Empowering and Disempowering Motivational Climates, Mediating Psychological Processes, and Future Intentions of Sport Participation

Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players’ perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players’ perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.

Listen and you will see the person through the dementia

Dementia is an ever-increasing health and social problem, with a growing number of people being affected worldwide. As dementia progresses, dependency on others increases, requiring the presence of caregivers. Caregivers tend to focus on the diagnosis itself – dementia – which makes it difficult to see the person in their uniqueness. The person is there, and can be seen by listening, which requires time and communication skills. The voices of older adults living with several types of dementia, collected while working as a psychologist in a nursing home, are presented in the first person to bring forward the person they are. These excerpts of interactions illustrate the basic psychological need of relatedness, which is built through interaction, stories, and touch, and the needs of competence and autonomy. The framework of this paper encompasses validation therapy, person-centered care, and self-determination theory. Two conclusions emerge: Seeing the person through the dementia enables an adequate psychological assessment and a helpful supportive psychotherapy, and it also makes us acknowledge and help satisfy the three basic psychological needs of relatedness, competence, and autonomy.

The relationship between the perception of reduced performance due to injury or illness and basic psychological need satisfaction in Norwegian youth elite handball: a cross-lagged panel analysis

This study investigated the relationship between perceived reduction in performance due to injury or illness (RPII) and basic psychological need satisfaction in youth elite handball. Participants were 174 elite youth handball players between 15 to 18 years of age, from five different sport schools. It was a quantitative study, with two time points (one week apart), resulting in a crossed-lagged structural equation model. Competence and relatedness satisfaction were found invariant across the two time points, autonomy was not. The structural model showed good fit ((S- B χ²) = [df = 130, N= 174] = 182.327, p < .0017; CFI = .96; RMSEA = .05 [.03-.06], and SRMR = .08). Competence (β= .64, 95%CI: .51, .76), relatedness (β= .77, 95%CI: .66, .88) and RPII (β= .51, 95%CI: .37, .66) showed moderate temporal stability. When accounting for previous levels of the basic psychological needs, RPII negatively predicted competence (β= -.20, 95%CI: -.35, .83) and relatedness (β= -.16, 95%CI: -.30, -.01). Taken together, these findings suggest that experiencing RPII can have implications for basic psychological need satisfaction in youth elite handball, showing that factors other than psychosocial ones may play a role therein.

Security that Matters: General Knowledge and Correlations in the Context of Applied Satellite Navigation, Specific Interference-Events and the Use of the GNSS-Technology

Navigation through global navigation satellite systems (GNSS) has become an indispensable part of modern life with threats such as GNSS interference, making it necessary to uncover relevant psychological aspects in the context of the GNSS construct, diverse interference events, and the use of related technologies. A total of n = 122 subjects participated in an online survey, which included scales and specifically constructed items on GNSS usage, acceptance, dependence, and self-assessed sense of direction and relevance of basic psychological needs. In addition, frequently emphasized factors influencing acceptance and use of diverse technologies were recorded according to the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al., 2003). Correlation analyses showed that the frequency of GNSS use was associated with both effort expectation of appropriate technologies, hedonistic motivation, habits of using GNSS-enabled devices, and specific aspects of mobility. In terms of reported GNSS dependency, negative correlations were found with self-assessed orientation ability. It was also possible to identify voluntariness in the use of related technologies, the age of the users, and the relevance of self-determination as essential variables in the context of GNSS use. The results underline the need for further investigation of psychological aspects and contribute to existing discussions in the context of various threat scenarios.

Sources of Meaningful Work for Blue-Collar Workers

Research on the meaningfulness of work has increased in recent years, yet there is a limited body of qualitative studies on the topic. This article analyzes how the four basic psychological needs, namely autonomy, competence, relatedness, and beneficence, are articulated as sources of meaningful work by blue-collar workers. The research data consist of responses (N = 679) to one open-ended question in a survey and semi-structured interviews (N = 29) with blue-collar workers from property services and the manufacturing industry in Finland. The data were analyzed by theory-driven content analysis. The main findings are: first, autonomy, competence, relatedness, and beneficence appear as sources of meaningfulness in blue-collar work. Second, blue-collar workers see their work as autonomous and requiring diverse competences. Relatedness in blue-collar work entails having good relations with co-workers and striving to maintain those relationships. Beneficence is multilevel: helping clients, co-workers, organization and even the whole society through work. Organizations should develop organizational practices that may enhance the meaningfulness of work, such as opportunities to use and develop occupational skills. This article participates in the discussion about how satisfying these four basic psychological needs can be a source of meaningful work and offers a sociological-contextual perspective on the discussion about meaningfulness of work.

Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance

Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to analyze the influence of an educational innovation program, based on the jigsaw technique and digitally supported tasks, on the psychological aspects, motivational climate, and academic performance of university students. Methods: A quasi-experimental study was conducted with an experimental group consisting of 100 university students (mean age: 21.84 ± 1.50 years). The motivational climate and the basic psychological needs in education, intrinsic motivation, academic self-concept, and academic performance were measured. Results: Significant increases were found in all variables after the intervention (p < 0.006–0.001), except for the variable, ego-motivational climate. The covariate perception of prior competences was significant for the model (p < 0.001). The students who had chosen a specific topic to develop with the jigsaw technique obtained a better grade than the rest of their classmates when the student’s academic performance was included as a covariate (p < 0.001). Conclusions: The psychological aspects, motivational climates, and academic performances of university students improved after the implementation of an educational innovation program, based on the cooperative learning model with the jigsaw technique, and the use of digitally supported tasks.