational Differences ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Generational Cohorts ◽  
Motivational Strategies ◽  
Cross Sectional Survey ◽  
Workplace Setting

Orientation: Despite increasing age diversity in the workforce, organisations still know relatively little about how potentially diverging motivational needs of the various generations might influence motivational strategies and organisational performance.Research purpose: To explore the relationship between multigenerational workforces and employee motivation within a South African workplace setting from a self-determination theory perspective.Motivation for the study: The pursuit of performance excellence requires an understanding of the enablers of optimal performance. In South Africa, the workplace landscape is changing fast as younger generations are joining the workforce in rapidly growing numbers. These younger employees are often believed to differ quite drastically from the older generations in terms of their values and priorities, which necessitates a deeper understanding of the motivational drivers of the different cohorts as these manifest within a workplace environment.Research approach/design and method: A cross-sectional survey approach and a quantitative research design were used (N = 164). Two questionnaires founded on self-determination theory were administered, namely the Work-Related Basic Need Satisfaction Scale and the Work Extrinsic and Intrinsic Motivation Scale.Main findings: Findings contradict the popular notion that generational cohorts differ significantly from each other in terms of diverging intrinsic and extrinsic motivational preferences that may influence their behaviour at work. With regard to the degrees of satisfaction of the basic psychological needs that drive autonomous, intrinsically motivated behaviour specifically, no practically significant differences were found either. There was, however, one notable difference, namely in the indicated degree of satisfaction of the psychological need for autonomy between Generation Y and Generation X cohorts.Practical/managerial implications: Management is advised to cultivate a motivational climate that promotes autonomously motivated behaviour in general and to focus on specific known individual motivational preferences that may exist within groups rather than approaching generational cohorts as homogenous groups.Contribution/value-add: This study contributes to the limited research regarding similarities and differences in the intrinsic versus extrinsic motivational stance of three different generations as these manifest within a workplace setting in an emerging economy country. Findings afford management insight into motivational processes that are most influential among generational cohorts and assist them in adapting suitable motivational strategies that can ultimately improve retention of valued employees.

Large-scale school reform as viewed from the self-determination theory perspective

2009 ◽  
Vol 7 (2) ◽  
pp. 244-252 ◽  
Author(s):  
Edward L. Deci
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Large Scale ◽  
School Personnel ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Successful School

Successful school reform requires that administrators, teachers, and students internalize the value of improved teaching and learning and of the policies, structures, procedures, and behaviors implicit in the reform. This is most likely to happen when school personnel and students experience satisfaction of their basic psychological needs for autonomy, competence, and relatedness while planning and implementing the reform. When the components of a reform are relatively flexible rather than rigid and when the processes through which the reform is introduced and implemented are autonomy supportive, people will experience greater need satisfaction and will be more likely to internalize and endorse the reform. This article focuses on one approach to comprehensive school reform, namely, First Things First, and examines it in terms of self-determination theory principles.

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

2021 ◽  
pp. 003151252110008
Author(s):  
José Roberto Andrade do Nascimento Junior ◽  
Gabriel Lucas Morais Freire ◽  
Ricardo T. Quinaud ◽  
Daniel Vicentini de Oliveira ◽  
Lorcan Donal Cronin
Keyword(s):  
Life Skills ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Demographic Variables ◽  
Need Satisfaction ◽  
Self Determination ◽  
Skills Development ◽  
Life Skills Development ◽  
Identified Regulation

This study investigated whether a large sample of youth participants’ life skills development through sport was impacted by demographic variables and/or variables based on self-determination theory. Participants were 461 Brazilian youth sport (325 boys; 136 girls) aged 10–17 years ( Mage = 15.12, SD = 1.44). Participants completed a self-report research survey to assess demographic variables, coach autonomy support, basic need satisfaction, and sport motivation. We analyzed data using cluster analysis, a chi-square test and multivariate analysis of variance. We found that sport participants in the high life skills development cluster were older ( p = .007) and had more years of sport experience ( p = .032). Compared to the low life skills development cluster, sports participants in the high life skills development cluster displayed higher scores for coach’s autonomy support ( p = .001), autonomy satisfaction ( p = .002), competence satisfaction ( p = .001), relatedness satisfaction ( p = .001), and identified regulation ( p = .023). In practice, these findings indicate that coaches should seek to satisfy participants’ three basic psychological needs and encourage an identified regulation form of motivation when trying to promote participants’ life skills development through sport.

Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students’ Insights Into Effective Instruction

2020 ◽  
pp. 009862832097727
Author(s):  
Lauren Hensley ◽  
Robin Sayers ◽  
Anna Brady ◽  
Jessica Cutshall
Keyword(s):  
College Students ◽  
Academic Success ◽  
Personal Development ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Self Determination ◽  
Learning To Learn ◽  
Psychological Need ◽  
Learner Centered

Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students’ personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from the perspectives of college students and in their own words. We analyzed end-of-semester evaluations in 10 sections of a learning-to-learn course offered through an educational psychology program at a large public university. The findings highlighted how instructional features, intellectual experiences, and teaching practices supported autonomy, competence, and relatedness. The 10 themes emerging from the analysis can be used to understand self-determination theory in practice and guide learner-centered instruction.

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