Motivation for COVID-19 Vaccination: Applying a Self-Determination Theory Perspective to a Global Health Crisis

Examining the spectrum of vaccine attitudes within the general public, spanning from hesitancy to confidence, is pivotal in addressing the challenges posed by the COVID-19 pandemic. Despite widespread campaigns advocating for vaccine uptake, a proportion of the population harbour reservations about the safety and efficacy of vaccines. This study seeks to explore the determinants of vaccine attitudes in Canada, leveraging key concepts from the well-established Self-Determination Theory (SDT), including basic psychological needs and the quality of an individual's motivation. During a crucial juncture in the COVID-19 pandemic (December 2021), 292 participants were recruited and completed an online survey assessing levels of satisfaction/frustration of basic psychological needs (sense of autonomy, relatedness, and competence), vaccine attitudes (confidence and hesitancy), and motivation towards vaccination (controlled and autonomous). Two mediation models were employed to examine whether autonomous-controlled motivation mediated the relationship between need satisfaction-frustration and vaccine attitudes. Model 1 revealed a full mediating effect, indicating that need satisfaction influenced vaccine confidence only through autonomous motivation (ab1 = 0.09, SE = 0.04, z = 2.19, 95 % CI [0.01, 0.18]). Meanwhile, Model 2 demonstrated that need frustration was associated with vaccine hesitancy partially through controlled motivation (ab2 = 0.05, SE = 0.02, z = 2.54, 95 % CI [0.02, 0.10]). These findings underscore the applicability of SDT in investigating the motivational mechanisms that shape vaccine attitudes. Recognizing psychosocial factors, including the balance of basic needs and quality of motivations, may be integral to informing effective public health strategies.

Daily Dynamics of Awareness of Aging and Basic Psychological Need Satisfaction and Frustration in Middle and Older Adulthood

OBJECTIVES

This daily diary study examined associations between awareness of age-related change (AARC) and satisfaction/frustration of basic psychological needs of autonomy, competence, and relatedness in a sample of midlife and older adults. We expected that greater satisfaction and lower frustration of needs would be associated with higher AARC-gains and lower AARC-losses. We also examined whether within-person associations of need satisfaction/frustration with AARC were moderated by age.

METHODS

Participants (N = 152; aged 53+) completed measures of AARC and basic psychological need satisfaction and frustration on their smartphones for 10 consecutive days. Data were analyzed using multilevel models, with time-varying basic need satisfaction/frustration variables disaggregated into between-person and within-person components.

RESULTS

On days participants reported higher than usual overall satisfaction of needs, and lower than usual frustration of needs, AARC-gains was higher, and AARC-losses was lower. Analysis of individual needs showed that autonomy and competence were more consistently related to higher AARC-gains and lower AARC-losses than relatedness. Within-person autonomy satisfaction was more strongly (negatively) associated with AARC-losses at older ages.

DISCUSSION

Findings suggest that daily experiences related to satisfaction and frustration of goals related to autonomy and competence in particular may be proximal antecedents of short-term variation in AARC.

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries

Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory-Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings-satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.

Structural modeling of Chinese students' academic achievement identity and basic psychological needs: do academic self-efficacy, and mindfulness play a mediating role?

BACKGROUND

Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students.

OBJECTIVES

The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy.

METHOD

The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software.

FINDINGS

The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year.

CONCLUSIONS

The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.

How does physical activity improve adolescent resilience? Serial indirect effects via self-efficacy and basic psychological needs

Background

Resilience is vital for improving mental health and well-being during adolescence, which is an important yet vulnerable period. Previous research has indicated that physical activity enhances individual resilience. However, limited studies have examined underlying psychological mechanisms between them. The current study aimed to investigate the effect of physical activity on adolescent resilience via self-efficacy and basic psychological needs.

Methods

A cross-sectional survey was conducted with 1,732 high school students aged 16 to 20 years old (mean age: 16.51 ± 0.77 years), with nearly equal number of boys (47.63%) and girls (52.37%). They each completed the Physical Exercise Questionnaire, Basic Psychological Needs in Exercise Scale, General Self-Efficacy Scale, and Resilience Scale, respectively. A serial indirect model was constructed to examine how physical activity influences resilience.

Results

Structural equation model analysis revealed that physical activity significantly and directly predicted resilience. When self-efficacy and basic psychological needs were included in the model, both direct and indirect effects were observed. Specifically, the positive relationship between physical activity and resilience was partially mediated by self-efficacy and basic psychological needs. In addition, basic psychological needs and self-efficacy were found to serially mediate the direct relathonship between physical activity and resilience.

Conclusions

The present study provides novel theoretical insights into sports psychology by establishing a link between basic psychological needs and self-efficacy. The findings have implications for school administrators and physical education instructors in designing targeted interventions to promote adolescent resilience. These interventions may involve creating supportive environment conductive to fulfilling students' basic psychological needs, implementing strategies to enhance self-efficacy beliefs, and providing opportunities for skill development and mastery experiences in sports and physical activities.

An application of Organismic Integration Theory to enhance basic psychological needs satisfaction and motivation for rehabilitation in older stroke survivors: A randomized controlled trial study

Stroke survivors may experience disability and need long-term post-stroke rehabilitation to maintain optimal functioning. However, rehabilitation may not be sufficiently performed due to lack of motivation. This randomized controlled trial aimed to investigate the effectiveness of the Organismic Integration Theory (OIT)-based program for enhancing basic psychological needs satisfaction and motivation for rehabilitation in older stroke survivors. Participants were 38 older stroke survivors randomly assigned to an experimental group (n = 19) receiving the OIT-based program and a control group (n = 19) receiving standard care. Data were collected at baseline, and at 1, 4, and 12 weeks after the program ended. Data analysis showed the significantly higher levels of basic psychological satisfaction and motivation for rehabilitation in participants receiving the OIT-based program than those receiving standard care. The findings support the effectiveness of the OIT-based program in enhancing basic psychological satisfaction and motivation for home rehabilitation of older stroke survivors.

Self-enactable techniques to influence basic psychological needs and regulatory styles within self-determination theory: An expert opinion study

While a large body of research on Self-Determination Theory (SDT) has identified characteristics of social environments that are conducive to optimal motivation, research has scarcely considered what individuals might themselves do to optimize motivation. Using the compendium of self-enactable techniques, this expert opinion study aimed to identify conceptual linkages between 123 self-enactable techniques and nine core SDT constructs. International scholars (n = 67) judged a block-randomized subset of 30-40 self-enactable techniques for their likely impacts on SDT constructs. Theoretically plausible linkages between self-enactable techniques and SDT constructs are visualized as a network. Seven techniques (i.e., Brainstorm options, Goal integration, Support others, Find meaning in target behaviour, Associate identity with changed behaviour, Valued self-identity, and Emphasize autonomy) were adjudged as having potential beneficial impacts on five or more SDT constructs. Interventions requiring participant engagement, for example self-management or lifestyle counseling, will benefit from a better understanding of motivation self-management.

The impact of living in a bio-secure bubble on mental health: An examination in elite cricket

The COVID-19 pandemic has had a profound impact on many people's lives, including the use of bio-secure environments to facilitate the continuation of professional sport. Although it is well documented that the pandemic has negatively impacted mental health, the impact of bio-bubbles on mental health is yet to be investigated. In the present study we sought to identify the impact of bio-bubbles on the mental health of those residing within, and then to explore the underlying mechanism of any such impact. Individuals (n = 68) who resided in England and Wales Cricket Board (ECB) created bio-bubbles between March 2020 and April 2021 provided data, regarding their time inside and outside of bio-bubbles, on measures of mental health and basic psychological need satisfaction and frustration. Analysis revealed that bio-bubbles increased anxiety and depression and reduced wellbeing. Additionally, MEMORE mediation analyses revealed that autonomy frustration mediated the relationship between bubble status and all mental health markers. Furthermore, compared to men, women were more likely to experience elevated levels of anxiety and depression inside the bubble. The findings suggest that bio-bubbles negatively impact mental health and further suggest that satisfaction and frustration of basic psychological needs is a contributing factor. Findings suggest organizations tasked with creating bio-bubbles would do well to tailor their environment with an awareness of the importance of basic psychological needs and sex differences in relation to mental health. To the best of our knowledge, this research represents the first investigation of the impact of bio-bubbles on mental health.

Web-based need-supportive parenting program to promote physical activity in secondary school students: a randomized controlled pilot trial

BACKGROUND

Current global trend of insufficient physical activity (PA) among children and adolescents highlights the necessity of finding effective ways to promote PA in childhood. Self-determination theory (SDT) has demonstrated efficacy as a conceptual framework for developing interventions aimed at promoting diverse health behaviours. Parents have potential to influence children's health behaviours to a great extent, which could be enhanced from an online, self-paced training to gain knowledge on how to support children's intrinsic motivation towards particular health behaviour. In this pilot study, we developed and tested an online SDT-informed need-supportive training for parents, enabling them to interact with their children in a way to support their intrinsic motivation towards leisure-time physical activity.

METHODS

Sixty eight students (Mage = 12.5 ± 0.72) and one parent for each child were randomly assigned to the 6-week intervention condition or control condition. Students completed psychological measures (i.e., perceptions of parents' need-supportive behaviours, basic psychological need satisfaction and frustration, autonomous and controlled forms of motivation, as well as social cognition beliefs towards leisure-time PA) and self-reported PA pre-intervention, post-intervention, and one-month after the intervention. Repeated measures ANOVAs were conducted to test the effects of the intervention condition and time.

RESULTS

While a statistically significant intervention effect on children's leisure-time PA was not found, students in the intervention group reported higher, albeit marginal, perceptions of intrinsic motivation (F(2, 84) = 3.095, p = 0.050) and lower perceptions of introjected regulation (F(2, 88) = 3.107, p = 0.050) and autonomy frustration (F(2, 84) = 2.987, p = 0.056) at follow-up. Contrary to expectations, children in the control group demonstrated higher perceptions of intention (F(2, 84) = 4.838, p = 0.010) and effort (F(2, 80) = 3.473, p = 0.036) towards leisure-time physical activity at follow-up. No significant changes were found in perceptions of need-supportive behaviour from parents, attitude, and perceived behavioural control.

CONCLUSIONS

Our pilot study highlights the importance of parental training and the potential for SDT-informed interventions to support children's intrinsic motivation towards physical activity. Further research is needed to test the intervention in other domains and combine interventions in several domains to have the highest impact.

TRIAL REGISTRATION

This pilot study is part of preparation for the main study, prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). The current stage of the main study is 'recruiting'.

Validation of Basic Psychological Needs Scale in Terms of Autonomy and Competence

Background

Basic psychological needs affect intrinsic motivation. However, the relationship between selfcare behaviors and the basic psychological needs of patients undergoing renal dialysis has not been proven. We investigated the validity and reliability of the Basic Psychological Needs scale for patients undergoing renal dialysis.

Methods

At hospitals in Busan Metropolitan City, 120 patients with chronic renal failure receiving dialysis treatment were examined. The data were analyzed using SPSS 21.0 and AMOS 21.0 and criteria for positively affecting selfcare behaviors in these patients identified. The Basic Psychological Needs scale consists of two subfactors: autonomy and competence.

Results

The reliability of the 12 items of the scale based on Cronbach's α was 0.90; first factor autonomy was 0.90; second factor competence was 0.72; and there was homogeneity between the items.

Conclusion

Construct-, convergent-, discriminant-, criterion-related validity and internal consistency were verified. The scale was confirmed as a tool for measuring the basic psychological needs of patients undergoing renal dialysis.

A longitudinal study of gambling motives, problem gambling and need frustration

Gambling motives are an important element in understanding the development of problem gambling, yet most of the recent studies investigating their role in problem gambling have been cross-sectional. This study analyzed the links between gambling motives and problem gambling using a longitudinal study design. The moderating effect of the frustration of basic psychological needs was also assessed. The study sample with 1,022 participants (48.43% female, M_age = 49.50 years) was surveyed at three timepoints (T1-T3) in 6-month intervals. The Problem Gambling Severity Index (PGSI) was used to measure problem gambling and need frustration was assessed with The Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS). The data were analyzed using a multilevel mixed-effects regression model where PGSI was the outcome variable. Gambling motives and need frustration were the predictors while psychological distress (measured with the 5-Item Mental Health Inventory, MHI-5), offshore/onshore online gambling, and socio-demographic factors were used as control variables. All the motives predicted problem gambling individually over time. In contrast, motives to escape, to win money, and to compete along with need frustration predicted problem gambling over time in the full model. In addition, money motive and need frustration had an interaction effect so that higher need frustration combined with money motive predicted more severe gambling problems. The results of this study provide a valuable longitudinal perspective on gambling motives, frustration of basic psychological needs, and gambling problems which can be used to develop and improve treatment efforts and programs of problem gambling.

Basic psychological needs satisfaction of stroke patients: a qualitative study

BACKGROUND

Previous studies have shown that the satisfaction of basic psychological needs is related to psychological well-being. Improving satisfaction will increase personal well-being, promote positive health outcomes, and improve disease recovery. However, no research has focused on the basic psychological needs of stroke patients. Therefore, this study aims to determine the basic psychological needs experience, satisfaction, and its influencing factors of stroke patients.

METHODS

12 males and 6 females in the non-acute phase with stroke were recruited in the Department of Neurology, Nanfang Hospital. The individual, semi-structured interviews were conducted in a separate room. The data were imported to Nvivo 12 and analyzed using the directed content analysis approach.

RESULTS

Three main themes consisting of 9 sub-themes were derived from the analysis. These three main themes focused on the needs for autonomy, competence, and relatedness of stroke patients.

CONCLUSION

Participants have different degrees of satisfaction of their basic psychological needs, which may be related to their family environment, work environment, stroke symptoms, or other factors. Stroke symptoms can significantly reduce the patients' needs for autonomy and competence. However, the stroke seems to increase the patients' satisfaction of the need for relatedness.

Online Gaming Addiction and Basic Psychological Needs Among Adolescents: The Mediating Roles of Meaning in Life and Responsibility

Individuals whose basic needs are naturally satisfied are much less dependent on their environment and more autonomous. Basic psychological needs (i.e., the general motivators of human actions) are significant predictors of online gaming addiction. Moreover, it has been posited that meaning and responsibility in life are at the center of life from an existential point of view. Therefore, a hypothetical model was tested to examine the relationships between basic psychological needs (autonomy, competence, relatedness), online gaming addiction, responsibility, and meaning in life. Data were collected from a sample of 546 participants. Mediation analysis was conducted, and the results indicated that basic psychological needs, online gaming addiction, responsibility, and meaning in life had significant negative and positive relationships. The findings indicated that responsibility and meaning in life had a serial mediating effect in the relationship between basic psychological needs and online gaming addiction. The findings also showed that the inverse relationship between online gaming addiction and basic psychological needs was at least partially explained by meaning in life and responsibility. The results of the present study are of great importance and suggest that interventions to satisfy the basic psychological needs of adolescents may help prevent online gaming addiction.

Impact of job demands on police stress response-the roles of basic psychological needs and job autonomy

BACKGROUND

Police officers are a high-stress group with special job characteristics, and the Chinese police management system places particularly high demands on police officers. Whether the influence of job demands on officers' job burnout can be deduced to general stress response needs to be verified. Based on the JD-R model, the study aims to explore the impact of job demands on police stress response, whether job autonomy as a job resource has a moderating effect, and whether basic psychological needs mediate this effect.

METHODS

A total of 251 police officers in a district-level public security bureau of China, were surveyed using Chinese-language versions of the Job Demands Scale, the Stress Response Scale, the Job Autonomy Scale, and the Basic Psychological Needs Scale. The mediating effect of basic psychological needs and the moderating effect of job autonomy were tested by regression analysis and bootstrap test.

RESULTS

Job demands increase police officers' stress response, and job autonomy does not play a buffer role but enhances this impact, and job demands can partially reduce the police stress response through the satisfaction of basic psychological needs, that is, there is a masking effect of basic psychological needs.

CONCLUSIONS

Adjusting and optimizing the ratio of job demands and autonomy in police work to provide high guidance under high demands is of great value to reduce the negative stress responses among police officers.

Interpersonal Behaviors Questionnaire (IBQ) applied to parenting of emerging adults: dimensional structure and criterion validity

BACKGROUND

The prolonged transitions to adulthood strengthen interest in parenting characteristics that can shape emerging adults' development and progression to full-fledged adulthood. It also strengthens interest in instruments suitable for measuring such parenting characteristics. The current study contributes to this area of research by applying the Interpersonal Behavior Questionnaire (IBQ), to assess parenting behaviors that are pertinent for emerging adults' development and wellbeing, and seeks evidence of its dimensional structure and criterion validity.

METHOD

The sample of the study consisted of 600 emerging adults (M_age = 24.94, SD_age = 3.03, range 19-29 years; 52.3% women). The dimensionality of IBQ was assessed by testing a sequence of theoretically plausible models representing alternative factor score structures. Criterion validity was investigated by exploring the associations between the IBQ dimensions and basic psychological need satisfaction and frustration, negative affectivity, and thriving.

RESULTS

The findings provide evidence of a hypothesized six-factor structure, but advocate for the use of exploratory structural equation as it may more accurately reflect associations between the six dimensions. Findings also provide evidence of criterion validity.

CONCLUSIONS

The findings indicate that IBQ applied to parenting targets dimensions highly relevant for EAs' flourishing or impoverished functioning. Findings also offer evidence of structure and criterion validity for the IBQ applied to emerging adults' parent behaviors. As such, researchers may find IBQ attractive, as it is relatively concise yet also a holistic measure that captures the behaviors that both support and thwart an emerging adult's need for autonomy, competence, and relatedness. Findings also shed light on the process of becoming an adult, the shift in parent-child relationships during this process, and emerging adults' wellbeing.

Levels of motivation and basic psychological need satisfaction in nursing students: In perspective of self-determination theory

BACKGROUND

Motivation is the first and most important constituent element of learning behavior. One of the most important theories in this field is self-determination theory (SDT) which is a general theory of motivation. According to this theory, the satisfaction of basic psychological needs of autonomy, competence, and relatedness are effective in the internalization of incentive. Hence this theory can be a good foundation for reforming medical education programs.

OBJECTIVE

The aim of this study was determining the basic psychological need and the effect of it on level of motivation and self-determined motivation of nursing student in the field.

METHODS

This is a cross-sectional, descriptive-analytical study done through a census on 243 nursing students of Guilan University of Medical Sciences. Data gathering tool was demographic information, motivation level, and basic psychological needs questionnaire. Data were analyzed using independent t-test, Spearman and Pearson correlation, Man-Whitney, backward regression considering P < 0.05.

RESULTS

The findings showed that the majority of students (51.9 %) were female and, the mean age was 21 years. Statistical tests indicated a significant relationship between levels of motivation, basic psychological needs, and demographic variables. However, the regression coefficients indicated that the need for competence and relatedness could be a suitable predictor for internal motivation.

CONCLUSION

Basic psychological needs satisfaction, especially needs of competence and relatedness in the clinical field by instructors can lead to internalization of their incentive and positive outcomes.

How the Dark Triad associated with internet gaming disorder? The serial mediation of basic psychological needs satisfaction and negative coping styles

According to the I-PACE model, this study focused on the role of need satisfaction and negative coping styles in the relationship between the Dark Triad (i.e., Machiavellianism, psychopathy, and narcissism) and internet gaming disorder (IGD). In a sample of 749 emerging adult gamers, a multiple mediation model with Dark Triad as the distal variable, psychological need satisfaction and negative coping style as mediating variables, and IGD as the outcome variable was tested. Results indicated that Machiavellianism and psychopathy were found to be significant predictors of IGD when mediated by psychological need satisfaction and negative coping styles. Narcissism predicts IGD only through the indirect effect of negative coping styles. The findings enhanced our understanding that Machiavellianism and psychopathy are characterized by compensatory use of internet games, as well as added new perspectives to the understanding of addiction mechanisms in narcissists.

Educational contexts that nurture students' psychological needs predict low distress and healthy lifestyle through facilitated self-control

Psychological distress and unhealthy lifestyle behaviors are highly prevalent among undergraduate students. Importantly, numerous longitudinal studies show that these phenomena rise significantly during the first months of college and remain high thereafter. However, research identifying theory-driven mechanisms to explain these phenomena is lacking. Using two complementary statistical approaches (person- and variable-centered), this study assesses basic psychological needs (BPNs) and self-control as possible explanatory factors underlying the association between student's educational experience and multiple health-related outcomes. A total of 2450 Canadian undergraduates participated in this study study involving two time points (12 months apart; NTime1 = 1783; NTime2 = 1053), of which 386 participated at both measurement occasions. First, results from person-centered analyses (i.e., latent profile and transition analyses) revealed three profiles of need-satisfaction and frustration in students that were replicated at both time points. Need-supportive conditions within college generally predicted membership in the most adaptive profile. In turn, more adaptive profiles predicted higher self-control, lower levels of psychological distress (anxiety, depression), and healthier lifestyle behaviors (physical activity, fruit and vegetable consumption). Second, results from variable-centered analyses (i.e., structural equation modeling) showed that the association between students' BPNs and health-related outcomes was mediated by self-control. In other words, high need satisfaction and low need frustration were associated with higher self-regulatory performance at Time 1, which in turn predicted a more adaptive functioning at Time 2. Overall, these findings help clarify the mechanisms underlying the association between college educational climate and students' health-related functioning.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12144-022-04019-5.

HyFlex environment: addressing students' basic psychological needs

Active learning strategies engage students and promote student-centered learning environments. Implementing active learning in a HyFlex environment during the Fall of 2020 global pandemic was challenging. We describe the Interactive Synchronous HyFlex approach to teaching design thinking at the introductory college level and explore impacts on students' basic psychological needs, including autonomy, competence, and relatedness. Aligned with Self-Determination Theory, active learning has been shown to motivate students and increase performance and retention in science, engineering, and mathematics disciplines, among others (Freeman et al., 2014; Lo & Hew, 2019). In active environments, the predominant mode of instruction is not lecture based and it engages students through student-to-student interactions and student-to-instructor interactions. The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. This model of instruction is ideal for our design thinking course used as a context for this study because students are challenged to learn by doing. In active learning courses, students engage in video-recorded lectures or talks, text-based materials and online quizzes, or other preparation activities before and in preparation for class (Bishop & Verleger, 2013; Lo et al., 2017; O'Flaherty & Phillips, 2015). Scheduled class meeting time is used for engagement and interaction between students informed by a social constructivist learning theory. Students challenge each other to apply what they have learned with guidance and support from the instructor.

Rewriting the script: How COVID-19 affected the relation between intrinsic aspirations and depressive symptoms

Self-determination theory proposes that intrinsic aspirations protect against negative mental health outcomes by satisfying people's basic psychological needs of autonomy, relatedness, and competence. The present study investigated this relationship using two four-wave prospective longitudinal studies which followed undergraduate students across the Canadian academic calendar (September to May). The first was conducted across 2018–19 and the second across 2019–20. By comparing these two samples, we examined whether baseline levels of intrinsic aspirations moderated the impact of the COVID-19 pandemic on the development of depressive symptoms. Three main findings emerged, the first being that students reported higher levels of depressive symptoms in Spring 2020 than in Spring 2019. Second, students with more intrinsic aspirations in the pre-pandemic sample (2018–19) experienced fewer depressive symptoms from December to May while students with more intrinsic aspirations in the pandemic sample (2019–20) experienced more depressive symptoms during this period. Lastly, the latter relationship was mediated by need frustration, whereby students with higher levels of intrinsic aspirations experienced greater need frustration during the pandemic year. Together, these findings suggest that although intrinsic aspirations typically protect against negative psychological outcomes, the unique need frustrating context of the pandemic made them a risk factor for depression.

Prospective effects of social support on self-actualization at work - The mediating role of basic psychological need fulfillment

Self-actualization - an ethically meaningful, eudaimonic way of living - is achieved by self-determined activities and realizing one's highest potential. Therefore, personal growth and human fulfillment are considered central aspects. In accordance with self-determination theory this study aims to longitudinally investigate the mediating role of basic psychological need satisfaction - combined and separately - within the association between social support and indicators of self-actualization at work. 264 employees working in diverse economic sectors and occupations participated in the survey two times with a time lag of two months. Consistent with hypotheses the fulfillment of basic psychological needs in general as well as separately mediated the link between social support from different sources and self-actualization at work with one exception: Within the association between support from co-workers and indicators of self-actualization at work the need for relatedness did not have a significant mediating effect. Implications for future research and practice of promoting social support for personal development at the workplace are discussed.

A team level participatory approach aimed at improving sustainable employability of long-term care workers: a study protocol of a randomised controlled trial

Background

Staff currently working in long-term care experience several difficulties. Shortage of staff and poor working conditions are amongst the most prominent, which pose a threat to staff’s sustainable employability. To improve their sustainable employability it is important to create working conditions that fulfil workers’ basic psychological need for autonomy, relatedness and competence in line with Self-Determination Theory. Since many long-term care organisations work with self-managing teams, challenges exist at team level. Therefore, there is a need to implement an intervention aimed at maintaining and improving the sustainable employability of staff on team level.

Methods

We developed a participatory workplace intervention, the Healthy Working Approach. In this intervention teams will uncover what problems they face related to autonomy, relatedness and competence in their team, come up with solutions for those problems and evaluate the effects of these solutions. We will evaluate this intervention by means of a two-arm randomized controlled trial with a follow-up of one year. One arm includes the intervention group and one includes the waitlist control group, each consisting of about 100 participants. The primary outcome is need for recovery as proxy for sustainable employability. Intervention effects will be analysed by linear mixed model analyses. A process evaluation with key figures will provide insight into barriers and facilitators of the intervention implementation. The Ethical Committee Social Sciences of the Radboud University approved the study.

Discussion

This study will provide insight in both the effectiveness, and the barriers/facilitators of the implementation process of the Healthy Working Approach. The approach is co-created with long-term care workers, focuses on team-specific challenges, and is rooted in the evidence-based participatory workplace approach and Self-Determination Theory. First results are expected in 2022.

Trial registration

Netherlands Trial Register, NL9627. Registered 29 July 2021 - Retrospectively registered.

Competence is Essential but not Sufficient

Physician loneliness is on the rise, negatively impacting physician well-being and patient care. Some authors have suggested that addressing professional loneliness should begin in medical school. To test this idea, we investigated how medical students' psychological needs impact their performance. Students' survey responses (autonomy, competence, and relatedness needs) were linked with their clinical decision-making scores. In regression analysis, relatedness was determined to be the largest and the only significant predictor of student performance. The findings corroborate the idea of fostering relatedness in medical training. Determining what strategies support relatedness and connection in the digital era is the next logical step.

The My Strengths Training for Life™ program: Rationale, logic model, and description of a strengths-based intervention for young people experiencing homelessness

Traditionally, UK housing services have focused on providing temporary accommodation, identifying risk factors, and preventing negative outcomes to young people experiencing homelessness. However, deficit approaches may lead young people to becoming dependent on services and face greater marginalization and stigmatization. Meeting long-standing calls to focus more on young people's positive attributes and abilities, the My Strengths Training for Life™ (MST4Life™) program was developed as a community partnership with a large housing service. This paper describes the rationale, logic model, and content of the MST4Life™ program using the TIDieR (Template for Intervention Description and Replication) checklist. MST4Life™ is a strengths-based and experiential psychoeducation intervention for young people aged 16-24 years who are homeless or at risk. Grounded in positive youth development and basic psychological needs theory, its aim is to provide meaningful opportunities for participants to recognize, use, and further develop their mental skills and strengths. In turn, enhancing intentional self-regulation is expected to improve physical, mental, and social health and wellbeing, and support positive transitions to independent living. The potential long-term impacts include a reduction in the number of young people returning as homeless, lower rates of mental illness and mortality, and a cost saving to the public purse.

Students' self-reported well-being under corona measures, lessons for the future

As education was forced to go fully online in early 2020 as a consequence of the imposed lockdowns, concerns were raised related to student well-being. This study examines student well-being at the science faculty of a large urban university in the Netherlands within the framework of Basic Psychological Need Theory, a sub-theory of Self-Determination Theory. A mixed-methods approach was adopted, combining the results of an online student survey with 16 Likert-scale questions as well as two open ended questions (2228 participants, corresponding to a response rate of 32%) with a student focus group interview. The Likert-scale questions were subjected to factor analyses and reveal problems with well-being in four areas: study, personal worries, personal well-being, and societal worries. The analyses of the answers to the open ended questions as well as the focus group data show that students are positive on the autonomy offered by the inherent flexibility of online education, e.g., as a consequence of reduced travel time. However, the psychological needs of competence and relatedness are seriously undermined during times of lockdown, mainly because of poorer student-teacher interaction, lack of structure, loneliness, and helplessness. Students state that they need more support in these areas, for example by on-campus meetings whenever possible, psychological support, improvements in online education, online social events, adequate communication, and leniency in the interpretation of regulations and deadlines. Implications are discussed.

Do Psychological Needs Play a Role in Times of Uncertainty? Associations with Well-Being During the COVID-19 Crisis

Across the world, measures were taken to contain the spreading of the COVID-19 virus. Many of these measures caused a sudden rupture in people's daily routines, thereby eliciting considerable uncertainty and potentially also hampering the satisfaction of individuals' psychological needs for autonomy, relatedness, and competence. Drawing upon Maslow's Hierarchical Need Theory and Self-Determination Theory, this study examined the unique role of felt insecurity and the psychological needs, as well as their dynamic interplay, in the prediction of mental health. A large and heterogeneous sample of adults (N = 5118; Mage = 43.45 years) was collected during the first ten days of the lockdown period in Flanders, Belgium. A subsample (N = 835, Mage = 41.39) participated during a second wave one week later. Hierarchical regression analyses indicated that felt insecurity, need satisfaction and need frustration all independently predicted various positive (life satisfaction, sleep quality) and negative indicators depressive symptoms, anxiety) of mental health, with little systematic evidence for interactions between the predictors. The pattern of findings obtained concurrently largely held in the longitudinal analyses. Finally, results showed that associations between felt insecurity and lower concurrent and prospective mental health were partially mediated by need satisfaction and frustration, with especially psychological need frustration predicting changes in mental health over time. Overall, the findings suggest that satisfaction of the psychological needs for autonomy, competence, and relatedness is not just a 'luxury good'. Satisfaction of these needs is important also in times of insecurity, while need frustration represents a risk factor for maladjustment during such times.

Digital Social Multitasking (DSMT), Friendship Quality, and Basic Psychological Needs Satisfaction Among Adolescents: Perceptions as Mediators

Most existing research assumes "phone use during face-to-face interactions" to be psychosocially detrimental. Drawing on the digital social multitasking framework, this study explored not only the negative but also positive implications of the behavior. A sample of 517 adolescents (M_age = 14.83, S.D. = 1.93; 50% female) recruited through the Qualtrics panel completed an online survey. Results showed that adolescents' and their friend's digital social multitasking were both associated with (1) greater perceived efficiency, which, in turn, was associated with competence need satisfaction, and (2) greater perceived connection, which, in turn, was associated with better friendship quality, autonomy need satisfaction, and relatedness need satisfaction. Adolescents' own multitasking also had an indirect, negative relationship with friendship quality through perceived distraction, but friend's multitasking did not compromise friendship quality. The study provides a more balanced picture, showing that despite the potential harm of digital social multitasking, adolescents' phone use during face-to-face peer interactions also involves potential benefits for teens' psychosocial well-being.

Unhappy or unsatisfied: distinguishing the role of negative affect and need frustration in depressive symptoms over the academic year and during the COVID-19 pandemic

Mental health problems are becoming increasingly prevalent across college campuses. Past research has found that negative affect and frustration of basic psychological needs contribute to the development of depressive symptoms, but there is limited research which compares whether these are antecedents or concomitants of depressive symptoms. The present set of studies aimed to distinguish the differential associations of affect and need frustration on depressive symptoms. Students (N_study1 = 379; N_study2 = 235) completed measures on negative affect, need frustration (e.g., relatedness, competence, and autonomy), and depressive symptoms over an academic year and during the start of the COVID-19 pandemic. In both samples, fully cross-lagged path models were used to examine the relation between need frustration, negative affect, and depressive symptoms over time. Across both studies, basic psychological need frustration was the only consistent predictor of both negative affect and depressive symptoms over time, suggesting that need frustration is an antecedent of depressive symptoms over time, and especially during vulnerable time periods. Additionally, in Study 2, reports from close others confirm that need frustration is the largest indicator of depressive presentation in students. These results highlight the relative importance of basic psychological need frustration in predicting depressive symptoms in university students.

Helicopter parenting and depressive level among non-clinical Chinese college students: A moderated mediation model

BACKGROUND

Helicopter parenting has been one of major contributing factors to depression, and the occurrence of severe depressive level has been increasing in college students. Based on self-determinant theory (SDT), previous studies have indicated the pathway between helicopter parenting and depressive level, especially focusing on the roles of basic psychological needs, self-control and teacher autonomy support. But few studies focused on the full model of these interactive factors and the Chinese non-clinical college students.

METHODS

Non-clinical college students (n = 648), aging from 17 to 28 years old, were recruited as participants from universities in Guangzhou, China, in 2020. The participants were asked to complete five self-report questionnaires, including Helicopter Parenting Scale (HPS), Learning Climate Questionnaire (LCQ), Basic Psychological Needs Scale (BPNS), Self-Control Scale (SCS), and Beck Depression Scale-II (BDI-II).

RESULTS

Results have revealed that basic psychological needs and self-control played a chain-type mediating role between helicopter parenting and depressive scores among non-clinical Chinese college students. In addition, the path between helicopter parenting and basic psychological needs was moderated by teacher autonomy support.

CONCLUSIONS

This study reveals a potential pathway of how helicopter parenting influence the depressive level among non-clinical college students in the context of Chinese background. These findings give multi-dimensional (parents, teachers, and college students) indications for reducing the effects of helicopter parenting on depressive level among non-clinical Chinese college students, which will be helpful for improving their mental health. However, this is a cross-sectional study and other factors may also play important roles in this pathway.

'At first I was overwhelmed, but then-I have to say-I did almost enjoy it'. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

According to Self-Determination Theory, the satisfaction of the three basic psychological needs (BPN) is crucial for optimal personal and academic development, as well as well-being, which is associated with the perceived vitality. These dimensions can be fostered or hindered by contextual factors within the work, study and personal environment. During the first COVID-19 lockdown, most social contexts for student teachers were substantially altered, for which we hypothesised negative outcomes with regards to perceived basic needs satisfaction and vitality. To investigate changes in needs satisfaction and subjective vitality during distance learning, this research applied an explanatory sequential mixed-methods design combining a quantitative and qualitative study. For the quantitative study, two surveys were conducted; the first before the lockdown (N = 161) and the second after the lockdown (N = 146). The purpose of these surveys was to test the interrelations between need satisfaction, frustration and vitality before and during the distance learning by implementing a SEM-based mediation analysis. In addition, we elaborated on significant and unexpected findings of the quantitative study by interviewing 14 other student teachers, allowing for an in-depth and contextualised understanding of the psychological changes in and the triggering factors of the ‘corona-lockdown’. Results stress the relevance of physical activity and time spent outdoors for the perception of vitality which was supported by a more flexible time structure during distance learning. For the context of distance learning, this research emphasises the relevance of BPN also in the context of online-based learning where higher levels of interaction with fellow students and lecturers, a clear course structure and formative feedback proved to be essential for motivational and achievement-related outcomes.

A not so perfect plan: An examination of the differential influence of multidimensional perfectionism on missed and gained events during the COVID-19 pandemic

During the COVID-19 pandemic, many individuals missed out on important life events, but it was also a chance for some to engage with new interests or values. This research examined how individuals higher in perfectionism experienced missed and gained events during the pandemic, and how their perceptions of these events influenced their mental health. University students (N = 350) were surveyed in September 2020, assessing perfectionism, depression, missed/gained events, and need satisfaction related to these events, and then followed up in December. A combined missed and gained event score was created to better understand overall need satisfaction from these changes. Individuals higher in self-critical perfectionism were more likely to experience need dissatisfaction overall and this partially explained why these individuals experienced more depressive symptoms over time during the pandemic. Conversely, those higher in personal standards perfectionism experienced more need satisfaction overall and this was related to reduced depressive symptoms. Results suggest that individuals higher in self-critical perfectionism were less flexible when things did not go according to their plan. This may be one reason these individuals had a more difficult time coping during the COVID-19 pandemic.

The lonely struggle with autonomy: A case study of first-year university students' experiences during emergency online teaching

This paper explores how first-year students experienced emergency online teaching during COVID-19 and aims at understanding individual experiences related to basic psychological need satisfaction, considering different levels of contextual facilitators for learning activities involving technology in higher education derived from the C-flat model. Employing a case study approach, interviews of 15 chemistry students were qualitatively analyzed. The results show negative effects of lacking internet connectivity and concurrence of learning and home spaces but positive effects of ceased commute between home and campus. Teachers' implementation of digital learning opportunities was perceived as adequate but did not sufficiently address the overwhelming increase in students' autonomy and decrease in social relatedness. Students' self-regulation skills as well as skills to initiate and maintain social contacts for interactive learning activities and for motivational support emerged as crucial aspects. Many students were not able to cope appropriately and students' need satisfaction during emergency online teaching appeared to be related to students' prior need satisfaction resulting in five groups of students, with two being relatively resilient and three being vulnerable to the disruptions of regular onsite teaching. Implications for further research and practice are discussed.

In selecting measures for a comprehensive assessment of well-being, it is essential to include indicators of psychological need satisfaction

Human well-being is an important goal in both policy contexts and in health care, while also predicting various health-related outcomes. However, the proliferation of conceptions of well-being has become a major obstacle for the progress of a comparable and cumulative science of well-being, leading to a need to reach consensus on the key dimensions and indicators to be measured as part of human well-being. While attempts at consensus have been made, we see that the currently suggested dimensions need to be complemented by the inclusion of indicators for basic psychological needs, as need satisfaction is a crucial dimension of human wellness, flourishing, and more eudaimonic conceptions of well-being. In particular, we argue that the inclusion of the three psychological needs as proposed by Self-Determination Theory - autonomy, competence, and relatedness - would provide a parsimonious set of indicators of key elements of experienced well-being deeply rooted in human nature, and thus measuring them alongside other dimensions would offer a broader view of psychological wellness in policy and health care contexts.

Factor structure and measurement invariance of the Basic Psychological Needs Scale in three South African samples: A bifactor exploratory structural equation modelling approach

The Basic Psychological Needs Scale (BPNS) is still being used but validation studies that applied confirmatory factor analysis (CFA) revealed that the scale has inadequate psychometric properties. CFA is based upon restrictive statistical assumptions that may result in biased parameter estimates. There are statistical developments that overcome these limitations. This study explored the factorial validity of the scale in three South African student samples who completed the English (n = 326), Afrikaans (n = 478), or Setswana (n = 260) version of the BPNS. CFA, bifactor CFA, exploratory structural equation modelling (ESEM) and bifactor ESEM were applied to the data. The three-factor bifactor ESEM model yielded the best fit, but model fit was inadequate for the English and Setswana versions, and almost adequate for the Afrikaans version. After removal of problematic items based on substantive reasons, high modification indices, and high expected parameter change values, reduced bifactor ESEM models displayed adequate fit. The general factor showed sufficient reliability scores for all language versions. Subscales exhibited insufficient reliability scores, except for the Competence and Relatedness subscales of the BPNS-Afrikaans. A reduced three-factor bifactor ESEM model was partially metric invariant for the English and Afrikaans groups. The BPNS-Afrikaans showed potential for use, but alternative measures of basic psychological needs should be considered for the English and Setswana groups in the current context. The cross-cultural application of basic psychological needs in a South African context is questioned. An emic approach to exploring and conceptualising basic psychological needs in African contexts is recommended.

Alcohol consumption and dependence is linked to the extent that people experience need satisfaction while drinking alcohol in two Aboriginal and Torres Strait Islander communities

BACKGROUND

Unhealthy alcohol use is a key concern for Aboriginal and Torres Strait Islander ('Indigenous Australian') communities. Due to systematic disadvantage and inter-generational trauma, Indigenous Australians may be less likely to have satisfied basic psychological needs (autonomy, competence, and relatedness). When people are need-thwarted, they may engage in compensatory behaviours to feel better in the short-term. We explore the relationship between perceived basic psychological needs satisfaction and alcohol consumption use among Indigenous Australians. Better understanding the functions that alcohol may play for some Indigenous Australian drinkers may aid communities, clinicians, and policy makers in improving programs for reducing drinking-related harms.

METHODS

We performed a cross-sectional survey of Indigenous Australians (aged 16 years or older) living in two South Australian communities. Participants were eligible if they had consumed any alcohol in the past 12 months. Spearman correlations and linear regressions were used to determine if feeling more autonomous, competent, and related to others (need satisfied) while drinking, was linked to alcohol consumption and dependence.

RESULTS

Controlling for participant demographics, reporting feeling need satisfied while drinking was linked to drinking more alcohol per day, reporting more frequent symptoms of alcohol dependence, spending more money on alcohol, and scoring higher on the AUDIT-C.

CONCLUSIONS

Unhealthy drinking may partly stem from attempts to satisfy basic psychological needs. Programs which support Indigenous Australians to meet basic psychological needs could reduce attempts to meet psychological needs through alcohol consumption.

Differences in basic psychological needs-related resting-state functional connectivity between individuals with high and low life satisfaction

Basic psychological needs including autonomy, competence, and relatedness can be affected by the level of life satisfaction. The current research aimed to elucidate differences in the association of these needs and functional connectivity of reward processing and emotion regulation between individuals with high and low life satisfaction. A total of 83 young adults were divided into the high life satisfaction (HLS) and low life satisfaction (LLS) groups and were scanned for 5-min resting-state fMRI. A seed-to-voxel analysis was performed using the seeds of the nucleus accumbens (NAcc), medial orbitofrontal cortex, subgenual anterior cingulate cortex (sgACC), insula, and amygdala. Analysis of covariance was conducted to test differences in the association of basic psychological needs and functional connectivity between the two groups. Connectivity strengths between the NAcc and right ventromedial prefrontal cortex and between the sgACC and left ventromedial prefrontal cortex were higher in the HLS group as the autonomy and relatedness scores increased, respectively, whereas in the LLS group as they decreased. Connectivity strengths between the NAcc and right midcingulate cortex and between the sgACC and left fusiform gyrus were higher in the HLS group as the competence and relatedness scores decreased, respectively, but in the LLS group as they increased. These findings suggest that individuals' perceived life satisfaction affects the relationship between the neural mechanism for reward processing and emotion regulation and basic psychological needs support. Psychological need satisfactions seem to have an emotional impact by acting as a contradictory brain mechanism between individuals with high and low life satisfaction.

The role of ego integrity and despair in older adults' well-being during the COVID-19 crisis: the mediating role of need-based experiences

The COVID-19 pandemic has affected people across the world, with important heterogeneity among older adults in how they respond to the challenges associated with this crisis. Relying on a cross-fertilization between Erikson's personality theory and self-determination theory, this study aimed to examine possible sources of resilience (i.e., ego integrity and need satisfaction) and vulnerability (i.e., despair) in older adults' (mal) adjustment, thereby additionally considering the role of multiple risk and protective factors (e.g., gender and marital status). During the second month of the lockdown period in Belgium, 693 older adults (M _age = 70.06, SD = 4.48, range: 65-89 years, 62.1% female) filled out online questionnaires concerning the study variables, while also completing assessments of several important sociodemographic factors. Structural equation modeling suggested that both ego integrity and despair related to indicators of well-being and psychological distress through experienced need satisfaction. Additionally, we found several factors to protect (e.g., higher perceived income) or diminish (e.g., being widowed) older adults' well-being during these challenging times, with little evidence for a moderating role of these factors in associations between the psychological variables. Theoretical and practical implications of these results are discussed.

Does coaches' satisfaction with the team determine their interpersonal style? The mediating role of basic psychological needs

The purpose of the present study was to examine how coaches' satisfaction with the team could be related to their reported interpersonal style towards young athletes, and to analyze the mediating role of basic psychological needs (i.e. need satisfaction and need frustration) in this relationship. Participants were 352 coaches (16-67 years old; M_age = 32.88, SD = 11.14) from 48 clubs, who had between 1 and 52 years of training experience (M = 23.23, SD = 15.02). Structural equation modelling (SEM) was employed to test the relationships between variables. Results showed that satisfaction with the team is positively related to coaches' need satisfaction, and negatively to their need frustration. Need satisfaction positively predicted coaches' need-supportive style, and need frustration predicted their need-thwarting style. Regarding indirect effects, need satisfaction positively mediated the relationship between coaches' satisfaction with the team and their need-supportive style, and need frustration negatively mediated the relationship between coaches' satisfaction with the team and their need-thwarting style. These findings are a first step to highlight satisfaction with the team as an antecedent of coaches' self-reported need-supportive and need-thwarting behaviours towards athletes, and the mediating role of coaches' psychological needs (need satisfaction and need frustration) in this relationship.Highlights We examined the satisfaction of the team as antecedent of coaches' interpersonal style.We tested the mediating role of coaches' psychological needs in this relationship.Satisfaction with the team was positively related to need-supportive style.Satisfaction with the team was negatively associated with need-thwarting behaviors.Coaches' psychological needs mediated the relationship between team satisfaction and their interpersonal style.

The associations between orthorexia nervosa and the sociocultural attitudes: the mediating role of basic psychological needs and health anxiety

PURPOSE

Given the range of negative correlates associated with orthorexia nervosa (ON), it is important to identify factors that might contribute to the elevated ON tendencies. Based on the tripartite model of influence, we tested whether sociocultural attitudes towards appearance (i.e., thin and muscular internalization as well as family, peer and media pressure) could contribute to ON. We hypothesized that these attitudes could exert their effect through the intervening processes basic psychological need fulfillment and health anxiety.

METHODS

The hypotheses were tested on a sample of 710 young adults (M_age = 21.79, SD_age = 2.31). Participants completed validated questionnaires measuring the constructs of interest.

RESULTS

According to the structural equation modeling results, ON was predicted by thinness and muscular internalization as well as media pressure. Need fulfillment and health anxiety partially mediated these relationships. Family and peer pressure were not related to ON.

DISCUSSION

The present results suggest that internalization of appearance ideas and media pressure contribute to ON through need fulfillment and health anxiety. These findings also provide novel insight into the nature of ON.

LEVEL OF EVIDENCE

Level V (descriptive cross-sectional study.

Psychometric properties of the Arabic version of the Basic Psychological Needs Satisfaction-Frustration Scale (BPNSFS)

BACKGROUND

The aim of this study is to validate the Arabic version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS), and to investigate the extent of its invariance across five Arab countries and gender.

METHODS

A back-translated version of the BPNSFS, the second version of the Beck Depression Inventory (BDI-II), and the Warwick-Edinburgh Mental Well-Being Scale (WEMWBS) were administered to a sample consisting of 1082 undergraduate students affiliated with universities in five Arab countries (487 males and 595 females: Mage = 20.04 ± 1.87 years). The data of the BPNSFS were examined for univariate and multivariate normality using Shapiro-Wilk tests and Mardia's coefficient, respectively. To evaluate and compare the four models with confirmatory factor analysis (CFA), we used the following goodness-of-fit indices: the chi-square value (χ2), comparative fit index (CFI), Tucker-Lewis index (TLI), Root Mean-Square Error of Approximation (RMSEA), and Baysian Information Criterion (BIC). A multi-group CFA [Byrne in Structural equation modeling with EQS: basic concepts, applications, and programming, Routledge, Abingdon, 2013] on the BPNSFS structure to examine its invariance across the five Arab countries and across genders.

RESULTS

The results of confirmatory factor analysis supported the generalizability of the BPNSFS's six-factor model to the five Arab countries. The relationships between the six psychological needs satisfaction and frustrations and both mental health and symptoms of depression provide additional evidence on the construct validity of the BPNSFS through cross cultural data. The findings of BPNSFS's measurement invariance across males and females and across the five Arab countries help ensure that the latent means are comparable across these different groups.

CONCLUSIONS

The study concluded that the Arabic version of the BPNSFS which measures satisfaction and frustration of the three basic needs (autonomy, competency, and relatedness) is proved to be invariant across the five Arab countries and gender and can be used to compare the basic psychological needs in the Arab context.

The moderation effect of identity exploration and basic psychological needs satisfaction on flourishing of Chinese rural children

Most studies equate children's mental health to a state of flourishing, which is a positive feeling and functions in their lives. Identity exploration and the satisfaction of three basic psychological needs are universal and crucial indicators of children's flourishing. First, according to identity crisis theory, children in the pre-adolescence period begin to explore their own identities, a process which significantly affects their development and flourishing. Meanwhile, self-determination theory points out that the basic psychological needs, namely the needs for autonomy, competence, and relatedness, are essential for children's development and flourishing in the worldwide. Accordingly, this study examined how identity exploration affects the flourishing of rural children in China, one kind of collectivism cultural contexts, with the interaction effect of identity exploration and basic psychological needs satisfaction. To understand the interaction effect of identity exploration and basic psychological needs satisfaction on rural children's flourishing, we form a theoretical framework combining identity crisis theory and self-determination theory. Both these two theories emphasize the importance of self in facilitating mental health and the development of functioning. Specifically, identity crisis theory focuses on intrapsychic process, while self-determination theory stresses the influence of the surrounding environment on the individual, which provides a solid foundation for integrating these two theories to explore rural children's flourishing in China. Accordingly, this study collected 520 left-behind children and 475 other rural children in Liaoning Province in Mainland of China, and used regression analysis to measure the associations among variables. This study found that identity exploration and basic psychological needs satisfaction positively affect rural children's flourishing respectively, while their interaction effects negatively affect on their flourishing.

Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

The purpose of the study was the evaluation of a teacher in-service training program, namely "PE.T.Co.N.", an online community of practice via Facebook groups. Drawing from Self-Determination theory (SDT), the program aimed at satisfying teachers' autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members' interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.

Autonomy and competence satisfaction as resources for facing chronic pain disability in adolescence: a self-determination perspective

This study aimed to test empirically the developmental goal pursuit model of paediatric chronic pain, which draws upon Self-Determination Theory for understanding risks and resources for living with chronic pain. This study examined the relationship between basic psychological need satisfaction (i.e. the satisfaction of the needs for autonomy, relatedness and competence) and the fear-avoidance model of pain in adolescents suffering from chronic pain. Hundred and twenty adolescents (mean age = 14.52, 71.6% female), receiving treatment through paediatric pain centres for chronic pain, were enrolled. Adolescents completed measures of basic psychological need satisfaction, fear and avoidance of pain, and pain-related functional impairment. Path analyses model indicated that higher levels of autonomy and competence satisfaction were associated with lower levels of functional disability, through the mediation of fear and avoidance of pain. Relatedness satisfaction was not significatively related to fear of pain, avoidance, and functional disability. The integration of Self-Determination Theory in the paediatric pain literature may further our understanding of potential resources for decreasing functional disability in children living with chronic pain.

Live well and die with inner peace: The importance of retrospective need-based experiences, ego integrity and despair for late adults' death attitudes

Given that prior research has provided evidence for the role of late adults' attitudes towards death in their mental health, we sought to understand its underlying sources. Guided by Self-Determination Theory and Erikson's theory of psychosocial development, two cross-sectional studies examined whether older individuals' psychological need-based experiences, as accumulated during life, relate to their death attitudes and whether their experienced ego integrity and despair play an intervening role in these associations. Whereas Study 1 (N = 394 late adults; Mage = 75.14; SD = 6.52; 62.9 % female) involved an assessment of need satisfaction only, in Study 2 (N = 126 late adults; Mage = 78.09; SD = 7.17; 61.9 % female) both need satisfaction and need frustration were assessed. Structural equation modeling showed that, across studies, experienced need satisfaction related positively to ego integrity and negatively to despair. Need frustration was related to despair only. In turn, ego integrity related positively to death acceptance and negatively to death anxiety, while despair related positively to death anxiety. Finally, the contribution of need satisfaction to death attitudes was mostly mediated by individuals' ego integrity. Theoretical and practical implications of these results are discussed.

Differences in the modulation of functional connectivity by self-talk tasks between people with low and high life satisfaction

Self-respect is a practical way to promote life satisfaction through gratifying basic psychological needs, whereas self-criticism is associated with life dissatisfaction. The goal of the present study was to investigate the effect of two positive and negative self-talks on the functional connectome with respect to life satisfaction and its relationships with basic psychological needs. Forty-eight individuals with low life satisfaction (LLS, n ​= ​24) and with high life satisfaction (HLS, n ​= ​24) were scanned using functional magnetic resonance imaging at a baseline state and during and after self-respect or self-criticism tasks. Functional connectivity analysis was conducted to identify the modulatory effects of the tasks on the self-referential, default mode, and reward-motivation networks. We found that self-respect changed only the connection between the posterior cingulate cortex (PCC) and frontoparietal network, whereas self-criticism changed almost all of the connections examined. The group x condition interaction effect of self-respect was identified only in connection between the PCC and left ventrolateral prefrontal cortex, while that of self-criticism was observed in various connections based on the ventromedial prefrontal cortex and nucleus accumbens. In respect to basic psychological needs, functional connectivity after self-criticism was significant in predicting the needs of autonomy and relatedness only in the LLS group, whereas functional connectivity after self-respect could predict the needs of autonomy and competence only in the HLS group. Overall, self-criticism produces more noticeable negative changes in the brain than the positive changes of self-respect. Individuals with low life satisfaction may be more vulnerable to be negatively affected not only by self-criticism but also self-respect than individuals with high life satisfaction. The satisfaction of basic psychological needs can play a mediating role in the effects of self-talk tasks differently concerning life satisfaction.

Students' perceptions of learning environment and their leisure-time exercise in medical school: Does sport background matter?

INTRODUCTION

The effectiveness of medical school efforts in addressing suboptimal student wellbeing rests, in part, on how students perceive their learning environment. The study aim was to determine whether students' sport background was a contributing factor in students' perceptions of the medical program as supportive of their basic psychological needs for autonomy, competence, and relatedness. We also examined the relationship between sport background and students' leisure-time exercise in medical school.

METHODS

Using an online questionnaire, quantitative data were collected from students enrolled in the 4‑year medical program at a large Canadian university. Two hundred (n = 200) students had complete responses on the measures used in the study. Analysis of variance and correlational analysis were used to examine the relationships between students' sport background, their perceptions of the learning environment, and leisure-time exercise in medical school.

RESULTS

Compared with students with no sport background, students with a team sport background perceived their need for relatedness to be satisfied to a greater degree in the medical program. Students who pursued sports at higher levels of involvement (competitively) perceived the medical program as more autonomy-supportive than students who pursued sports at lower levels of involvement (recreationally). Irrespective of their sport background, students' involvement in leisure-time exercise decreased over the years in the medical program. However, students with a sport background engaged in leisure-time exercise in medical school to a greater extent than students with no sport background.

DISCUSSION

The findings indicate that sport background is associated with students' perceptions of the learning environment as supportive of their needs for autonomy and relatedness, but not for competence, and is linked to their leisure-time exercise in medical school. The observed relationships could help inform medical schools curricular initiatives in preventing student burnout right from the start of medical school.

Effect of autonomy support and dialogic learning on school children's physical activity and sport

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren's leisure time. One hundred and two primary school students, aged 11-13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.

Predictors and outcomes of core and peripheral sport motivation profiles: A person-centered study

While previous studies highlighted the importance of the different motivations for doing sports as proposed by self-determination theory, less emphasis has been put on the simultaneous presence of multiple motivations within the same individual. Therefore, the present study aimed to investigate the complex interaction of sport motivations and to identify core (common) and peripheral (uncommon) profiles of people engaged in sports based on a combination of motivations. To achieve this goal, latent profile analysis, a person-centered approach, was performed on responses from 506 participants engaged in sports. For better understanding the extracted profiles, basic psychological need fulfillment was included as profile predictor, while subjective vitality and various engagement-related indicators as outcomes. Four core and peripheral profiles were identified: Moderately Motivated, Highly Motivated, Amotivated, and Poorly Motivated. Contrary to theory, introjected regulation clustered more closely with self-determined motivations. Profile membership was significantly predicted by global need fulfillment, autonomy satisfaction as well as, to a smaller extent, autonomy, relatedness, and competence frustration. The four profiles differed along vitality and some, but not all, engagement-related outcomes.

Effect of 90-Min Bikram Yoga on Basic Psychological Needs Among Practitioners in the Southwestern United States

Background

In our modern society, physical activity is a lifestyle choice. Bikram Yoga is a low impact; moderate exercise and the understanding of motivation and adherence to the practice is unknown. This study aimed to evaluate the effect of 90 min Bikram Yoga practice on basic psychological needs of competence (the sense of skill mastery), autonomy (volitionally performing a task), and relatedness (a connection with others) as postulated in self-determination theory for motivation.

Methods

The sample included Bikram Yoga practitioners in the Southwestern United States (n = 126) averaged between the age group of 35 and 64, predominately female, and highly educated. Responses to the Psychological Need Satisfaction in Exercise Scale were analyzed using multivariate analysis of variance.

Results

Results showed a statistically significant effect of frequency of Yoga attendance on the satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness); (P = 0.025); specifically, Yoga practitioners who attended four or more classes per week had higher satisfaction levels of Basic Psychological Need for competence (P = 0.013) and relatedness (P = 0.034). A statistically significant effect of the level of experience on the satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness) (P = 0.014) found in experienced Bikram Yoga practitioners, specifically for competence (P = 0.013) and relatedness (P = 0.023) compared to novice counterparts.

Conclusion

The study provides some evidence of an individual's motivation for a 90 min Bikram Yoga practice and possible adherence. Future investigation of Bikram Yoga practice adopting self-determination theory appears worthwhile.

Mechanisms underpinning the association between physical activity and mental health in adolescence: a 6-year study

BACKGROUND

Physical activity (PA) can promote mental health, but the mechanisms underpinning this association are not well-established. This study examined if perceptions of three basic psychological needs (autonomy, competence, relatedness) and moderate-to-vigorous physical activity (MVPA) mediate the association between number of years participating in PA and mental health in adolescence.

METHODS

Participants included 937 children (55% female) age 10-11 at inception of the longitudinal MATCH study, who provided data every 4 months over 6 years. Mediation analyses were used to assess the natural direct effect of number of years of PA participation (cycles 1-15) during late childhood and adolescence on later mental health (cycle 16), measured with the Mental Health Continuum-Short Form (MHC-SF), and the natural indirect effect through each of self-perceived autonomy, competence and relatedness, and self-report MVPA (cycle 15).

RESULTS

In single mediator models, indirect effects of autonomy, competence, relatedness and self-report MVPA were statistically significant. In joint mediation models (each of three models including one basic psychological need and MVPA), autonomy, competence and relatedness mediated 71, 27, and 51% of the association respectively; MVPA mediated 27-31% of the association. In the mediation model including all four mediators, relatedness mediated the largest proportion of the association, followed by autonomy and MVPA.

CONCLUSION

Results support developing strategies to encourage adolescents to engage and remain involved in PA. This could foster perceptions of autonomy, competence, and relatedness as well as MVPA, which in turn may enhance mental health.