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Dalgas BW, Ntoumanis N, Elmose-Østerlund K, Bredahl TVG. Exploring the process of restoring psychological needs after incidences of frustration and need unfulfillment. Front Psychol 2024; 15:1413963. [PMID: 38903469 PMCID: PMC11188414 DOI: 10.3389/fpsyg.2024.1413963] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2024] [Accepted: 05/23/2024] [Indexed: 06/22/2024] Open
Abstract
Background Research on psychological need restoration after incidences of need frustration holds promise for deepening our understanding of the dynamic nature of psychological needs proposed by self-determination theory. We aimed to extend this work by exploring differences in the process of restoring psychological needs after indences of frustration versus need unfulfillment. Methods In-depth semi-structured interviews were conducted with 42 Danish adults varying in age, gender, and physical activity levels. Data were analyzed using the Framework Method. Results We identified four distinct yet interconnected phases in the need restoration process: Discrepancies between Actual and Desired Need States, Experiencing Negative Emotions, Initiating Plans for Action, and Action Stage. These stages offer a comprehensive framework for understanding how individuals restore their needs. Discussion We discerned contrasting approaches to need restoration depending on prior experiences of need frustration due to external contingencies versus need frustration due to internal factors and need unfulfillment. Need frustration due to external contingencies prompts withdrawal, aligning with the avoidance strategies identified in the literature. Conversely, unfulfilled needs and need frustration due to internal factors lead to proactive engagement, highlighting a distinct 'fight' response. These insights extend existing research, providing a nuanced understanding of the dynamic processes of need restoration.
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Affiliation(s)
| | - Nikos Ntoumanis
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
- Norwegian School of Sport Sciences, Oslo, Norway
| | - Karsten Elmose-Østerlund
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
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Meng L, He L, Chen M, Huang Y. The compensation effect of competence frustration and its behavioral manifestations. Psych J 2024. [PMID: 38530872 DOI: 10.1002/pchj.746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 02/01/2024] [Indexed: 03/28/2024]
Abstract
The frustration of competence, one of the three basic psychological needs proposed by self-determination theory, has been widely demonstrated to negatively influence one's motivation and well-being in both work and life. However, research on the recovery mechanism of competence is still in the nascent stage. In this study, a two-stage behavioral experiment was conducted to examine the restoration of competence and the potential moderating role of resilience. Results showed that individuals who were asked to recall experience of competence frustration performed better on subsequent tasks, manifesting their behavioral efforts of competence restoration. However, resilience does not play a significant moderating role in competence restoration. Through convergent behavioral evidence, findings of this study demonstrate the compensation effect of competence frustration.
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Affiliation(s)
- Liang Meng
- Key Laboratory of Brain-Machine Intelligence for Information Behavior (Ministry of Education and Shanghai), School of Business and Management, Shanghai International Studies University, Shanghai, China
- Institute of Organizational Behavior and Organizational Neuroscience, Shanghai International Studies University, Shanghai, China
| | - Linglan He
- Key Laboratory of Brain-Machine Intelligence for Information Behavior (Ministry of Education and Shanghai), School of Business and Management, Shanghai International Studies University, Shanghai, China
- Institute of Organizational Behavior and Organizational Neuroscience, Shanghai International Studies University, Shanghai, China
| | - Mingming Chen
- Key Laboratory of Brain-Machine Intelligence for Information Behavior (Ministry of Education and Shanghai), School of Business and Management, Shanghai International Studies University, Shanghai, China
- Institute of Organizational Behavior and Organizational Neuroscience, Shanghai International Studies University, Shanghai, China
| | - Yueting Huang
- College of Foreign Languages, Sichuan University, Chengdu, China
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He Y, Mo Z, Fang H, Li M. Is providing choices always a good thing? the backfire effect of providing choices on competence restoration. Neurosci Lett 2024; 822:137632. [PMID: 38218320 DOI: 10.1016/j.neulet.2024.137632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 01/08/2024] [Accepted: 01/09/2024] [Indexed: 01/15/2024]
Abstract
Grounded in self-determination theory (SDT), the purpose of this research is to investigate the influence of providing choices following competence frustration on one's intrinsic motivation in a follow-up task. Study 1 conducted a between-group EEG experiment with 50 participants and used a component of event-related potentials (ERPs) to represent intrinsic motivation. Study 2 was a behavioural experiment with 149 participants, adopting the self-report method to measure intrinsic motivation. The stimuli and procedure in Study 1 are identical to Study 2. All participants were asked to complete a high-difficult time-estimation (TE) task during sessions 1-2, and a moderate-difficult stopwatch (SW) task during session 3 (no choices in the control group vs. providing choices in the experimental group). In Study 1, we observed a smaller reward positivity (RewP) difference wave in the experimental (vs. control) group during session 3. In Study 2, participants' intrinsic motivation in the experimental (vs. control) group is significantly lower. The results suggest that providing choices impairs the competence-frustrated participants' intrinsic motivation in the follow-up task and hinders competence restoration. Thus, the current research contributes original neuroscientific and subjective evidences for the adverse influence of providing choices on the competence-frustrated individual's intrinsic motivation, and suggests important practical implications.
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Affiliation(s)
- Yue He
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Zan Mo
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Hui Fang
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China; School of Business Administration, Guangdong University of Finance, Guangzhou, China.
| | - Mengyin Li
- School of Management, Guangdong University of Technology, Guangzhou, China; Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
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Salinas-Falquez S, Roman-Lorente C, Buzica M, Álvarez J, Gutiérrez N, Trigueros R. Teachers’ Mental Health and Their Involvement in Educational Inclusion. Behav Sci (Basel) 2022; 12:bs12080261. [PMID: 36004832 PMCID: PMC9405262 DOI: 10.3390/bs12080261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 07/22/2022] [Accepted: 07/23/2022] [Indexed: 11/16/2022] Open
Abstract
Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the COVID-19 pandemic. The study is carried out with 542 teachers of therapeutic pedagogy and special educational needs using the Psychological Need Thwarting Scale PNTS questionnaires as a research method, the Resilience Scale (RS-14), the Trait Meta Mood Scale 24 (TMMS-24), the Maslach Burnout Inventory, and the Index for Inclusion. The results revealed positive correlations, on the one hand, between the factors of frustration among themselves and with burnout and, on the other hand, the positive correlation between emotional intelligence, resilience and the inclusion index. In conclusion, the resilience of teachers plays a protective role in the inclusion of students with SEN in the face of emotional exhaustion and the frustration of psychological needs.
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Affiliation(s)
| | - Carlos Roman-Lorente
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain; (C.R.-L.); (M.B.); (J.Á.); (N.G.)
| | - Mirela Buzica
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain; (C.R.-L.); (M.B.); (J.Á.); (N.G.)
| | - Joaquín Álvarez
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain; (C.R.-L.); (M.B.); (J.Á.); (N.G.)
| | - Nieves Gutiérrez
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain; (C.R.-L.); (M.B.); (J.Á.); (N.G.)
| | - Rubén Trigueros
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain; (C.R.-L.); (M.B.); (J.Á.); (N.G.)
- Correspondence:
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Prior autonomy frustration facilitates persistent behavior: The moderating role of autonomy causality orientation. MOTIVATION AND EMOTION 2022. [DOI: 10.1007/s11031-022-09961-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Liu Y, Huang X. Effects of Basic Psychological Needs on Resilience: A Human Agency Model. Front Psychol 2021; 12:700035. [PMID: 34531790 PMCID: PMC8438124 DOI: 10.3389/fpsyg.2021.700035] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Accepted: 07/19/2021] [Indexed: 12/17/2022] Open
Abstract
Academic resilience refers to the ability to recover and achieve high academic outcomes despite environmental adversity in the academic setting. At the same time, self-determination theory (SDT) offers a human agency model to understand individuals' autonomy to achieve in various fields. The present longitudinal study explored the factors influencing resilience from the analytical framework of SDT to investigate how basic psychological needs strengthen students' resilience. A mediation model was proposed that resilience may mediate the relationship between basic psychological needs and academic performance. The results from 450 10th grade Chinese students showed that three basic psychological needs (i.e., autonomy, competence, and relatedness) facilitate academic resilience; academic resilience thus increases subsequent academic performance after controlling for previous test scores.
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Affiliation(s)
- Yuan Liu
- Faculty of Psychology, Southwest University, Chongqing, China.,Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China
| | - Xiaoxing Huang
- Faculty of Psychology, Southwest University, Chongqing, China.,The People's Hospital of Guangxi Zhuang Autonomous Region, Guangxi, China
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Fang H, Li X, Ma H, Fu H. The Sunny Side of Negative Feedback: Negative Feedback Enhances One's Motivation to Win in Another Activity. Front Hum Neurosci 2021; 15:618895. [PMID: 34456691 PMCID: PMC8388853 DOI: 10.3389/fnhum.2021.618895] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 07/20/2021] [Indexed: 11/13/2022] Open
Abstract
Negative feedback has been widely reported to be a demotivator that could frustrate the recipient’s need for competence and erode his intrinsic motivation in the same activity. Nevertheless, little attention has been devoted to the intertemporal effect of negative feedback on one’s intrinsic motivation in another activity. To fill this gap, we arranged participants in a game with two sessions and manipulated the content of feedback as a between-subject factor. In session 1, participants had to complete a time estimation task with moderate difficulty, during which half of the participants received normal performance feedback and the other half received negative performance feedback. In session 2, all participants were guided to accomplish a moderately difficult stopwatch task that was competence-supportive. A more pronounced win-loss difference wave of reward positivity (RewP) was detected in the experimental (negative performance feedback) group compared to the control (normal performance feedback) group during session 2. This finding indicates that negative feedback in an activity may have a positive impact on one’s intrinsic motivation in a following competence-supportive activity.
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Affiliation(s)
- Hui Fang
- School of Business Administration, Guangdong University of Finance, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Ximei Li
- School of Business Administration, Guangdong University of Finance, Guangzhou, China
| | - Haiying Ma
- School of Business Administration, Guangdong University of Finance, Guangzhou, China.,Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China
| | - Huijian Fu
- Laboratory of Neuromanagement and Decision Neuroscience, Guangdong University of Technology, Guangzhou, China.,School of Management, Guangdong University of Technology, Guangzhou, China
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Meng L, Pei G, Zhang Y, Jin J. Desire for Success Awakens: Proof of Competence Restoration in a Non-competitive Environment. Front Neurosci 2021; 15:698777. [PMID: 34234644 PMCID: PMC8256259 DOI: 10.3389/fnins.2021.698777] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Accepted: 05/18/2021] [Indexed: 11/20/2022] Open
Abstract
Pioneering studies reported that individuals who worked on a highly difficult task and experienced competence frustration beforehand would activate a restorative process and show enhanced autonomous motivation in a subsequent irrelevant activity. In this follow-up study, we explored the effect of prior competition outcome on one’s autonomous motivation in a subsequent non-competitive environment. According to our experimental manipulation, participants were randomly assigned to two treatment groups (a winning group and a losing group) and a control group. The experiment lasted for three sessions. Participants in the control group completed a single-player stop-watch (SW) task all along, while those in both treatment groups worked on a competitive SW task and competed for monetary rewards during Session 2 only. Electrophysiological data in Session 1 serve as the baseline and measure one’s trait-level autonomous motivation towards the SW game. For participants in the losing group, more pronounced difference wave of feedback-related negativity was observed in Session 3 compared with Session 1, suggesting enhanced autonomous motivation in Session 3. Such a pattern was observed in neither the winning group nor the control group. These results suggested that failure in a prior competition would activate one’s competence restoration in a subsequent non-competitive environment. Task difficulty and social competition are varied sources of competence frustration. Thus, our findings advanced understanding of the competence restorative process and helped clarify the dynamics between competition and human motivation.
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Affiliation(s)
- Liang Meng
- School of Business and Management, Shanghai International Studies University, Shanghai, China
| | - Guanxiong Pei
- Research Center for Advanced AI Theory, Zhejiang Lab, Hangzhou, China
| | - Yupei Zhang
- School of Business and Management, Shanghai International Studies University, Shanghai, China
| | - Jia Jin
- School of Business and Management, Shanghai International Studies University, Shanghai, China
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Austin AB, Costabile KA. The role of autobiographical memory in competence need satisfaction. MOTIVATION AND EMOTION 2021. [DOI: 10.1007/s11031-021-09895-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Jones DL, Nelson JD, Opitz B. Increased Anxiety is Associated with Better Learning from Negative Feedback. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725720965761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Anxiety is one of the most prevalent mental health problems; it is known to impede cognitive functioning. It is believed to alter preferences for feedback-based learning in anxious and non-anxious learners. Thus, the present study measured feedback processing in adults ( N = 30) with and without anxiety symptoms using a probabilistic learning task. Event-related potential (ERP) measures were used to assess how the bias for either positive or negative feedback learning is reflected by the feedback-related negativity component (FRN), an ERP extracted from the electroencephalogram. Anxious individuals, identified by means of the Penn State Worry Questionnaire, showed a diminished FRN and increased accuracy after negative compared to positive feedback. Non-anxious individuals exhibited the reversed pattern with better learning from positive feedback, highlighting their preference for positive feedback. Our ERP results imply that impairments with feedback-based learning in anxious individuals are due to alterations in the mesolimbic dopaminergic system. Our finding that anxious individuals seem to favor negative as opposed to positive feedback has important implications for teacher–student feedback communication.
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I do not want to smile! A response to customer mistreatment. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01443-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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12
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Vansteenkiste M, Ryan RM, Soenens B. Basic psychological need theory: Advancements, critical themes, and future directions. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-019-09818-1] [Citation(s) in RCA: 186] [Impact Index Per Article: 46.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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