1
|
Lavrijsen J, Sypré S, Soenens B, Vansteenkiste M, Camerman E, Ramos A, Verschueren K. Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching. J Sch Psychol 2024; 105:101322. [PMID: 38876550 DOI: 10.1016/j.jsp.2024.101322] [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: 07/26/2023] [Revised: 02/27/2024] [Accepted: 04/29/2024] [Indexed: 06/16/2024]
Abstract
When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (N = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's d between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students.
Collapse
Affiliation(s)
- Jeroen Lavrijsen
- Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium.
| | - Sabine Sypré
- Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium; Faculty of Psychology and Educational Sciences, UGent, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Bart Soenens
- Faculty of Psychology and Educational Sciences, UGent, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Maarten Vansteenkiste
- Faculty of Psychology and Educational Sciences, UGent, Henri Dunantlaan 2, 9000 Ghent, Belgium
| | - Eline Camerman
- Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium
| | - Alicia Ramos
- Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium
| | - Karine Verschueren
- Faculty of Psychology and Educational Sciences, KU Leuven, Tiensestraat 102 bus 3717, 3000 Leuven, Belgium
| |
Collapse
|
2
|
Martela F. Being as Having, Loving, and Doing: A Theory of Human Well-Being. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2024:10888683241263634. [PMID: 39056545 DOI: 10.1177/10888683241263634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/28/2024]
Abstract
ACADEMIC ABSTRACT Stronger theory on the nature of human well-being is needed, especially as well-being indicators are increasingly utilized in policy contexts. Building on Erik Allardt, who argued that a theory of well-being is, in essence, a theory of human nature, I propose four modes of existence each capturing one dimension central to human well-being: Having recognizes humans as biological creatures requiring certain material resources for survival. Loving captures human social nature and our dependence on others for well-being. Doing highlights the active and agentic nature of human existence. Being acknowledges humans as experiencing their existence. Each mode of existence gives rise to a few more specific needs, and a full assessment of human well-being requires both subjective and objective indicators tapping into these needs. The proposed theory integrates psychological well-being research with sociological and philosophical traditions and contributes to debates about how the progress of nations and sustainability should be measured. PUBLIC ABSTRACT Well-being is something we all value individually, and it is also a key political goal. Accordingly, how we define and measure well-being influences what physicians, managers, policy-makers, politicians, and international organizations aim to improve through their work. Better theories of well-being make better measurement of well-being possible, which makes possible more effective and evidence-based advancement of human well-being. In this spirit, the present article argues that there are four fundamental dimensions to human well-being: Having highlights that as biological creatures, we have physical needs, loving highlights human social needs, doing highlights that we are active and agentic beings with goals and strivings, and being highlights that we feel and evaluate our lives. To assess well-being, we need measures tapping into all four of these dimensions. And to assess the sustainability of well-being, we need to examine how to provide well-being for all humanity while remaining within planetary boundaries.
Collapse
|
3
|
Baker ZG, O’Donnell MG, Garcia-Arias S, Huang Y, Segundo J, Millenbah AN, Neubert OM, Huerta I. Protocol for a telephonic mixed methods study to understand needs and find solutions for bereaved dementia caregivers. BMJ Open 2024; 14:e086559. [PMID: 39038859 PMCID: PMC11268041 DOI: 10.1136/bmjopen-2024-086559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 06/16/2024] [Indexed: 07/24/2024] Open
Abstract
INTRODUCTION Most caregivers of people living with dementia will experience bereavement within 10 years, but study of and support for their needs rarely persists following the death of their care recipients. A single model that leverages theoretical insights as well as observation from lived experience might help identify who will have greater difficulty following dementia-related bereavement and suggest core mechanisms to target to relieve clinical and subclinical consequences. The millions of existing bereaved dementia caregivers likely have considerable insight into ways to improve experience. Rather than creating interventions from scratch, researchers might leverage those insights to more rapidly improve the lives of bereaved dementia caregivers. METHODS AND ANALYSIS This study uses a transformative mixed methods approach to explore the needs of caregivers for individuals with Alzheimer's disease (AD) and AD-related dementias, incorporating both quantitative surveys (n=400) and qualitative semistructured interviews (n=45) across diverse subgroups. The study described in this protocol aims to quantitatively test a new model based on self-determination theory to help understand when and why bereaved dementia caregivers experience better and worse outcomes following bereavement. The study also aims to qualitatively explore the ways that bereaved dementia caregivers might meet their needs to inform future interventions. ETHICS AND DISSEMINATION The study adheres to institutional guidelines, ensuring participant consent and minimising risks through verbal consent procedures and the removal of personal identifiers from survey responses. The study team will share findings widely through academic publications, conferences and targeted outreach to advocacy groups and healthcare professionals, while also providing concise summaries of results to participants and making them accessible through the lab's website.
Collapse
Affiliation(s)
- Zachary G Baker
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Mary Gemma O’Donnell
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Sabrina Garcia-Arias
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Yingyan Huang
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Joahana Segundo
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Ashley N Millenbah
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Olivia M Neubert
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| | - Isabel Huerta
- Edson College of Nursing and Health Innovation, Arizona State University, Tempe, Arizona, USA
| |
Collapse
|
4
|
Skov B, Grouzet FME, Briatico C, Jackson R, Masching R, Parsons M, Peltier D, Turner D. Helping Others Facilitates Well-Being for Indigenous Peoples Living With HIV/AIDS in Canada. AIDS Behav 2024:10.1007/s10461-024-04429-5. [PMID: 38995442 DOI: 10.1007/s10461-024-04429-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2024] [Indexed: 07/13/2024]
Abstract
Research has found that helping others facilitates well-being for Indigenous peoples living with HIV and AIDS, but limited research exists that investigates the mechanism(s) underlying this relationship. Indigenous perspectives posit that helping others facilitates well-being through the development of an individual's spiritual, physical, emotional, and mental aspects (four aspects). Similarly, self-determination theory posits that helping others facilitates well-being by satisfying basic psychological needs. In the present study, we examined if helping others facilitates well-being through the fulfillment of the spiritual, physical, emotional, and mental aspects among Indigenous peoples living with HIV and AIDS. We used a convergent parallel mixed methods design, coupled with a community-engaged approach grounded in the United Nations Greater Involvement of People Living with HIV and AIDS principles and Indigenous and decolonizing research methodologies. Survey (n = 117) and interview data (n = 9) collected by an Indigenous-led HIV/AIDS organization in Canada were employed to examine the relationship between helping, the four aspects, and well-being. Participants were primarily First Nations leaders and mentors who live with HIV/AIDS, with some Métis and Inuit. A parallel multiple mediation model and reflexive thematic analysis were used to analyze the relationship between helping, the four aspects, and well-being. Mixed-methods findings support the idea that helping others promotes well-being by fulfilling the emotional and mental aspects. Qualitative findings demonstrated this relationship for all four aspects. This research may facilitate the development of programs to support Indigenous peoples living with HIV/AIDS well-being and contribute to the literature on integrating Indigenous perspectives and methodologies within psychological research.
Collapse
Affiliation(s)
- B Skov
- Department of Psychology, Lakehead University, Thunder Bay, ON, Canada.
| | - F M E Grouzet
- Department of Psychology, University of Victoria, Victoria, BC, Canada
| | - C Briatico
- Department of Public Health Sciences, University of Waterloo, Waterloo, ON, Canada
| | - R Jackson
- Department of Health, Aging, and Society, McMaster University, Hamilton, ON, Canada
| | - R Masching
- CAAN Communities, Alliances & Networks, Fort Qu'Appelle, SK, Canada
| | - M Parsons
- Dalhousie University, Halifax, NS, Canada
- The Canadian HIV/AIDS and Chronic Pain Society, Ottawa, Canada
| | - D Peltier
- Feast Centre for Indigenous STBBI Research, McMaster University, Hamilton, ON, Canada
| | - D Turner
- Dudes Club, Chatham-Kent, ON, Canada
| |
Collapse
|
5
|
Jankauskiene R, Balciuniene V, Rutkauskaite R, Pajaujiene S, Baceviciene M. The effects of Nirvana fitness and functional training on the body appreciation of young women: non-randomized controlled trial. Front Psychol 2024; 15:1412259. [PMID: 39011281 PMCID: PMC11247536 DOI: 10.3389/fpsyg.2024.1412259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2024] [Accepted: 06/17/2024] [Indexed: 07/17/2024] Open
Abstract
Introduction Exercise is an important intervention used to improve body image. The present non-randomized controlled trial aimed to examine the effects of Nirvana Fitness (NF) and functional training (FT) on body appreciation and its correlates in young women. Methods Twenty-two students participated in FT, 21 in NF, and 47 in the control (CN) group. The mean age of the study participants was 22.79 ± 6.14 years. The FT and NF groups participated in sessions 2 days per week for 8 weeks, and the CN group did not participate in any sessions. All the participants were evaluated at pre- and post-intervention, filling in the Body Appreciation Scale 2 (BAS-2), Mind-Body Connection from the Physical Activity Body Experiences Questionnaire (PABEQ), Body Surveillance from the Objectified Body Consciousness Scale (OBCS), the Functionality Appreciation Scale (FAS), intrinsic exercise motivation from Behavioral Regulation in Exercise Questionnaire 2 (BREQ-2), and perceived physical fitness. Results Significant improvements were found in terms of all outcome measures in the FT group, and improvements of body and mind connection and body surveillance in the NF group, while no improvements were observed in the CN group. FT's effect on body appreciation appeared to operate through the improvement of the mind-body connection in the FT and NF groups and via decreased body surveillance in the FT group. Conclusion These findings support the developmental theory of embodiment and provide initial evidence that professionally delivered FT and NF might be used as effective strategies for the promotion of positive body image in young women.
Collapse
Affiliation(s)
- Rasa Jankauskiene
- Institute of Sport Science and Innovations, Lithuanian Sports University, Kaunas, Lithuania
| | - Vaiva Balciuniene
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
| | - Renata Rutkauskaite
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
| | - Simona Pajaujiene
- Department of Coaching Science, Lithuanian Sports University, Kaunas, Lithuania
| | - Migle Baceviciene
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
| |
Collapse
|
6
|
Morbée S, Haerens L, Soenens B, Thys J, Vansteenkiste M. Coaching dynamics in elite volleyball: The role of a need-supportive and need-thwarting coaching style during competitive games. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 73:102655. [PMID: 38677497 DOI: 10.1016/j.psychsport.2024.102655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 04/24/2024] [Accepted: 04/25/2024] [Indexed: 04/29/2024]
Abstract
Grounded in Self-Determination Theory, this game-to-game study among Flemish volleyball coaches and athletes had two primary objectives. First, we examined how variations in need-supportive and need-thwarting coaching styles related to variations in athletes' basic psychological needs, motivation, and coach-rated performance. Second, we examined whether athletes who perceived their coach as need-thwarting during a specific game would experience different outcomes based on the overall need-supportive or need-thwarting coaching style they encountered across games. Linear mixed modeling on data from 190 elite volleyball athletes (Mage = 23.95, 32.6 % male) and their 26 coaches (Mage = 48.12, 95.7 % male) indicated positive associations between game-specific need-supportive coaching and athletes' reports of game-specific basic psychological need experiences and motivation, as well as coach-rated performance, whereas game-specific need-thwarting coaching showed opposite trends. Athlete perceptions of a coaching style were more predictive of the outcomes than coach perceptions. Second, the lack of systematic cross-level interactions between game-specific coaching and team-level coaching indicated that the observed correlates of game-specific need-thwarting and need-supportive coaching hold regardless of the perceived overall need-thwarting or need-supportive style of the coach across games.
Collapse
Affiliation(s)
- Sofie Morbée
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium.
| | - Leen Haerens
- Department of Movement and Sports Sciences, Ghent University, Belgium
| | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
| | - Joke Thys
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
| | - Maarten Vansteenkiste
- Department of Developmental, Personality and Social Psychology, Ghent University, Belgium
| |
Collapse
|
7
|
Zhou H, Hui BPH, Yang HM, Wu AMS. Can watching the World Cup make you mentally healthier? Positive associations between involvement in physical activities and flourishing were mediated by psychological need satisfaction. BMC Psychol 2024; 12:366. [PMID: 38926781 PMCID: PMC11201372 DOI: 10.1186/s40359-024-01861-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Accepted: 06/18/2024] [Indexed: 06/28/2024] Open
Abstract
BACKGROUND The current understanding of the relationship between physical activity involvement and flourishing, as well as the underlying psychological mechanisms, remains limited. Building upon the basic psychological need theory, this study investigates whether and how engaging in physical activities, either as a spectator (e.g., in sports events such as the World Cup) or a participant, explains individual differences in flourishing. METHODS A total of 1201 Hong Kong-based Chinese adults (Mage = 42.90, SD = 11.40; 54% female) completed an anonymous online survey from the quarter-final to final stages of the 2022 FIFA World Cup in December 2022. RESULTS Findings showed that spectator (World Cup) involvement and participant involvement were positively correlated. Moreover, both types of involvements were correlated with flourishing. In addition to the hypothesized positive association with relatedness satisfaction, spectator (World Cup) involvement was also demonstrated significant associations with autonomy and competence satisfaction. Path analysis indicated that associations between physical activities and flourishing were partially mediated by the satisfaction of all three basic psychological needs. CONCLUSIONS This study is the first to apply the basic psychological need theory in the context of physical activity and supports its relevance in understanding individual differences in flourishing. Different stakeholders are encouraged to recognize the benefits of both spectator and participant involvements in physical activities, which may help them develop supportive strategies (e.g., physical activities with parents, sports events for spectators and participants, and funding for media/communities) in mental health promotion.
Collapse
Affiliation(s)
- Hui Zhou
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China
- Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macao, China
| | - Bryant Pui Hung Hui
- Department of Applied Social Sciences, Faculty of Health and Social Sciences, The Hong Kong Polytechnic University, Hong Kong, China
| | - Hong Mian Yang
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China
- Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macao, China
| | - Anise M S Wu
- Department of Psychology, Faculty of Social Sciences, University of Macau, Macao, China.
- Centre for Cognitive and Brain Sciences, Institute of Collaborative Innovation, University of Macau, Macao, China.
| |
Collapse
|
8
|
van der Goot WE, Van Yperen NW, Albers CJ, Jaarsma ADC, Duvivier RJ. Effects of (de)motivating supervision styles on junior doctors' intrinsic motivation through basic psychological need frustration and satisfaction: an experimental vignette study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10344-0. [PMID: 38916844 DOI: 10.1007/s10459-024-10344-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 05/19/2024] [Indexed: 06/26/2024]
Abstract
In clinical practice, junior doctors regularly receive supervision from consultants. Drawing on Basic Psychological Needs Theory, consultants' supervision styles are likely to affect junior doctors' intrinsic motivation differently in terms of psychological need frustration and psychological need satisfaction. To examine the effects of (de)motivating supervision styles, we conducted two experimental vignette studies among junior doctors. In Study 1 (N = 150, 73.3% female), we used a 2 (need support: high vs. low) x 2 (directiveness: high vs. low) between-subjects design and, in Study 2, a within-subjects design with the same factors (N = 46, 71.7% female). Both studies revealed a consistent positive effect of need-supportive supervision styles on psychological need satisfaction (+), need frustration (-), and intrinsic motivation (+). Particularly in Study 2, the main effect of need-supportive styles was strengthened by supervisor's directiveness. Moreover, in both studies, the effects of supervision styles on intrinsic motivation were explained through psychological need frustration and psychological need satisfaction. We discuss the implications of these findings for postgraduate clinical training.
Collapse
Affiliation(s)
- Wieke E van der Goot
- Martini Academy, Martini Hospital, Groningen, The Netherlands.
- University of Groningen, University Medical Center Groningen, Lifelong Learning, Education and Assessment Research Network (LEARN), Groningen, The Netherlands.
| | - Nico W Van Yperen
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Casper J Albers
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - A Debbie C Jaarsma
- University of Groningen, University Medical Center Groningen, Lifelong Learning, Education and Assessment Research Network (LEARN), Groningen, The Netherlands
- Faculty of Veterinary Medicine, University of Utrecht, Utrecht, The Netherlands
| | - Robbert J Duvivier
- University of Groningen, University Medical Center Groningen, Lifelong Learning, Education and Assessment Research Network (LEARN), Groningen, The Netherlands
- Parnassia Psychiatric Institute, The Hague, The Netherlands
| |
Collapse
|
9
|
Tang Q, Zou X, Wang S, Zhang L, Liu X, Shi C, Tao Y, Li Y. Longitudinal associations between capacity to be alone, life satisfaction, self-compassion, anxiety, and depression among Chinese college students. Psych J 2024. [PMID: 38922771 DOI: 10.1002/pchj.783] [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: 12/27/2023] [Accepted: 05/10/2024] [Indexed: 06/28/2024]
Abstract
Although the world has entered the post-pandemic period, the mental health and life satisfaction of college students still need to be addressed. However, previous literature has primarily focused on negative variables and has paid little attention to positive variables, such as self-compassion and the capacity to be alone. Therefore, this longitudinal study aims to investigate the relationships between the capacity to be alone, self-compassion, life satisfaction, depression, and anxiety among college students. This study analyzed data from 1460 Chinese college students who completed an online survey at two time-points one year apart. We employed cross-lagged analysis and constructed longitudinal mediation models to explore the relationships between five variables (i.e., capacity to be alone, self-compassion, life satisfaction, depression, and anxiety). Our findings indicate that depression and life satisfaction could negatively predict each other over time. Self-compassion in wave 1 could negatively predict depression and anxiety in wave 2. Higher life satisfaction in wave 1 was associated with a lower capacity to be alone in wave 2. We also found reciprocal positive predictive relationships between depression and anxiety, and life satisfaction and self-compassion. Life satisfaction mediated the relationship between self-compassion and psychopathological variables (i.e., depression and anxiety). Additionally, self-compassion mediated the association between life satisfaction and psychopathological variables and the association between capacity to be alone and psychopathological variables. Our study highlights the significance of early identification and intervention in depression and anxiety. We also discovered the possible self-soothing function of self-compassion as well as the importance of fostering positive personal characteristics.
Collapse
Affiliation(s)
- Qihui Tang
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Xinyuan Zou
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Shujian Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Liang Zhang
- College Students' Mental Health Education Center, Northeast Agricultural University, Harbin, China
| | - Xiangping Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Congying Shi
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Yanqiang Tao
- Faculty of Psychology, Beijing Normal University, Beijing, China
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Yuting Li
- Department of Chinese Medicine Nursing, School of Nursing, Anhui University of Chinese Medicine, Hefei, China
| |
Collapse
|
10
|
Shen Y, Cui W. Perceived support and AI literacy: the mediating role of psychological needs satisfaction. Front Psychol 2024; 15:1415248. [PMID: 38947906 PMCID: PMC11212795 DOI: 10.3389/fpsyg.2024.1415248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2024] [Accepted: 05/28/2024] [Indexed: 07/02/2024] Open
Abstract
Artificial Intelligence (AI) exerts significant influence on both professional and personal spheres, underscoring the necessity for college students to have a fundamental understanding of AI. Guided by self-determination theory (SDT), this study explores the influence of psychological needs satisfaction on AI literacy among university students. A cross-sectional survey involving 445 university students from diverse academic backgrounds was conducted. The survey assessed the mediation effect of students' psychological need satisfaction between two types of support-technical and teacher-and AI literacy. The results indicate that both support types positively influenced the fulfillment of autonomy and competence needs, which subsequently acted as mediators in enhancing AI literacy. However, the satisfaction of relatedness needs did not mediate the relationship between the types of support and AI literacy. Unexpectedly, no direct association was found between the two forms of support and AI literacy levels among students. The findings suggest that although technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy underscores the importance of addressing specific psychological needs through educational interventions. It is recommended that educators provide tailored support in AI education (AIEd) and that institutions develop specialized courses to enhance AI literacy.
Collapse
Affiliation(s)
- Yanyan Shen
- Faculty of Education, Shaanxi Normal University, Xian, Shanxi, China
| | - Wencheng Cui
- School of Education, Minzu University of China, Beijing, China
| |
Collapse
|
11
|
Marinthe G, Brown G, Cristea M, Kutlaca M. Predicting vaccination hesitancy: The role of basic needs satisfaction and institutional trust. Vaccine 2024; 42:3592-3600. [PMID: 38704252 DOI: 10.1016/j.vaccine.2024.04.068] [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: 05/16/2023] [Revised: 01/15/2024] [Accepted: 04/23/2024] [Indexed: 05/06/2024]
Abstract
Autonomous motivation is considered a powerful driver of health behaviour, but less is known about the specific roles played by basic needs. Drawing on the context of the COVID-19 pandemic, this research examined basic needs as a motivational determinant of vaccination. We hypothesized that satisfaction of basic needs (autonomy, competence, relatedness) has both a direct and an indirect effect (through trust in science and government) on vaccine hesitancy. Two studies (Study 1: N = 968 French and British; Study 2, pre-registered: N = 716 Americans) tested our hypotheses and compared vaccinated and non-vaccinated individuals using multigroup structural equation models. We found positive direct (in both studies) and indirect (in Study 1) effects of autonomy satisfaction on vaccine acceptance. In contrast, competence satisfaction was directly and indirectly, via science mistrust, related to vaccine hesitancy, particularly among non-vaccinated people. Competence satisfaction also indirectly reduced the intention to vaccinate in both studies. We found no impact of relatedness. Complementing previous work on self-determination theory, our research demonstrates the importance of considering the distinct roles of basic needs. Moreover, we highlight that increasing autonomy and science trust may be an efficient strategy to improve vaccine acceptance and vaccination, even among reluctant individuals.
Collapse
Affiliation(s)
- Gaëlle Marinthe
- Laboratoire Parisien de Psychologie Sociale, University of Paris 8 Vincennes, 2 rue de la Liberté, 93200 Saint-Denis, France.
| | - Genavee Brown
- Department of Psychology, Northumbria University, Ellison Pl, Newcastle upon Tyne NE1 8ST, United Kingdom.
| | - Mioara Cristea
- School of Social Sciences, Heriot Watt University, Edinburgh EH14 4AS, United Kingdom.
| | - Maja Kutlaca
- Department of Psychology, Durham University, Upper Mountjoy, South Rd, Durham DH1 3LE, United Kingdom.
| |
Collapse
|
12
|
Chen J, Zhao Z. A study on the influence of academic passion on PhD students' research engagement-The role of ambidextrous learning and academic climate. PLoS One 2024; 19:e0303275. [PMID: 38829844 PMCID: PMC11146691 DOI: 10.1371/journal.pone.0303275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Accepted: 04/22/2024] [Indexed: 06/05/2024] Open
Abstract
The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system.
Collapse
Affiliation(s)
- Jianyue Chen
- School of Public Policy and Management, China University of Mining and Technology, Xuzhou, China
| | - Zhixing Zhao
- Sichuan Institute of Higher Studies in Culture and Education, Sichuan Normal University, Chengdu, China
| |
Collapse
|
13
|
Brand RJ, Gartland CA. Basic psychological needs: A framework for understanding childbirth satisfaction. Birth 2024; 51:395-404. [PMID: 37997653 DOI: 10.1111/birt.12795] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 10/10/2023] [Accepted: 10/12/2023] [Indexed: 11/25/2023]
Abstract
Women often report being dissatisfied with their childbirth experience, which in turn predicts negative outcomes for themselves and their children. Currently, there is no consensus as to what constitutes a satisfying or positive birth experience. We posit that a useful framework for addressing this question already exists in the form of Basic Psychological Needs Theory, a subtheory of Self-Determination Theory (Deci & Ryan, Can. Psychol., 49, 2008, 182). Specifically, we argue that the degree to which maternity care practitioners support or frustrate women's needs for relatedness, competence, and autonomy predicts their childbirth satisfaction. Using this framework provides a potentially powerful lens to better understand and improve the well-being of new mothers and their infants.
Collapse
|
14
|
Hölscher SIE, Schachner MK, Juang LP, Altoè G. Promoting Adolescents' Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions. J Youth Adolesc 2024:10.1007/s10964-024-02017-3. [PMID: 38789877 DOI: 10.1007/s10964-024-02017-3] [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: 11/17/2023] [Accepted: 05/14/2024] [Indexed: 05/26/2024]
Abstract
Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (Mage = 12.86 years, SDage = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.
Collapse
|
15
|
Piekut M. Housing conditions in European one-person households. PLoS One 2024; 19:e0303295. [PMID: 38758751 PMCID: PMC11101034 DOI: 10.1371/journal.pone.0303295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 04/22/2024] [Indexed: 05/19/2024] Open
Abstract
This study addresses the satisfaction of housing-related needs in single-person households across European countries. The primary objective is to assess the housing satisfaction of single-person households in European countries, specifically within the Visegrad Group. The study seeks to identify trends in housing conditions, create a ranking of countries based on these conditions, and categorize countries with similar levels of unmet housing needs. The study employs statistical measures and methods to achieve its objectives. Time series are constructed for European countries, and linear trends are analyzed to identify statistically significant changes in selected housing aspects from 2005 to 2022. Various research tasks, including ranking countries and grouping them based on housing conditions, are accomplished using established methods like linear ranking and Ward's cluster analysis. Key findings include significant variations in financial burdens related to housing costs, thermal comfort, environmental pollution, and safety issues across European countries. The study reveals both improvements and challenges in housing conditions from 2005 to 2022 in one-person households. For instance, financial stress due to housing costs decreased in some countries, while thermal comfort issues improved in several nations. The results also highlight the heterogeneity within the Visegrad Group. The study concludes that there is a need for targeted actions to address housing-related issues in single-person households. The findings underscore the importance of investments in building energy efficiency, initiatives for affordable housing construction, and environmental policies. The research emphasizes the impact of housing conditions on health, well-being, and overall community life, urging policymakers to consider these factors for holistic improvement in the housing sector.
Collapse
|
16
|
Hsu WT, Shang IW, Pan M. Verification of the Reliability and Validity of the Chinese Version of the Novelty Need Satisfaction Scale in Physical Education. Psychol Res Behav Manag 2024; 17:2041-2053. [PMID: 38779176 PMCID: PMC11108761 DOI: 10.2147/prbm.s462978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2024] [Accepted: 05/04/2024] [Indexed: 05/25/2024] Open
Abstract
Purpose This study aims to validate the Chinese version of the Novelty Need Satisfaction Scale (NNSS) within physical education (PE) contexts, incorporating three distinct studies to examine its reliability, validity, and measurement invariance across gender and different samples. Methods Study 1 involved translating the original NNSS into Chinese and evaluating it through confirmatory factor analysis, item analysis, and assessments of internal consistency reliability among 390 students (53.8% male, 46.2% female), averaging 14.5 years in age. Study 2 assessed the discriminant validity of the Chinese NNSS by exploring correlations between novelty need satisfaction and three conventional basic psychological needs (BPNs) - autonomy, competence, and relatedness, in a larger cohort of 845 students (51.7% male, 48.3% female), with an average age of 14.8 years. This study also investigated the relationships between novelty need satisfaction, autonomous motivation, and enjoyment in PE. Study 3 examined the measurement invariance of the Chinese NNSS across gender and different samples, using a sample of 1235 students (52.6% male, 47.4% female), with an average age of 14.6 years. Results The one-factor, five-item structure of the Chinese NNSS was confirmed in Study 1. Study 2 demonstrated the distinct yet covariant nature of novelty need satisfaction among BPNs and its predictive capability for enjoyment in PE through autonomous motivation. Study 3 confirmed the measurement invariance of the Chinese NNSS across gender and samples, validating its reliability and applicability. Conclusion The validation of the Chinese NNSS within PE settings not only adds the need for novelty to the motivational sequence proposed by self-determination theory (SDT) but also emphasizes its significant role in enhancing autonomous motivation and enjoyment. This study suggests the scale's utility for future research in exploring the dynamics among BPNs and provides deeper insights into the motivational processes in PE.
Collapse
Affiliation(s)
- Wei-Ting Hsu
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
| | - I-Wei Shang
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
| | - Min Pan
- Department of Physical Education and Kinesiology, National Dong Hwa University, Hualien, Taiwan
| |
Collapse
|
17
|
Smith SS, Ten Hoor GA, Lakhote N, Massar K. Emotion in Motion: Weight Bias Internalization, Exercise Avoidance, and Fitness-Related Self-Conscious Emotions. Healthcare (Basel) 2024; 12:955. [PMID: 38786367 PMCID: PMC11121544 DOI: 10.3390/healthcare12100955] [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: 02/24/2024] [Revised: 04/15/2024] [Accepted: 05/01/2024] [Indexed: 05/25/2024] Open
Abstract
Weight bias internalization (WBI), the process of internalizing negative attitudes and stereotypes towards overweight individuals, significantly impacts self-worth and health behaviors, such as exercise avoidance. In the current study, we focused on the mediating role of fitness-related self-conscious emotions, particularly shame and guilt. A cross-sectional study involving 150 self-described overweight Dutch women (age M = 49.63 ± 10.72) was conducted online. Participants completed measures assessing weight bias internalization, exercise avoidance, and body/fitness-related self-conscious emotions. Data were analyzed using linear regression and mediation analysis, controlling for age, BMI, and exercise frequency. The results show that weight bias internalization, guilt-free shame, and shame-free guilt uniquely predict exercise avoidance. Guilt-free shame partially mediated the relationship between weight bias internalization and exercise avoidance, indicating that increased internalized weight bias led to higher levels of guilt-free shame, which in turn contributed to exercise avoidance. Shame-free guilt did not act as a unique mediator. These findings underscore the importance of addressing weight bias internalization and fitness-related self-conscious emotions, particularly guilt-free shame, in interventions targeting exercise avoidance among overweight individuals. Strategies promoting self-compassion and reducing shame may prove beneficial in improving exercise behaviors and overall well-being.
Collapse
Affiliation(s)
| | | | | | - Karlijn Massar
- Department of Work & Social Psychology, Faculty of Psychology & Neuroscience, Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands; (S.S.S.); (G.A.T.H.); (N.L.)
| |
Collapse
|
18
|
Holmquist S, Stenling A, Tafvelin S, Ntoumanis N, Schéle I. Dimensionality, Invariance, and Nomological Network of the Need Satisfaction and Frustration Scale (NSFS): An Extensive Psychometric Investigation in a Swedish Work Cohort. J Pers Assess 2024; 106:396-406. [PMID: 37772753 DOI: 10.1080/00223891.2023.2258960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Accepted: 09/03/2023] [Indexed: 09/30/2023]
Abstract
The present study evaluated the dimensionality, measurement invariance, and nomological network of the Need Satisfaction and Frustration Scale (NSFS) in a sample of Swedish workers. Using confirmatory factor analysis, exploratory structural equation modeling, and bifactor modeling, 30 different measurement models were evaluated cross-sectionally (n = 2123) and longitudinally (n = 1506). Measurement invariance was tested across gender and time. The nomological network of the NSFS was examined through its relations with life satisfaction and cognitive weariness. The findings supported a first-order six-factor ESEM model and measurement invariance of the Swedish version of the NSFS. Need satisfaction was positively related to life satisfaction and unrelated to cognitive weariness. Need frustration was negatively related to life satisfaction and positively related to cognitive weariness. The present study supported a six-factor structure of the Swedish NSFS, which appears suitable for assessing changes over time and gender differences in ratings.
Collapse
Affiliation(s)
- Sofie Holmquist
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Andreas Stenling
- Department of Psychology, Umeå University, Umeå, Sweden
- Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway
| | | | - Nikos Ntoumanis
- Danish Centre for Motivation and Behaviour Science, University of Southern Denmark, Odense, Denmark
- School of Health and Welfare, Halmstad University, Halmstad, Sweden
| | - Ingrid Schéle
- Department of Psychology, Umeå University, Umeå, Sweden
| |
Collapse
|
19
|
Rouse PC, Ingram T, Standage M, Sengupta R. Fear of movement and competence frustration mediate the relationship between pain catastrophising and physical function in people living with axSpA: an online cross-sectional survey. Rheumatol Int 2024; 44:933-941. [PMID: 38506923 PMCID: PMC10980646 DOI: 10.1007/s00296-024-05557-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2023] [Accepted: 02/09/2024] [Indexed: 03/22/2024]
Abstract
The objective of this study is to examine the contribution of pain catastrophising to Axial Spondyloarthritis (axSpA) patient's physical function and to test the mediating role of fear of movement, and uniquely, the contribution of competence frustration to the fear-avoidance model. Participants (N = 98, 70% female, M age = 45.62, SD 12.16) completed an online survey (December 2020-May 2021) distributed in the United Kingdom via the National Axial Spondyloarthritis Society (n ≈ 3500; NASS, 2019). The PROCESS SPSS macro was used to test three mediation models using percentile bootstrap 95% confidence intervals (PBCI). A significant indirect effect on the relationship between pain and physical function via fear of movement (β = 0.10, 95% PBCI = 0.030-0.183) was observed (Model 1). Model 2 showed the relationship between pain catastrophising and physical function to be significantly mediated by fear of movement (β = 0.16, 95% PBCI = 0.005-0.322). Finally, Model 3 showed a significant indirect effect on the relationship between pain catastrophising and physical function via competence frustration (β = 0.15, 95% PBCI = 0.014-0.309) but not through fear of movement (β = 0.062, 95% PBCI = - 0.134 to 0.248). To our knowledge, this is the first study to examine and demonstrate the unique contribution of competence need frustration to the Fear-avoidance model in people that live with axSpA. Identifying modifiable factors that contribute to disease outcomes such as physical function can improve the care and quality of life for people living with a disease currently without a cure.
Collapse
Affiliation(s)
- Peter C Rouse
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK.
| | - Thomas Ingram
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK
| | - Martyn Standage
- Centre for Motivation and Health Behaviour Change, Department for Health, University of Bath, Bath, BA2 7AY, UK
| | - Raj Sengupta
- Royal National Hospital for Rheumatic Diseases, Royal United Hospitals NHS Foundation Trust, Combe Park, Bath, Avon, BA1 3NG, UK
- Department of Pharmacy and Pharmacology, University of Bath, Bath, BA2 7AY, UK
| |
Collapse
|
20
|
Ayaz L, Nazari F. Enhancing Relapse Prevention: Examining the Impact of Experiential Avoidance, Integrative Self-Knowledge, and Basic Psychological Needs in Substance Use Treatment. ADDICTION & HEALTH 2024; 16:69-75. [PMID: 39051040 PMCID: PMC11264483 DOI: 10.34172/ahj.2024.1359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 04/15/2024] [Indexed: 07/27/2024]
Abstract
Background The harmful effects of drug relapse have always been one of the major challenges in addiction treatment. The present study aimed to predict drug relapse in addicted men under treatment based on experiential avoidance, integrative self-knowledge, and basic psychological needs. Methods The present study was a correlational one. The statistical population included all addicted men in Choubindar prison in Qazvin in 2021, among whom 200 individuals were selected randomly. Then, the participants filled out the Relapse Prediction Scale (RPS), Multidimensional Experiential Avoidance Questionnaire (MEAQ), Integrative Self-Knowledge Scale (ISK), and Basic Psychological Needs Scale (BPNS). Data were analyzed using stepwise regression via SPSS software (version 25). Findings The results of the study demonstrated that some of the components of experiential avoidance including distraction, distress endurance, behavioral avoidance, and distress aversion could account for 14.0% of the variance of the relapse in the addicts (P<0.05). Moreover, the obtained results considering the reflective self-knowledge component and the overall score of integrative self-knowledge could explain 15.0% of the variance in relapse in the addicts. Among the basic psychological needs, communication could predict 3.8% of the variance in relapse. Conclusion Based on the results of the present study, it is suggested that through addiction treatment and prevention of relapse programs, psychologists reduce drug relapse in addicts by decreasing distractions and behavioral avoidance, increasing distress endurance, enhancing self-knowledge, and improving efficient relationships.
Collapse
Affiliation(s)
- Leila Ayaz
- Faculty of Humanities and Arts, Islamic Azad University, Zanjan Branch, Zanjan, Iran
| | - Fatemeh Nazari
- Department of Psychology, Faculty of Humanities and Arts, Islamic Azad University, Zanjan Branch, Zanjan, Iran
| |
Collapse
|
21
|
Held T, Mejeh M. Students' motivational trajectories in vocational education: Effects of a self-regulated learning environment. Heliyon 2024; 10:e29526. [PMID: 38681646 PMCID: PMC11046111 DOI: 10.1016/j.heliyon.2024.e29526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 04/08/2024] [Accepted: 04/09/2024] [Indexed: 05/01/2024] Open
Abstract
Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students' motivation in both learning environments-albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.
Collapse
Affiliation(s)
- Tanja Held
- School of Education, Liverpool John Moores University, United Kingdom
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
| | - Mathias Mejeh
- Zurich University of Teacher Education, Zurich, Switzerland
- Department of Research in School and Learning, Institute of Educational Science, University of Bern, Switzerland
| |
Collapse
|
22
|
Amoadu M, Agormedah EK, Obeng P, Srem-Sai M, Hagan JE, Schack T. Gender Differences in Academic Resilience and Well-Being among Senior High School Students in Ghana: A Cross-Sectional Analysis. CHILDREN (BASEL, SWITZERLAND) 2024; 11:512. [PMID: 38790507 PMCID: PMC11120202 DOI: 10.3390/children11050512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2024] [Revised: 04/21/2024] [Accepted: 04/23/2024] [Indexed: 05/26/2024]
Abstract
Senior high school (SHS) students are at risk of stress and other adverse exposures that may negatively affect their well-being and possibly cause attrition. The concepts of academic resilience and well-being share commonality as psychological attributes linked to positive functioning among students. Despite this connection, there seems to be limited research exploring these concepts across genders among SHS students in developing regions. This study examined the gender difference in academic resilience and well-being among SHS students in Ghana. Using a cross-sectional survey design, 190 SHS students in three schools from Kwahu North and South district (i.e., Afram Plains) of Ghana's Eastern Region completed the Academic Resilience Scale (ARS-30) and College Student Subjective Wellbeing Questionnaire (CSSWQ). The sample consists of 102 males and 88 females, with a mean age of 17.83 years. The data were analyzed using independent samples t-tests and hierarchical regression. The study established that students have a moderate level of academic resilience and a higher level of well-being, with no statistically significant variation in students' academic resilience (t = 0.718; p = 0.474) or well-being (t = -1.596; p = 0.112) across gender. Further, the study discovered that resilience significantly predicted academic well-being (B = 0.425; SE = 0.050; t = 8.50; p < 0.001). This study highlights the importance of promoting gender-sensitive intervention strategies that enhance the academic resilience and well-being of SHS students and help boost their educational attainment.
Collapse
Affiliation(s)
- Mustapha Amoadu
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast CC 3321, Ghana; (M.A.); (P.O.)
| | - Edmond Kwesi Agormedah
- Department of Business & Social Sciences Education, University of Cape Coast, Cape Coast CC 3321, Ghana;
| | - Paul Obeng
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast CC 3321, Ghana; (M.A.); (P.O.)
| | - Medina Srem-Sai
- Department of Health, Physical Education, Recreation and Sports, University of Education, Winneb P.O. Box 25a, Ghana;
| | - John Elvis Hagan
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast CC 3321, Ghana; (M.A.); (P.O.)
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany;
| | - Thomas Schack
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany;
| |
Collapse
|
23
|
Sariraei SA, Shkoler O, Giamos D, Chênevert D, Vandenberghe C, Tziner A, Vasiliu C. From burnout to behavior: the dark side of emotional intelligence on optimal functioning across three managerial levels. Front Psychol 2024; 15:1338691. [PMID: 38708021 PMCID: PMC11069314 DOI: 10.3389/fpsyg.2024.1338691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 03/26/2024] [Indexed: 05/07/2024] Open
Abstract
Introduction Burnout has been typically addressed as an outcome and indicator of employee malfunctioning due to its profound effects on the organization, its members, and its profitability. Our study assesses its potential as a predictor, delving into how different sources of motivation-autonomous and controlled-act as mediational mechanisms in the association between burnout and behavioral dimensions of functioning (namely, organizational citizenship behaviors and work misbehaviors). Furthermore, the buffering effects of emotional intelligence across three different managerial levels were also examined. Methods To this end, a total non-targeted sample of 840 Romanian managers (513 first-, 220 mid-, and 107 top-level managers) was obtained. Results Burnout predicted motivation, which predicted work behaviors in a moderated-mediation framework. Contrary to our initial prediction, emotional intelligence augmented the negative association between burnout and motivation, exhibiting a dark side to this intelligence type. These findings are nuanced by the three managerial positions and shed light on the subtle differences across supervisory levels. Discussion The current article suggests a relationship between multiple dimensions of optimal (mal)functioning and discusses valuable theoretical and practical insights, supporting future researchers and practitioners in designing burnout, motivation, and emotional intelligence interventions.
Collapse
Affiliation(s)
- Samira A. Sariraei
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | - Or Shkoler
- Department of Psychology, Ariel University, Ariel, Israel
| | - Dimitris Giamos
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | - Denis Chênevert
- Department of Human Resources Management, HEC Montreal, Montreal, QC, Canada
| | | | - Aharon Tziner
- Tel-Hai Academic College, Kiryat Shmona, Israel
- Peres Academic Center, Rehovot, Israel
- Netanya Academic College, Netanya, Israel
| | | |
Collapse
|
24
|
Aygun Y, Boke H, Yagin FH, Tufekci S, Murathan T, Gencay E, Prieto-González P, Ardigò LP. Emotional and Social Outcomes of the Teaching Personal and Social Responsibility Model in Physical Education: A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2024; 11:459. [PMID: 38671676 PMCID: PMC11049413 DOI: 10.3390/children11040459] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Revised: 04/04/2024] [Accepted: 04/06/2024] [Indexed: 04/28/2024]
Abstract
CONTEXT In today's ever-changing world, fostering personal and social responsibility is essential for building strong and compassionate communities. This study aimed to provide a quantitative synthesis focusing on the emotional and social outcomes of Teaching Personal and Social Responsibility (TPSR) model-based Physical Education (PE) programs. METHODS A comprehensive literature review covering the period from November 2022 to September 2023 identified 637 articles published between 2005 and 2023. Of these, 20 met the inclusion criteria. Data from these articles were coded, and a comprehensive meta-analysis was conducted, incorporating 28 effect sizes. Methodological quality was assessed using the Medical Education Research Study Quality Instrument. Hedge's g served as the effect size measure and emotional and social outcomes subgroups were consolidated. Heterogeneity was evaluated with Cochran's Q and I2. Meta-regression and ANOVA-like models addressed categorical moderators, whereas publication bias was assessed through funnel plot, failsafe number, and Egger's linear regression. RESULTS A significant and positive effect of the TPSR model on product outcomes (Hedge's g = 0.337, 95% CI = 0.199 to 0.476) was found. Despite considerable heterogeneity (I2 = 83.830), a random effects model was justified. Assessment of publication bias indicated a low likelihood. Moderator analyses revealed that publication countries significantly influenced the effect, with stronger effects in Turkey. Publication type (article vs. thesis) also played roles in moderation. The meta-regression analyses did not reveal significant effects for the grade level, duration of intervention, publication year or sample size on the TPSR model's impact on product outcomes. The TPSR model positively impacts emotional and social outcomes in PE, enhancing children' skills and behaviour. However, variations across cultures highlight the need for further research, considering limitations like language constraints and potential biases in study selection and data extraction.
Collapse
Affiliation(s)
- Yalin Aygun
- Department of Sport Management, Faculty of Sport Sciences, Inonu University, 44280 Malatya, Turkey; (Y.A.); (S.T.); (T.M.)
| | - Hulusi Boke
- Yasar Oncan Secondary School, Ministry of National Education, 44900 Malatya, Turkey;
| | - Fatma Hilal Yagin
- Department of Biostatistics and Medical Informatics, Faculty of Medicine, Inonu University, 44280 Malatya, Turkey;
| | - Sakir Tufekci
- Department of Sport Management, Faculty of Sport Sciences, Inonu University, 44280 Malatya, Turkey; (Y.A.); (S.T.); (T.M.)
| | - Talha Murathan
- Department of Sport Management, Faculty of Sport Sciences, Inonu University, 44280 Malatya, Turkey; (Y.A.); (S.T.); (T.M.)
| | - Ertugrul Gencay
- Department of Recreation Management, Faculty of Sport Sciences, Istanbul Yeni Yuzyilas University, 34010 İstanbul, Turkey;
| | - Pablo Prieto-González
- Sport Sciences and Diagnostics Research Group, GSD-HPE Department, Prince Sultan University, Riyadh 11586, Saudi Arabia;
| | - Luca Paolo Ardigò
- Department of Teacher Education, NLA University College, 0166 Oslo, Norway
| |
Collapse
|
25
|
Putter I, van der Vaart L, Bosman J. Evaluating Need Crafting: Scale Validation and Workplace Implications. Behav Sci (Basel) 2024; 14:301. [PMID: 38667097 PMCID: PMC11047519 DOI: 10.3390/bs14040301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2024] [Revised: 03/31/2024] [Accepted: 04/02/2024] [Indexed: 04/29/2024] Open
Abstract
Basic psychological need crafting assumes that need-based experiences are enhanced through intentional behavior and thought changes. Despite its known benefits outside of the work context, need crafting instruments designed for this context, and the implications of need crafting for employee functioning, remain underexplored. Thus, this study set out to adapt and validate the need crafting scale (NCS) among employees (n = 229). Results supported the construct, discriminant validity, and criterion validity of the NCS. The research also revealed that, through need crafting, employees reported enhanced experiences related to their needs, which led to higher work effort and engagement and a reduced desire to leave their jobs. Additionally, the different types of need crafting had differential direct effects on employee functioning, supporting a more nuanced understanding of the construct. As the first of its kind, the study underpins the relevance and generalizability of the NCS and need crafting in the workplace.
Collapse
Affiliation(s)
- Ivan Putter
- Optentia Research Unit, North-West University, Vanderbijlpark 1900, South Africa; (I.P.); (J.B.)
| | - Leoni van der Vaart
- Optentia Research Unit, North-West University, Vanderbijlpark 1900, South Africa; (I.P.); (J.B.)
- Department of Psychology, Norwegian University of Science and Technology, 7491 Trondheim, Norway
| | - Jacqueline Bosman
- Optentia Research Unit, North-West University, Vanderbijlpark 1900, South Africa; (I.P.); (J.B.)
| |
Collapse
|
26
|
Viola E, Martorana M, Airoldi C, Caristia S, Ceriotti D, De Vito M, Tucci R, Meini C, Guiot G, Faggiano F. Dedalo Vola project: The effect of choral singing on physiological and psychosocial measures. An Italian pilot study. Acta Psychol (Amst) 2024; 244:104204. [PMID: 38430726 DOI: 10.1016/j.actpsy.2024.104204] [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: 09/05/2023] [Revised: 02/27/2024] [Accepted: 02/29/2024] [Indexed: 03/05/2024] Open
Abstract
Several studies have been conducted that show the crucial role of active participation in music in health promotion (e.g. Dingle et al., 2021; Sheppard & Broughton, 2020); however, little research has focused on the biopsychosocial effects of choral singing. The present study aims to evaluate the effectiveness, in terms of improving physiological and psychosocial factors, of a choral program for middle-aged and older individuals. We integrated our study with qualitative observations of the atmosphere and flow state experienced by the choristers. The data were collected before and after 12 weeks of training, with 23 participants took part in the study. They experienced significant improvements in weight, oxygen saturation, heart rate, and satisfaction of psychological needs. A beneficial trend, although not statistically significant, were observed for blood pressure, cholesterol, triglycerides, stress, psychological needs, and mental health. The observations progressively revealed a more cohesive and focused group. Our findings support the potential for cross-disciplinary collaboration between healthcare and arts policy to promote and enhance health and well-being throughout the lifespan.
Collapse
Affiliation(s)
- Erica Viola
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy.
| | - Marco Martorana
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy
| | - Chiara Airoldi
- Department of Translational Medicine, University of Eastern Piedmont, Via Solaroli, 17, 28100 Novara, Italy
| | - Silvia Caristia
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy
| | - Daniele Ceriotti
- Department of Translational Medicine, University of Eastern Piedmont, Via Solaroli, 17, 28100 Novara, Italy
| | - Marta De Vito
- Department of Translational Medicine, University of Eastern Piedmont, Via Solaroli, 17, 28100 Novara, Italy
| | - Riccardo Tucci
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy
| | - Cristina Meini
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy
| | | | - Fabrizio Faggiano
- Department for Sustainable Development and Ecological Transition, University of Eastern Piedmont, Piazza Sant'Eusebio 5, Vercelli 13100, Italy; Epidemiologic Unit of the Local Health Authority of Vercelli (I) - Osservatorio Epidemiologico, ASL Vercelli, Italy
| |
Collapse
|
27
|
Van de Casteele M, Flamant N, Ponnet K, Soenens B, Van Hees V, Vansteenkiste M. Adolescents' mental health in the social-media era: The role of offline and online need-based experiences. J Adolesc 2024; 96:612-631. [PMID: 38112170 DOI: 10.1002/jad.12286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2023] [Revised: 12/04/2023] [Accepted: 12/07/2023] [Indexed: 12/20/2023]
Abstract
INTRODUCTION Debate about the precise role of social media use (SMU) in the mental health of today's adolescents is still ongoing. The present study adds to the literature by focusing on adolescents' experiences during SMU and in their offline activities through the lens of basic psychological needs, which are central to self-determination theory. METHODS To examine the joint and supplementary effects of need-experiences in the offline and SMU domain (i.e., SMU satisfaction, offline satisfaction, SMU frustration, offline frustration) on several indicators of adolescents' mental health (i.e., vitality, life satisfaction, sleep quality, anxiety, and depression), polynomial regression analyses were used. Three cross-sectional samples were collected in Belgium, including early to mid-adolescents during the COVID-pandemic (Sample 1; N = 447; Mage = 14.26; 54.4% female) as well as postpandemic (Sample 2; N = 179, Mage = 15.25; 54.2% female), and among college students in postpandemic times (Sample 3; N = 4977; Mage = 20.72; 69.1% female). RESULTS The results showed that need-experiences common to both domains were a robust factor associated with mental health. This finding was obtained across all samples and outcomes, with need satisfaction playing a beneficial and need frustration a harmful role. We further found that offline need-experiences serve as a more crucial predictor of adolescents' mental health than need experiences on social media. CONCLUSIONS Adolescents' experiences of need satisfaction and need frustration on social media and in offline activities are central to their mental health. However, only relying on SMU as a single source of need satisfaction may not be recommended, given that offline experiences seem to be more decisive.
Collapse
Affiliation(s)
- Marlies Van de Casteele
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | - Nele Flamant
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | - Koen Ponnet
- Media Innovation and Communication Technology, Ghent University, Ghent, Belgium
| | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | - Valerie Van Hees
- Support Centre Inclusive Higher Education (SIHO), Ghent, Belgium
| | - Maarten Vansteenkiste
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| |
Collapse
|
28
|
Richards DK, Schwebel FJ, Field CA, Pearson MR. The Associations of Basic Psychological Need Satisfaction and Need Frustration with Cannabis-Related Outcomes in a Multi-Site Sample of College Students. J Psychoactive Drugs 2024; 56:177-186. [PMID: 36966350 PMCID: PMC10518366 DOI: 10.1080/02791072.2023.2191605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 03/02/2023] [Indexed: 03/27/2023]
Abstract
Psychological need satisfaction and need frustration, proposed by self-determination theory, may serve as conditions that foster health-promoting and health-impairing behaviors related to cannabis use. In the present study, we examined the measurement model of psychological need satisfaction and need frustration and their associations with cannabis protective behavioral strategies use, negative cannabis-related consequences, and cannabis use severity. Data were from 1394 college students from 10 universities across the U.S. who reported past-month cannabis use. A higher-order factor model representing general psychological need satisfaction and need frustration provided a good fit to the data. Regressing the three observed cannabis outcome variables onto these higher-order latent factors, we found that greater need satisfaction was associated with more frequent cannabis protective behavioral strategies use and fewer negative cannabis-related consequences. Greater need frustration was associated with greater negative cannabis-related consequences and cannabis use severity. Further, an interaction effect between need satisfaction and need frustration emerged for each cannabis outcome such that greater need satisfaction attenuated the associations between need frustration and cannabis outcomes and greater need frustration strengthened the associations between need satisfaction and cannabis outcomes. Implications for the roles of need satisfaction and need frustration in cannabis use and future intervention development are discussed.
Collapse
Affiliation(s)
- Dylan K. Richards
- Center on Alcohol, Substance Use, And Addictions (CASAA), University of New Mexico
| | - Frank J. Schwebel
- Center on Alcohol, Substance Use, And Addictions (CASAA), University of New Mexico
| | - Craig A. Field
- Latino Alcohol and Health Disparities Research and Training (LAHDR) Center, Department of Psychology, University of Texas at El Paso
| | - Matthew R. Pearson
- Center on Alcohol, Substance Use, And Addictions (CASAA), University of New Mexico
| | | |
Collapse
|
29
|
Iosifidou E, Varsamis P. Goal Contents, State Empathy and Instructional Goals in a Physical Disability Vignette. HEALTH COMMUNICATION 2024; 39:717-728. [PMID: 36823037 DOI: 10.1080/10410236.2023.2181679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Setting and recommending instructional goals represents an important communication process in educational and health domains, which are intersected in many cases. However, little is known about the antecedents of instructional goals. The aim of the present study was to examine how the contents of participants' personal goals in life (i.e. goal contents) and state empathy during message processing affected the processes of prioritizing instructional goals in the case of an adolescent who presented physical disability and impaired cognitive functioning, as presented in a video vignette. Health and care practitioners who were members of the educational system, in-service teachers and university students of disciplines related to health, rehabilitation or education, participated in a cross-sectional study. The findings showed that the participants proposed instructional goals according to their current goal contents and state empathy. In particular, state empathy demonstrated both main effects and mediations in influencing intrinsic instructional goals. However, state empathy, in fact its associative component, influenced an extrinsic goal domain as well. Interpretations of this phenomenon are presented, and the limitations of some tools are demonstrated. In addition, suggestions are put forward regarding implications and future research for a proximal causation of the instructional goals.
Collapse
Affiliation(s)
- Eleni Iosifidou
- Department of Educational and Social Policy, University of Macedonia
| | | |
Collapse
|
30
|
Tur-Porcar A, Salas-Vallina A, Azagra-Caro JM. The Positive Effect of Social Support in the Relationship Between Emotion and Motivation of People in Science. THE JOURNAL OF PSYCHOLOGY 2024; 158:492-510. [PMID: 38498085 DOI: 10.1080/00223980.2024.2325081] [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: 08/16/2022] [Accepted: 02/24/2024] [Indexed: 03/19/2024] Open
Abstract
This study explores the role of social support as a mediator in the relationship between self-emotional appraisal and motivation in people in science. It also examines the moderating role of self-deceptive enhancement in the relationship between self-emotional appraisal and social support. Survey responses from 6,943 people in science in Spain were analyzed (43% women), aged 20-96 (M = 48.8; SD = 9.94). Structural equation modeling was used to examine a moderated mediation model explaining the path between self-emotional appraisal and motivation. The analysis controlled for age, gender and organization type. The results show a positive link between self-emotional appraisal and motivation. Mediation by social support strengthens this link: For self-emotional appraisal to be effective, people in science need to feel others' support when tackling a problem. Moderation by self-deceptive enhancement strengthens the association of self-emotional appraisal with social support: The need to adapt one's self-image to others' expectations activates the pursuit of social support. The implications of self-emotional appraisal and social support for improving motivation are discussed, as is the role of self-deception in social support as perceived by people in science.
Collapse
|
31
|
Pineda-Espejel HA, Morquecho-Sánchez R, Morales-Sánchez V. Interpersonal behaviors in sports context: Spanish adaptation and measurement invariance. Front Psychol 2024; 15:1343063. [PMID: 38476395 PMCID: PMC10927853 DOI: 10.3389/fpsyg.2024.1343063] [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: 11/22/2023] [Accepted: 01/23/2024] [Indexed: 03/14/2024] Open
Abstract
Introduction The interpersonal behavior questionnaire (IBQ) is an instrument that measures support and thwarting interpersonal behaviors based on the self-determination theory (SDT). The aim of this work was to adapt the IBQ to the Spanish spoken in Mexico and to examine its psychometric properties (structural validity, discriminant validity, composite reliability, factorial invariance, and nomological validity) in a sample of athletes. Methods For this purpose, 472 athletes (average age 17.15 years; SD = 1.47) completed a question booklet. Results and discussion Confirmatory factor analysis supported the structure of six related factors, three factors of behaviors that support autonomy, competence, and relatedness, and three factors of behaviors that thwarting them. The internal consistency of each factor was also supported, as well as the average variance extracted. However, the discriminant validity between the factors of competence and relatedness in their dimensions of support, on the one hand, and thwarting, on the other, is questioned. Factorial invariance was confirmed across gender (men and women) and sport type (individual and team). Nomological validity is in accordance with theory and empirical literature. More studies of the IBQ in sport are necessary to see if these results are a fortuitous product or if they manifest themselves consistently.
Collapse
Affiliation(s)
| | - Raquel Morquecho-Sánchez
- Facultad de Organización Deportiva, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico
| | | |
Collapse
|
32
|
Flamant N, Haerens L, Vansteenkiste M, Van Petegem S, Soenens B. Are All Negotiations Equally Favorable? The Role of Adolescents' Negotiation Style, Social Domain, and Mothers' Authoritarian Beliefs and Family History. J Youth Adolesc 2024; 53:485-505. [PMID: 37831430 DOI: 10.1007/s10964-023-01880-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 09/25/2023] [Indexed: 10/14/2023]
Abstract
Although negotiation is generally considered an adaptive means for adolescents to express disagreement in the parent-child relationship, previous research on the correlates of adolescents' negotiation has reported rather mixed results. This may be because parents do not always positively appraise and respond to adolescents' negotiation. The key aim of the present study was to better understand variability in mothers' appraisals and responses to adolescents' negotiation attempts. This was done by examining whether their appraisals and responses vary as a function of adolescents' negotiation style, social domain, and mothers' personal characteristics (i.e., authoritarian beliefs and their own history of being parented). A total of 476 mothers of 9th and 10th grade adolescents in Belgium (Mage mothers = 44.93 years old, SD = 4.07; Mage adolescents = 14.88, SD = 0.75, 51.7% boys) participated in a vignette-based experimental study. Mothers completed questionnaires assessing authoritarian beliefs and their own history of being parented, and read a vignette-based scenario depicting an adolescent's negotiation attempt. Using a between-person 2 × 2 design, adolescents' negotiation style (autonomy-supportive versus controlling) and social domain (personal versus multifaceted) were experimentally manipulated. Mothers were more likely to positively appraise and respond in more constructive ways if adolescents adopted an autonomy-supportive instead of a controlling negotiation style, and when the situation involved a personal rather than a multifaceted issue. Mothers with high authoritarian beliefs and those with a history of being parented in a psychologically controlling way, had a more negative attitude towards adolescents' negotiation. Overall, the results suggest that the success of adolescents' negotiation depends on how, about what, and with whom they negotiate.
Collapse
Affiliation(s)
- Nele Flamant
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium.
| | - Leen Haerens
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Maarten Vansteenkiste
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| | - Stijn Van Petegem
- Research Center on Development, Family, and Human Systems (DEFASY), Université Libre de Bruxelles, Brussels, Belgium
- , F.R.S.-FNRS Research Associate, Belgium
| | - Bart Soenens
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| |
Collapse
|
33
|
Liu Z, Shen L, Wu X, Zhen R, Zhou X. Basic Psychological Need Satisfaction and Depression in Adolescents During the COVID-19 Pandemic: The Mediating Roles of Feelings of Safety and Rumination. Child Psychiatry Hum Dev 2024; 55:219-226. [PMID: 35834146 PMCID: PMC9281292 DOI: 10.1007/s10578-022-01395-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 05/08/2022] [Accepted: 06/08/2022] [Indexed: 12/04/2022]
Abstract
The study aimed to examine the mechanism underlying the effect of basic psychological needs satisfaction (BPNs) on depression via feelings of safety or rumination in adolescents during the COVID-19 pandemic. Self-report questionnaires were distributed to 683 middle school students from Hubei province in China. Structural Equation Modelling was used to analyse the data. The results showed that basic psychological needs satisfaction exerted negative effects on adolescents' depression in both a direct and an indirect way. In specific, basic psychological needs satisfaction not only directly reduced depression, but also indirectly reduced depression by the mediating role of feelings of safety, but not by rumination. Moreover, autonomy and relatedness, but not competence need satisfaction, indirectly reduced depression by the multiple mediating path from feelings of safety to rumination. The findings indicate satisfaction of basic psychological needs is important in increasing adolescents' feelings of safety, reducing negative cognitions, and alleviating their depression level during the pandemic.
Collapse
Affiliation(s)
- Zhengyi Liu
- Department of Psychology, New York University, 10003, New York, NY, USA
| | - Lingyan Shen
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China.
- Jing Hengyi School of Education, Hangzhou Normal University, No. 2318 Yuhangtang Street, 311121, Hangzhou, China.
| | - Xinyue Wu
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China
| | - Rui Zhen
- Jing Hengyi School of Education, Hangzhou Normal University, 311121, Hangzhou, China.
- Jing Hengyi School of Education, Hangzhou Normal University, No. 2318 Yuhangtang Street, 311121, Hangzhou, China.
| | - Xiao Zhou
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310028, Hangzhou, China
| |
Collapse
|
34
|
Howard JL, Slemp GR, Wang X. Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024:1461672231225364. [PMID: 38291862 DOI: 10.1177/01461672231225364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2024]
Abstract
In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples (N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychological need satisfaction and well-being are seen as more supportive. Supportive teacher behaviors correlated positively with a range of desired student outcomes, including performance, engagement, and well-being. Thwarting behaviors tended to display the opposite pattern. Our results are consistent with the theoretical expectations of SDT, yet questions remain concerning the incremental validity of these constructs. We highlight the need for further research on (a) factors that cause teachers to provide support and (b) the specific behaviors within each category to distinguish these categories and increase practical utility.
Collapse
Affiliation(s)
| | | | - Xiao Wang
- Renmin University of China, Beijing, China
| |
Collapse
|
35
|
Sanchez C, Porro B, Blanc N. Development of a New Scale to Assess Students' Autodetermination At School (AAS). Eur J Investig Health Psychol Educ 2024; 14:181-202. [PMID: 38248132 PMCID: PMC10813875 DOI: 10.3390/ejihpe14010012] [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: 10/26/2023] [Revised: 12/07/2023] [Accepted: 01/02/2024] [Indexed: 01/23/2024] Open
Abstract
The Autodetermination At School (AAS) hetero-evaluative scale was created and validated in a French teacher population with the aim of quantifying, in an ecological way, the commitment at school of elementary students. After establishing the scale's face validity, AAS was tested with an exploratory factor analysis, a confirmatory factor analysis, a convergent validity analysis, a test-retest analysis and an inter-individual analysis. The EFA highlighted three distinct factors and the CFA validated the reliability of a three-factor model for AAS with relevant fits and indices. The first dimension concerns teacher perception of academic commitment, reflecting both child performance and autonomous motivation. The second and third ones reflect teacher perception of the child's social commitment, to their peers as well as to their teacher. Consequently, AAS is a useful, reliable and robust psychometric instrument that emphases how intrinsic motivation and performance are closely linked. It also considers the importance of social child commitment at school. The inter-individual analysis revealed trends of grade, gender and school environment effects.
Collapse
Affiliation(s)
- Christine Sanchez
- Department of Psychology, University Paul Valéry Montpellier 3, EPSYLON UR 4556, 34000 Montpellier, France;
| | - Bertrand Porro
- Université d’Angers, Université de Rennes, Inserm, EHESP, IRSET (Institut de Recherche en Santé, Environnement et Travail) UMR_S 1085, IRSET-ESTER, SFR ICAT, F-49000 Angers, France;
- Department of Human and Social Sciences, Institut de Cancérologie de l’Ouest (ICO), 49055 Angers, France
| | - Nathalie Blanc
- Department of Psychology, University Paul Valéry Montpellier 3, EPSYLON UR 4556, 34000 Montpellier, France;
| |
Collapse
|
36
|
Jovanović V, Tomašević A, Šakan D, Lazić M, Gavrilov-Jerković V, Zotović-Kostić M, Obradović V. The role of basic psychological needs in the relationships between identity orientations and adolescent mental health: A protocol for a longitudinal study. PLoS One 2024; 19:e0296507. [PMID: 38166060 PMCID: PMC10760749 DOI: 10.1371/journal.pone.0296507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 12/06/2023] [Indexed: 01/04/2024] Open
Abstract
Research into the role of identity orientations (the relative importance an individual places on different personal and social attributes and characteristics when defining her or his identity) in adolescent mental health is extremely limited. Furthermore, the potential mechanisms that might explain the associations between identity orientations and adolescent mental health are poorly understood. This study protocol describes a one-year longitudinal study across three time points to be initiated with the purpose of investigating the mediating role of basic psychological needs satisfaction and frustration in the relationship between identity orientations and various mental health indicators in adolescence. We aim to recruit a large sample of Serbian adolescents (N = 2,000 at Time 1), using a two-stage stratified random sampling. The data will be analyzed using the random intercept cross-lagged panel model (RI-CLPM), and the results will be contrasted with the traditional CLPM. The goal of this study is to make a theoretical contribution to research in the fields of identity, self-determination theory, and adolescent mental health, as well as to provide insights towards the development of evidence-based recommendations for creating prevention and promotion programs aimed at improving the well-being of adolescents.
Collapse
Affiliation(s)
- Veljko Jovanović
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Aleksandar Tomašević
- Department of Sociology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Dušana Šakan
- Faculty of Law and Business Studies dr Lazar Vrkatić, Novi Sad, Union University, Belgrade, Serbia
| | - Milica Lazić
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | | | - Marija Zotović-Kostić
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| | - Vojana Obradović
- Department of Psychology, Faculty of Philosophy, University of Novi Sad, Novi Sad, Serbia
| |
Collapse
|
37
|
Yun JS, Lee GI, Kim BR. Association of Basic Psychological Need Fulfillment and School Happiness with Obesity Levels and Intensity of Physical Activity during Physical Education Classes in South Korean Adolescents. Healthcare (Basel) 2023; 12:40. [PMID: 38200946 PMCID: PMC10778906 DOI: 10.3390/healthcare12010040] [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: 11/10/2023] [Revised: 12/15/2023] [Accepted: 12/20/2023] [Indexed: 01/12/2024] Open
Abstract
This study examined the relationship between basic psychological need fulfillment (BPNF) and school happiness in relation to the intensity of physical activity exhibited by adolescents during physical education (PE) classes and their obesity levels. We measured BPNF and school happiness using a questionnaire administered to 600 junior high school students. After exclusion, 532 questionnaires were analyzed. A 3D accelerometer (GT3X model) from Actigraph and the body mass index were used to measure physical activity intensity and obesity, respectively. The findings of this study indicate that BPNF and school happiness were significantly associated with physical activity intensity. Specifically, students who engaged in high-intensity physical activity exhibited higher levels of BPNF and school happiness. Additionally, BPNF and school happiness were not significantly related to obesity, whereas a significant relationship was observed between BPNF, school happiness, and the interaction between physical activity intensity and obesity level. This finding implies that adolescents with higher physical activity intensity and lower obesity reported higher levels of BPNF and school happiness. These findings suggest that physical activity intensity during PE classes significantly influences emotional development. Therefore, incorporating moderate-to-vigorous physical activity into PE may serve as a strategy for promoting emotional development in adolescents.
Collapse
Affiliation(s)
- Ju-Seok Yun
- Department of Physical Education, Korea University, Seoul 02841, Republic of Korea;
| | - Gyu-Il Lee
- Department of Physical Education, Kyungpook National University, Daegu 41566, Republic of Korea;
| | - Bo-Ram Kim
- Department of Physical Education, Korea University, Seoul 02841, Republic of Korea;
| |
Collapse
|
38
|
Liao XL, Cao CH, Gamble JH, Li LL, Jiang XY, Bo CX, Chen IH. Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support. Front Public Health 2023; 11:1299929. [PMID: 38174075 PMCID: PMC10764027 DOI: 10.3389/fpubh.2023.1299929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 12/04/2023] [Indexed: 01/05/2024] Open
Abstract
Introduction In light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to PSU, psychological distress, and perceived administrative support. However, most previous studies have adopted a variable-centered approach, which may overlook the possibility that the three basic needs are not closely associated and could form distinct profiles. Therefore, this study aims to apply latent profile analysis to identify different PNT profiles and their associations with PSU, psychological distress, and perceived administrative support. Methods A longitudinal survey was conducted using convenience and purposive sampling methods. The survey involved 1,642 primary and middle school teachers working in China over a two-month interval, with the first assessment in November 2021 (Time 1) and the second in January 2022 (Time 2). Results The results indicate that a three-profile model, intricately based on the PNT data gathered at Time 1, is most optimal: Class 1 is labeled as 'High autonomy-High competence and Moderate relatedness thwarting', Class 2 as 'High autonomy-High competence and High relatedness thwarting', and Class 3 as 'Low psychological needs thwarting'. Distinct associations were observed among the three profiles concerning PSU, psychological distress, and perceived administrative support. Specifically, in terms of PSU, the score of Class 2 was higher than Class 1, with that of Class 3 being the lowest at Time 1, while at Time 2 no significant difference was found between any two of these three groups; in terms of distress, the scores of the three profiles were arranged from high to low as Class 2, 1, and 3 at both time points; and in terms of perceived administrative support, the order was just the opposite, with 3, 1, and 2 from high to low at both Time 1 and Time 2. Conclusion Notably, the consistent ranking of the three classes in terms of psychological distress and administrative support suggests a lasting influence of PNT. Future studies should explore this enduring impact further by employing additional longitudinal data sets and examining potential mediators or moderators beyond the current study's scope.
Collapse
Affiliation(s)
- Xiao-Ling Liao
- International College, Krirk University, Bangkok, Thailand
| | - Cui-Hong Cao
- School of Foreign Languages, Shandong Women’s University, Jinan, China
- Faculty of Education, Qufu Normal University, Qufu, China
| | - Jeffrey H. Gamble
- Department of English, National Changhua University, Changhua, Taiwan
| | - Ling-Ling Li
- No.1 Senior High School, Xinjian District of Nanchang City, Nanchang, China
| | | | - Cun-Xu Bo
- Shandong Provincial Institute of Education Sciences, Jinan, China
| | - I-Hua Chen
- Chinese Academy of Education Big Data, Qufu Normal University, Qufu, China
| |
Collapse
|
39
|
Hsu WT, Lin A, Shang IW. The Role of Novelty Satisfaction in Distance Physical Education During the COVID-19 Pandemic: A Self-Determination Theory Perspective. Psychol Rep 2023; 126:2924-2939. [PMID: 35532003 PMCID: PMC9082095 DOI: 10.1177/00332941221092655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
PURPOSE To better understand the role of novelty satisfaction in distance physical education (PE) during the COVID-19 pandemic, this study aimed to determine the relationships among students' novelty satisfaction, basic psychological needs satisfaction, autonomous motivation, effort, and enjoyment and to examine the mediating effects of autonomous motivation in the relationships between novelty satisfaction and effort and enjoyment. METHODS The participants were 332 undergraduate students from 10 PE classes. Structural equation modeling was used for data analysis. RESULTS Satisfaction of students' need for novelty and the three basic needs positively predicted autonomous motivation, which in turn positively predicted effort and enjoyment. The relationships between students' novelty satisfaction and their effort and enjoyment were mediated by autonomous motivation. CONCLUSION This study provides important insights into needs satisfaction and motivational underpinnings of outcomes in distance PE during the COVID-19 pandemic. We suggest that future studies develop novelty support strategies based on our findings.
Collapse
Affiliation(s)
- Wei-Ting Hsu
- Department of Physical Education and Kinesiology, National Dong Hwa University, Shoufeng, Taiwan
| | - Andy Lin
- Center of General Education, Fo Guang University, Jiaosi, Taiwan
| | - I-Wei Shang
- Department of Physical Education and Kinesiology, National Dong Hwa University, Shoufeng, Taiwan
| |
Collapse
|
40
|
Morbée S, Vansteenkiste M, Waterschoot J, Klein O, Luminet O, Schmitz M, Van den Bergh O, Van Oost P, Yzerbyt V. The Role of Communication Style and External Motivators in Predicting Vaccination Experiences and Intentions: An Experimental Vignette Study. HEALTH COMMUNICATION 2023; 38:2894-2903. [PMID: 36162986 DOI: 10.1080/10410236.2022.2125012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
This vignette-based study examined in a sample of unvaccinated Belgian citizens (N = 1918; Mage = 45.99) how health care workers could foster reflection about and intentions to get vaccinated against COVID-19 by experimentally varying their communication style (i.e., autonomy-supportive vs. controlling) and the reference to external motivators (i.e., use of a monetary voucher or corona pass vs. the lack thereof). Each participant was randomly assigned to one of six conditions and rated a vignette in terms of anticipated autonomy satisfaction, perceived effectiveness, reflection, and vaccination intention. An autonomy-supportive, relative to a controlling, communication style predicted greater autonomy need satisfaction, which in turn related positively to perceived effectiveness, reflection, and vaccination intention. External motivators failed to generate positive effects compared to the control condition. The findings highlight the critical role of autonomy support in promoting a self-endorsed decision to get vaccinated.
Collapse
Affiliation(s)
- Sofie Morbée
- Department of Developmental, Personality and Social Psychology, Ghent University
| | | | - Joachim Waterschoot
- Department of Developmental, Personality and Social Psychology, Ghent University
| | - Olivier Klein
- Faculty of Psychological Sciences and Education, Université libre de Bruxelles
| | - Olivier Luminet
- Institute for Research in Psychological Sciences, Université catholique de Louvain
| | - Mathias Schmitz
- Institute for Research in Psychological Sciences, Université catholique de Louvain
| | | | - Pascaline Van Oost
- Institute for Research in Psychological Sciences, Université catholique de Louvain
| | - Vincent Yzerbyt
- Institute for Research in Psychological Sciences, Université catholique de Louvain
| |
Collapse
|
41
|
Dirzyte A, Perminas A, Kaminskis L, Žebrauskas G, Sederevičiūtė – Pačiauskienė Ž, Šliogerienė J, Suchanova J, Rimašiūtė – Knabikienė R, Patapas A, Gajdosikiene I. Factors contributing to dropping out of adults' programming e-learning. Heliyon 2023; 9:e22113. [PMID: 38107286 PMCID: PMC10724553 DOI: 10.1016/j.heliyon.2023.e22113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 11/03/2023] [Accepted: 11/05/2023] [Indexed: 12/19/2023] Open
Abstract
Previous studies reported that acquiring computer programming skills is challenging and might result in high dropout rates. A quasi-experimental design was used to examine the role of different factors in dropping out of an e-based computer programming course. This study applied a knowledge in programming assessment test (20 multiple-choice questions covering the following topics: variables, loops, conditionals, functions, and general knowledge of Python), The Learning Motivating Factors Questionnaire, The Big Five-2, and The Basic Psychological Need Satisfaction & Frustration Scale. Ninety-four participants (38 males and 56 females) completed the course, while 305 participants started it. The mean age of e-learners was 29.96 years (SD 8.27), age range = 18 to 54. The results showed that e-learners who completed the course had higher initial knowledge assessment scores than those who dropped out after the first assessment. Reward and recognition as a motivator were significantly higher in males who completed the course than those who dropped out after the second knowledge assessment. Extraversion was significantly lower in females who completed the course than those who dropped after the first or second knowledge assessment test. Relatedness frustration was significantly higher in those who dropped out after the first knowledge assessment. Due to significant limitations of the sample size, cultural context, measures applied, and research design, the findings would preferably be regarded with caution.
Collapse
Affiliation(s)
- Aiste Dirzyte
- Faculty of Creative Industries, Vilnius Gediminas Technical University, Saulėtekio ave. 11, Vilnius 10221, Lithuania
- Institute of Psychology, Mykolas Romeris University, Ateities 20, Vilnius 08303, Lithuania
| | - Aidas Perminas
- Department of Psychology, Vytautas Magnus University, K. Donelaičio str. 58, Kaunas 44248, Lithuania
| | | | | | | | - Jolita Šliogerienė
- Faculty of Creative Industries, Vilnius Gediminas Technical University, Saulėtekio ave. 11, Vilnius 10221, Lithuania
| | - Jelena Suchanova
- Faculty of Creative Industries, Vilnius Gediminas Technical University, Saulėtekio ave. 11, Vilnius 10221, Lithuania
| | | | - Aleksandras Patapas
- Institute of Public Administration, Mykolas Romeris University, Ateities 20, Vilnius 08303, Lithuania
| | - Indre Gajdosikiene
- Institute of Psychology, Mykolas Romeris University, Ateities 20, Vilnius 08303, Lithuania
| |
Collapse
|
42
|
Stoffels M, Koster AS, van der Burgt SME, de Bruin ABH, Daelmans HEM, Peerdeman SM, Kusurkar RA. Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context. MEDICAL TEACHER 2023; 45:1364-1372. [PMID: 37339482 DOI: 10.1080/0142159x.2023.2225729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2023]
Abstract
PURPOSE Self-regulated learning (SRL) can enhance students' learning process. Students need support to effectively regulate their learning. However, the effect of learning climate on SRL behavior, its ultimate effect on learning and the underlying mechanisms have not yet been established. We explored these relationships using self-determination theory. MATERIALS AND METHODS Nursing students (N = 244) filled in questionnaires about SRL behavior, perceived learning, perceived pedagogical atmosphere and Basic Psychological Needs (BPN) satisfaction after their clinical placement. Structural equation modelling was used to test a model in which perceived pedagogical atmosphere affects SRL behavior and subsequent perceived learning through BPN satisfaction. RESULTS The tested model had an adequate fit (RMSEA = 0.080, SRMR = 0.051; CFI = 0.972; TLI = 0.950). A positively perceived pedagogical atmosphere contributed to SRL behavior, which was fully explained by BPN satisfaction. SRL partially mediated the contribution of pedagogical atmosphere/BPN to perceived learning. CONCLUSIONS A learning climate that satisfies students' BPN contributes to their SRL behavior. SRL behavior plays a positive but modest role in the relationship between climate and perceived learning. Without a culture that is supportive of learning, implementation of tools to apply SRL behavior may not be effective. Study limitations include reliance on self-report scales and the inclusion of a single discipline.
Collapse
Affiliation(s)
- Malou Stoffels
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Amsterdam UMC, VUmc Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Andries S Koster
- Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands
| | - Stephanie M E van der Burgt
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
| | - Anique B H de Bruin
- Department of Educational Development & Research and School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Hester E M Daelmans
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department of Skills Training, Faculty of Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Saskia M Peerdeman
- Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands
- Department of Neurosurgery, Amsterdam UMC, Location VUmc, Amsterdam, The Netherlands
| | - Rashmi A Kusurkar
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Quality of Care, Amsterdam Public Health, Amsterdam, The Netherlands
| |
Collapse
|
43
|
Ali N, Ullah A, Khan AM, Khan Y, Ali S, Khan A, Bakhtawar, Khan A, Din MU, Ullah R, Khan UN, Aziz T, Ahmad M. Academic performance of children in relation to gender, parenting styles, and socioeconomic status: What attributes are important. PLoS One 2023; 18:e0286823. [PMID: 37967095 PMCID: PMC10651006 DOI: 10.1371/journal.pone.0286823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 05/24/2023] [Indexed: 11/17/2023] Open
Abstract
What are the effects of parenting styles on academic performance and how unequal are these effects on secondary school students from different gender and socioeconomic status families constitute the theme of this paper. A cross-sectional and purposive sampling technique was adopted to gather information from a sample of 448 students on a Likert scale. Chi-square, Kendall's Tau-c tests and hierarchical multiple regression analyses were used to determine the extent of the relationship among the variables. Chi-square and Kendall's Tau-c (Tc) test results established that the socioeconomic status of the respondent's family explained variation in children's academic performance due to parenting style; however, no significant difference was observed in the academic performance of students based on gender. Furthermore, hierarchal multiple regression analysis established that the family's socioeconomic status, authoritative parenting, permissive parenting, the interaction of socioeconomic status and authoritative parenting, and the interaction of socioeconomic status and permissive parenting were significant predictors (P<0.05) of students' academic performance. These predictor variables explained 59.3 percent variation in the academic performance of children (R2 = 0.593). Results of hierarchal multiple regression analysis in this study ranked ordered the most significant predictors of the academic performance of children in the following order. Family socioeconomic status alone was the strongest predictor (β = 18.25), interaction of socioeconomic status and authoritative parenting was the second important predictor (β = 14.18), authoritative parenting alone was third in importance (β = 13.38), the interaction of socioeconomic status and permissive parenting stood at fourth place in importance (β = 11.46), and permissive parenting was fifth (β = 9.2) in influencing academic performance of children in the study area. Children who experienced authoritative parenting and were from higher socioeconomic status families perform better as compared to children who experienced authoritarian and permissive parenting and were from low socioeconomic status families.
Collapse
Affiliation(s)
- Nayab Ali
- Department of Sociology, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Asad Ullah
- Department of Rural Sociology, The University of Agriculture, Peshawar, Khyber Pakhtunkhwa, Pakistan
| | - Abdul Majid Khan
- Department of Sociology & Psychology, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
| | - Yunas Khan
- Head of Department of Pakistan Studies, Islamia College, Peshawar, Khyber Pakhtunkhwa, Pakistan
| | - Sajid Ali
- Department of Social Work, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Aisha Khan
- Department of Sociology, The Women University, Multan, Punjab, Pakistan
| | - Bakhtawar
- University of Malakand Women Campus, Khyber Pakhtunkhwa, Khyber Pakhtunkhwa, Pakistan
| | - Asad Khan
- Department of Tourism & Hotel Management, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
| | - Maaz Ud Din
- Department of Business Administration, ILMA University, Karachi, Pakistan
| | - Rahat Ullah
- Department of Law, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Umar Niaz Khan
- Department of Law, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Tariq Aziz
- Department of Sociology, Kohat University of Science and Technology, Kohat, Khyber Pakhtunkhwa, Pakistan
| | - Mushtaq Ahmad
- Department of Sociology & Psychology, University of Swabi, Swabi, Khyber Pakhtunkhwa, Pakistan
| |
Collapse
|
44
|
Jones MV, Smith N, Walker L, Turner M, McCann A, Braithwaite E, Burns D, Emmerson P, Webster L, Jones M. Development of the ARENA training programme for resilient performance in defense and security settings. MILITARY PSYCHOLOGY 2023:1-13. [PMID: 37921638 DOI: 10.1080/08995605.2023.2268495] [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: 01/13/2023] [Accepted: 10/02/2023] [Indexed: 11/04/2023]
Abstract
Defense and Security Personnel (DSP) often have to operate in the presence of stressful demands. Prior research has identified factors and processes associated with DSP being able to perform resiliently in demanding situations and settings. The aim of the present study was to develop a resilient performance training programme for UK defense and security operators. An intervention mapping (IM) method was used to guide the development of the programme. Typically, IM follows six sequential phases. In the present work, these phases were shaped by insights from prior research (e.g. systematic review and end user interviews), the input of a dedicated working group (N = 13) and from practitioner focus groups. During the IM process, the importance of programme flexibility was emphasized by practitioners. As such, the enAbling REsilieNt performAnce (ARENA) training programme was designed to be agile and include both face-to-face training and online learning modules. Theoretical behavior change principles, closely aligned to findings of earlier work on resilient defense and security performance, were used to underpin programme content and delivery. Future research should seek to gather data on the impact of the ARENA programme, in the targeted biological, psychological and social factors that previously been associated with resilient performances.
Collapse
Affiliation(s)
- Marc V Jones
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | - Nathan Smith
- Centre for Trust, Peace and Social Relations, Coventry University, Coventry, UK
| | - Lucy Walker
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | - Martin Turner
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | - Andrew McCann
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | | | - Danielle Burns
- Department of Psychology, Manchester Metropolitan University, Manchester, UK
| | | | - Leonie Webster
- Human Sciences Group, CBR Division, Defence Science and Technology Laboratory, Salisbury, UK
| | - Martin Jones
- Human Sciences Group, CBR Division, Defence Science and Technology Laboratory, Salisbury, UK
| |
Collapse
|
45
|
Desrumaux P, Princia Moughogha I, N'dong Nguema W, Bouterfas N. Impact of Organizational Justice, Support, Resilience, and Need Satisfaction on French Social Workers' Psychological Well-Being. JOURNAL OF EVIDENCE-BASED SOCIAL WORK (2019) 2023; 20:934-953. [PMID: 37463314 DOI: 10.1080/26408066.2023.2232766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
PURPOSE Based on an approach to psychological health at work and on social exchange theory, this study tested the relationships between the four dimensions of organizational justice (distributive, procedural, interpersonal, and informational), supervisor and coworker support, resilience and psychological well-being (PWB). METHOD Using a cross-sectional design with one measurement, a sample of 369 French social workers responded to an online questionnaire. Analysis were based on correlations, and on mediations with Hayes and Preacher's (2014) method. RESULTS The results showed that satisfaction of the three psychological needs, procedural justice, supports, and resilience explained PWB. Mediation analyses showed that satisfaction of the need for autonomy played a mediating role between interpersonal justice, procedural justice, and PWB. Satisfaction of the needs for competence and autonomy played a mediating role between coworker support and PWB. Satisfaction of the three needs played a mediating role between resilience and PWB. DISCUSSION AND CONCLUSION The results pointed out the relevance of need satisfaction in predicting PWB. These findings confirm the relevance of justice, support, and resilience for social workers' well-being, and of the importance of need satisfaction that plays a critical role.
Collapse
Affiliation(s)
- Pascale Desrumaux
- Work and Organizational Psychology Univ. Lille, ULR 4072 - PSITEC - Psychologie: Interactions, Temps, Emotions, Cognitions, Lille, France
| | - Ida Princia Moughogha
- Work and Organizational Psychology Univ. Lille, ULR 4072 - PSITEC - Psychologie: Interactions, Temps, Emotions, Cognitions, Lille, France
| | - Willys N'dong Nguema
- Work and Organizational Psychology Univ. Lille, ULR 4072 - PSITEC - Psychologie: Interactions, Temps, Emotions, Cognitions, Lille, France
| | - Naouële Bouterfas
- Social and Work Psychology, Psychologist in National Education, France
| |
Collapse
|
46
|
Haenen A, Frielink N, van Ool J, Tan FIY, Embregts PJCM. Exploring the experiences of self-determination of individuals with mild intellectual disabilities and epilepsy. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2023; 36:1326-1336. [PMID: 37620292 DOI: 10.1111/jar.13151] [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: 10/14/2022] [Revised: 07/15/2023] [Accepted: 08/02/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND While epilepsy can decrease quality of life and self-determination in individuals without intellectual disabilities, the impact of epilepsy on experienced self-determination in people with intellectual disabilities remains unclear. METHOD We conducted semi-structured interviews with six adults (four men, two women) aged 30-61 with mild intellectual disabilities and drug-resistant epilepsy to investigate their experiences of self-determination. The data were analysed using Interpretative Phenomenological Analysis. RESULTS Three main themes were identified: (A) I am a competent person with epilepsy; (B) My social needs: being accepted as I am and stability in relationships; and (C) Being in control. CONCLUSIONS In this study, the impact of epilepsy on experienced self-determination of people with mild intellectual disabilities outweighs the influence of intellectual disabilities. Identity formation, friendships with peers, and autonomy support in risk management are identified as important topics in supporting this group.
Collapse
Affiliation(s)
- Alexandra Haenen
- Tranzo, Tilburg School of Social and Behavioural Sciences, Tilburg University, Tilburg, The Netherlands
- Centre for Residential Epilepsy Care, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Noud Frielink
- Tranzo, Tilburg School of Social and Behavioural Sciences, Tilburg University, Tilburg, The Netherlands
| | - Jans van Ool
- Centre for Residential Epilepsy Care, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Francis I Y Tan
- Centre for Residential Epilepsy Care, Epilepsy Center Kempenhaeghe, Heeze, The Netherlands
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioural Sciences, Tilburg University, Tilburg, The Netherlands
| |
Collapse
|
47
|
Jakobsen AM. How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6977. [PMID: 37947535 PMCID: PMC10647599 DOI: 10.3390/ijerph20216977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 10/13/2023] [Accepted: 10/17/2023] [Indexed: 11/12/2023]
Abstract
The aim of this study was to consider the relationships among the autonomy support an athlete perceives from their coach, the three basic psychological needs (autonomy, competence, and relatedness), the psychological motivational climate of the team (a task or ego climate), and the athlete's motivational orientation (ego or task involvement). No other studies have investigated this. My three hypotheses were as follows: autonomy support from a coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 elite male ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was conducted to predict ego-task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego-task involvement were the autonomy support from the coach (std. beta = 0.28, sign = 0.05) and the ego climate (std. beta = 0.34, sign = 0.01). The analysis revealed that the athletes had a higher score on task (M = 4.85) than ego (M = 3.34) involvement, but when these were transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy support from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.
Collapse
|
48
|
Nicuță EG, Diaconu-Gherasim LR, Constantin T. "Thank You for Your Good Work": the Impact of Received Gratitude on Employees' Work Motivation. THE JOURNAL OF PSYCHOLOGY 2023:1-18. [PMID: 37874673 DOI: 10.1080/00223980.2023.2271637] [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: 05/10/2023] [Accepted: 10/10/2023] [Indexed: 10/26/2023] Open
Abstract
Previous literature suggests that receiving gratitude in the workplace might have beneficial outcomes for the employees; however, the research linking received gratitude to employees' motivation is scant. In this study, we aimed to examine the relations between employees' received gratitude and their controlled and autonomous motivation, as well as amotivation at work. Drawing on the self-determination theory, we also explored whether the frustration and satisfaction of employees' basic psychological needs would mediate the relations between received gratitude expressions and work motivation. A sample consisting of 643 Romanian employees participated in the study. They filled out questionnaires assessing the gratitude they received in their jobs, the frustration and satisfaction of the basic psychological needs (i.e., for autonomy, competence, and relatedness), as well as the motivation to put in effort in their work. Results indicated that received gratitude was negatively related to amotivation and positively related to controlled motivation and autonomous motivation. Moreover, received gratitude was negatively related to the frustration of the three basic psychological needs, while the association between received gratitude and satisfaction of the basic psychological needs was positive. Results further supported the mediational role of the frustration and satisfaction of the basic psychological needs in the relations between received gratitude and employees' motivation. These findings suggest that expressions of thankfulness are an important stimulus for motivation in the workplace, as they remind employees about the importance of their efforts for other people, while also making them feel capable and autonomous in their jobs.
Collapse
|
49
|
Babenko O, Neufeld A. Profiles of physician motivation towards using virtual care: differences in workplace need fulfillment. BMC Health Serv Res 2023; 23:1101. [PMID: 37845679 PMCID: PMC10580539 DOI: 10.1186/s12913-023-10057-x] [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: 05/23/2023] [Accepted: 09/24/2023] [Indexed: 10/18/2023] Open
Abstract
BACKGROUND Physicians appear to vary in their motivation towards using virtual care, but to what extent is unclear. To better understand this variance, which is important for supporting physician wellbeing and therefore patient care, the authors used self-determination theory's (SDT) framework. According to SDT, different types of motivation exist, ranging from controlled to autonomous, that lend to differences in engagement, performance, and wellbeing. The authors aimed to determine: (a) if there were distinct groups of physicians based on their quality of motivation towards using virtual care, and if so, (b) how these groups varied in fulfillment of basic psychological needs (autonomy, competence, and relatedness) in the workplace. METHODS In March-August 2022, the authors collected quantitative, survey-based data from a cross-section of 156 family physicians in Alberta, Canada. The survey contained existing scales that measure types of motivation (autonomous vs. controlled) and basic psychological need satisfaction/frustration at work. Cluster analysis was used to explore profiles of physician motivation towards using virtual care, and analysis of variance was used to determine how each profile differed with respect to workplace need fulfillment. RESULTS With motivation towards using virtual care, three higher-order profiles of physician motivation were identified: autonomous (19% family physicians), controlled (16% of family physicians), and ambivalent (66% of family physicians). The three profiles differed significantly in terms of psychological need fulfillment at work. CONCLUSIONS This study identifies specific profiles that family physicians currently fall into when it comes to motivation towards using virtual care. In line with SDT, findings suggest that basic psychological needs are fundamental nutrients for physicians to internalize and endorse the value of using virtual care in their practices. Implications for physician wellbeing are discussed.
Collapse
Affiliation(s)
- Oksana Babenko
- Department of Family Medicine, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, AB, Canada.
| | - Adam Neufeld
- Department of Family Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| |
Collapse
|
50
|
Selimi R, Llullaku N, Peer Van Der Helm GHP, Stams GJ, Roest J. Academic Motivation of Incarcerated Juveniles From the Perspective of Self-Determination Theory: A Multiple Case Study in Kosovo Context. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2023:306624X231198805. [PMID: 37843004 DOI: 10.1177/0306624x231198805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2023]
Abstract
This qualitative (multiple case) study investigated incarcerated juveniles' experiences of being enrolled in an educational institution outside the correctional facility, and how this impacted their motivation, well-being, life satisfaction, and future social integration. Self-determination theory was used to understand how youth experienced fulfillment of their psychological needs (i.e., autonomy, competence, and relatedness). Results showed that the need for autonomy and competence were gradually met by education, whereas the need for relatedness was primarily fulfilled through relationships within the existing social network instead of through relationships with peers in the education setting. Reluctance to become acquainted with peers in the education setting may be explained by feelings of self-stigmatization. We conclude that attending education of juveniles outside prison may contribute to their future perspective and rehabilitation, in particular if sufficient attention is paid to opportunities for meaningful contact with (prosocial) fellow students outside the correctional facility.
Collapse
Affiliation(s)
- Rita Selimi
- Department of Social Work, Faculty of Philosophy, University of Prishtina "Hasan Prishtina," Kosovo
| | - Njomza Llullaku
- Department of Social Work, Faculty of Philosophy, University of Prishtina "Hasan Prishtina," Kosovo
| | | | - Geert Jan Stams
- Faculty of Social and Behavioural Sciences, University of Amsterdam, The Netherlands
| | - Jesse Roest
- Department of Residential Youth Care, Leiden University of Applied Sciences and Research, The Netherlands
| |
Collapse
|