scholarly journals Why Victimized Employees Become Less Engaged at Work: An Integrated Model for Testing the Mediating Role of Sleep Quality

2021 ◽  
Vol 18 (16) ◽  
pp. 8468
Author(s):  
Youngeun Chu ◽  
KiYoung Lee ◽  
Eung Il Kim
Keyword(s):  
Sleep Quality ◽  
Structural Equation ◽  
Large Scale ◽  
Self Regulation ◽  
Limited Resource ◽  
Psychological Needs ◽  
Integrated Model ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Impaired Sleep

Recent studies have shown that workplace victimization is negatively related to work engagement. The explanations for the underlying mechanisms, however, are still in a nascent stage. Drawing on the limited resource theory of self-regulation and research on workplace aggression and sleep, we develop and test an integrated model, which explains that victimized employees may have impaired sleep quality and thus have less energy and be less likely to be engaged in their work. The results of logistic regression and structural equation modeling analyses of large-scale survey data collected from 90,272 employees across the years 2010, 2011, 2014, and 2017, indicate that workplace victimization is negatively related to sleep quality and subsequent workplace engagement, even controlling for alternative explanations—job insecurity and basic psychological needs for competence, autonomy, and relatedness. Our findings advance our knowledge on the detrimental consequences of workplace victimization and suggest that, while unmet basic psychological needs matter, impaired sleep quality is one reason why victimized employees find it difficult to engage at work.

scholarly journals Acculturation Stress, Satisfaction, and Frustration of Basic Psychological Needs and Mental Health of Chinese Migrant Children: Perspective from Basic Psychological Needs Theory

2021 ◽  
Vol 18 (9) ◽  
pp. 4751
Author(s):  
Qiang Ren ◽  
Shan Jiang
Keyword(s):  
Mental Health ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Migrant Children ◽  
Equation Modeling ◽  
Acculturation Stress ◽  
Children’S Depression ◽  
Needs Theory

Acculturation stress is prevalent among migrant populations. The current study examines whether acculturation stress influences migrant children’s mental health through the mediators of the satisfaction and frustration of basic psychological needs for autonomy, relatedness, and competence. A sample of 484 migrant children is obtained in Kunming, China using a multi-stage cluster random sampling. Data are analyzed through structural equation modeling in Mplus 8.0. Results indicate that acculturation stress has a direct impact on children’s depression but no significant direct effect on children’s happiness. Acculturation stress also has indirect effects on depression and happiness via the mediators of need satisfaction and frustration. Acculturation stress is negatively associated with need satisfaction and positively associated with need frustration, which is further significantly predictive of children’s happiness and depression. Overall, this study validates the basic psychological needs theory in the context of China’s internal migration. Findings contribute to the understanding of the mechanisms that underlie the relationship between acculturation stress and psychological outcomes and provide practical implications for future interventions.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

An Examination of Student Retention at a 2-Year College Through Structural Equation Modeling

2018 ◽  
Vol 22 (4) ◽  
pp. 550-571
Author(s):  
Leslie C. Hafer ◽  
Nicole M. Gibson ◽  
Travis T. York ◽  
Herbert R. Fiester ◽  
Rudo Tsemunhu
Keyword(s):  
Structural Equation Modeling ◽  
Student Retention ◽  
Structural Equation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
External Support ◽  
Equation Modeling ◽  
Full Time ◽  
College Level ◽  
Grade Point

The purpose of this study was to develop a retention model specific to the 2-year college environment using factors not typically combined with the study of student retention. The study operationalized factors representing the basic psychological needs of autonomy, competence, and relatedness combined with elements of Bean and Metzner’s nontraditional student attrition model. The data were analyzed using structural equation modeling techniques. The results indicated acceptable model fit and small to moderate effects were noted for competence and autonomy with grade point average (GPA). GPA exhibited the sole direct effect on student retention. The results further indicated the student characteristics of full-time enrollment and completion of 30 or more college-level credits combined with GPA explained a higher variance on student retention than did the factors of autonomy, competence, relatedness, external pull, or external support combined.

scholarly journals Goal Striving and Well-Being in Sport: The Role of Contextual and Personal Motivation

2014 ◽  
Vol 36 (5) ◽  
pp. 446-459 ◽  
Author(s):  
Laura C. Healy ◽  
Nikos Ntoumanis ◽  
Jet J.C.S. Veldhuijzen van Zanten ◽  
Nicola Paine
Keyword(s):  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Goal Striving ◽  
Personal Motivation ◽  
Goal Motivation ◽  
Coach Behaviors

This investigation sought to clarify mixed results in the literature exploring coach behaviors, basic psychological needs, goal motivation, and well- and ill-being. Regional-level team sport athletes (N = 241) completed questionnaires on the aforementioned variables at the beginning of the season. A subsample (n = 70) provided saliva samples to assess physical ill-being. At the end of the season, athletes (n = 98) reported their goal motivation and attainment. Structural equation modeling demonstrated that coach behaviors were related to needs satisfaction and thwarting, which were related to autonomous and controlled goal motives respectively. Autonomous motives were related to well- and ill-being; controlled motives were only related to ill-being. Over time, only end-of-season autonomous goal motives were related to goal attainment. The findings provide an insight into how coaches can facilitate optimum goal striving and well-being in their athletes.

scholarly journals The Ratio of Social Activity and Satisfaction of Basic Psychological Needs, Subjective Well-being and Social Frustration of Young People

2020 ◽  
pp. 176-195
Author(s):  
R.M. Shamionov ◽  
Keyword(s):  
Life Satisfaction ◽  
Young People ◽  
Structural Equation ◽  
Social Activity ◽  
Basic Needs ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Subjective Well Being

The study of the ratio of meeting the basic needs, subjective well-being, social frustration and commitment to various forms of activity will help to understand the internal regulation of young people’s social behavior. Such scientific knowledge is necessary to expand the opportunities for social self-determination of young people and risk management of social activity. The purpose is to study the ratio of meeting the basic needs, characteristics of subjective well-being (life satisfaction and happiness experience), social frustration and social activity of young people, to identify direct and indirect effects using structural equation modeling. 305 people took part in the study. We used the questionnaire aimed at evaluating the inclusion in various social activity types, and the Basic Needs Satisfaction in General Scale (Johnston, Finney, 2010), the Life Satisfaction Scale (Diener, Emmons, Larsen, Griffin, 1985), the Happiness Scale (Lyubomirsky, Lepper, 1999), and the Social Frustration Scale (Wasserman, 2004). We have established that meeting the basic needs, life satisfaction, and happiness are associated with commitment to various forms of social activity. The highest level of determination (in terms of the number of correlations and the closeness of connections) was found in relation to leisure, educational and developmental, religious (positive) and radical protest (negative) activity. At the same time, satisfaction of the need for competence is the most im-portant in motivating different forms of activity. Civil, socio-economic, and educational-developmental activities are associated with social satisfaction in various areas (the content of their work, life prospects, services and medical services, leisure activities, etc.), and social frustration is associated positively with protest, radical protest, and only in one case (dissatis-faction with security), with subcultural activity. Satisfaction of basic needs accounts for 2 to 15% of variations in commitment to various forms of social activity, and life satisfaction accounts for about 22% of variations in social activity.

scholarly journals Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life

2019 ◽  
Vol 16 (15) ◽  
pp. 2765 ◽  
Author(s):  
Mikel Vaquero Solís ◽  
Pedro Antonio Sánchez-Miguel ◽  
Miguel Ángel Tapia Serrano ◽  
Juan J. Pulido ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Other ◽  
Equation Modeling ◽  
Controlled Motivation ◽  
The Relationship

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

College students' trait gratitude and subjective well-being mediated by basic psychological needs

2020 ◽  
Vol 48 (4) ◽  
pp. 1-10
Author(s):  
Yanhua Wang
Keyword(s):  
Structural Equation Modeling ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Subjective Well Being ◽  
Trait Gratitude ◽  
Insight Into

I explored how trait gratitude affects subjective well-being and whether this relationship is mediated by the fulfillment of basic psychological needs. Participants were 481 Chinese undergraduate students, who responded to measures of trait gratitude, basic psychological needs fulfillment, and subjective well-being (SWB). The results revealed that trait gratitude, fulfillment of basic psychological needs, and SWB were significantly correlated with each other. Further, structural equation modeling results indicated that trait gratitude was a significant predictor of SWB, and this effect was partially mediated by the fulfillment of basic psychological needs. My findings provide new insight into the mechanism of how gratitude can promote SWB.

scholarly journals Gamification in sport apps: the determinants of users' motivation

2020 ◽  
Vol 29 (3) ◽  
pp. 365-381 ◽  
Author(s):  
Paula Bitrián ◽  
Isabel Buil ◽  
Sara Catalán
Keyword(s):  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Content Type ◽  
Game Elements ◽  
The Impact ◽  
The Relationship

PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

scholarly journals CAPTURING TEACHING MOTIVATION OF TEACHER IN THE DISADVANTAGED AREAS

2019 ◽  
Vol 38 (3) ◽  
pp. 398-410
Author(s):  
Hanggara Budi Utomo ◽  
Dewi Retno Suminar ◽  
Hamidah Hamidah
Keyword(s):  
School Climate ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Influential Factors ◽  
Self Concept ◽  
Equation Modeling ◽  
Teaching Motivation ◽  
Climate Scale

Teaching motivation of teachers is very important for student’s development. The purpose of this study is to test the teaching motivation of teachers in disadvantaged areas affected by the school climate and self-concept through the satisfaction of basic psychological needs. The subjects of this research were 241 teachers. Data collection techniques used instruments in the form of a school climate scale, a scale of self-concept, a scale of basic psychological need satisfaction, and a scale of teaching motivation. The data analysis techniques used a structural equation modeling. The results showed that the attention of teachers who teach in disadvantaged areas shows that the school climate and teacher’s self-concept differently provide an important role in teaching motivation mediated by the basic psychological needs satisfaction. This means that teaching motivation is a result of the role of the school climate as an external factor and satisfaction of basic psychological needs and self-concept as an internal factor. The implication of this research is the need for programs to develop teacher motivation in disadvantaged areas by optimizing and considering school climate, self-concept, and satisfaction of basic psychological needs as influential factors.

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