Effects of Basic Psychological Needs on Resilience: A Human Agency Model.
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ABSTRACT:
SUBMITTER: Liu Y
PROVIDER: S-EPMC8438124 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Background/objectiveThe impact of traumatic events on resilience and the mediating factors creates specific interest in a conflict context. This study has explored the relationship between the satisfaction of Basic Psychological Needs (BPN) and resilience in adolescents exposed to different levels of adversity in Palestine.MethodA total of 837 eighth-, ninth- and tenth-grade students from the Gaza Strip (n = 300) and the West Bank (n = 537) completed three questionnaires to assess trauma, BPN satisfaction, and resilience.ResultsThe results showed a significant difference between the Gaza Strip (0.61) and the West Bank (0.29) in exposure to traumatic events; in both contexts, the BPN satisfaction was associated positively with resilience; in the West Bank the BPN satisfaction mediates the negative impact of trauma on resilience, and in the Gaza Strip, with the higher level of trauma, the BPN satisfaction interacts with trauma, positively affecting resilience.ConclusionsThe results highlight the importance of satisfying BPN and indicates the importance of implementing intervention programs designed to satisfy BPN as a way of strengthening resilience in youth people living in traumatic situations.
| S-EPMC9180410 | biostudies-literature
Project description:BackgroundResilience 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.MethodsA 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.ResultsStructural 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.ConclusionsThe 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.
| S-EPMC10909365 | biostudies-literature
Project description: Not available
| S-EPMC8168610 | biostudies-literature
Project description:BackgroundPrevious 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.Methods12 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.ResultsThree 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.ConclusionParticipants 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.
| S-EPMC9990554 | biostudies-literature
Project description:BackgroundThere has been increasing interest in the extent to which the fulfillment of psychological needs is associated with physical activity engagement. However, a vast majority of studies consider only basic psychological needs such as relatedness, competence, and autonomy-with higher-level psychological needs such as challenge, creativity, and spirituality rarely being addressed. The aim of this study was to examine the preliminary reliability (i.e., internal consistency) and validity (i.e., discriminant, construct, and predictive) of a multi-dimensional scale to assess a range of basic and higher-level psychological needs satisfied through physical activity.MethodsA sample of 75 adults (ages 19-65 years, 59% female, 46% White) completed a baseline questionnaire measuring 13 psychological needs subscales (i.e., physical comfort, safety, social connection, esteem from others, individual esteem, learning, challenge, entertainment, novelty, creativity, mindfulness, aesthetic appreciation, and morality), exercise enjoyment, and exercise vitality. Participants then completed 14 days of accelerometer monitoring of physical activity and ecological momentary assessment of affective responses during physical activity sessions in daily life.ResultsInternal consistency reliability was acceptable (>0.70) for all subscales except for mindfulness, aesthetic appreciation, and morality. Ten of the 13 subscales exhibited discriminant validity by differentiating between engagement (vs. no engagement) in at least one physical activity type (e.g., brisk walking and yoga/Pilates). All the subscales, except physical comfort and esteem from others, were associated with at least one of the construct validation criteria (e.g., exercise enjoyment, affective response during exercise). Five of the subscales were associated with at least one of the predictive validation criteria (i.e., light, moderate, vigorous intensity activity measured by accelerometer).ConclusionHaving the capacity to assess whether one's current physical activity is failing to fulfill various psychological needs-combined with recommendations about which types of activities may satisfy those needs-may address an important gap in physical activity promotion.
| S-EPMC9986481 | biostudies-literature
Project description:In sport, where high achievements are at stake, athletes often feel pressure and emotions that hinder their performance. Emotion regulation becomes essential for athletes to handle stress, achieve optimal performance, and enhance their overall well-being. To advance both research and practical applications, it is crucial to examine the antecedents of emotion regulation and the impact on emotions and other feelings associated with performance. Specifically, the purpose of this cross-sectional study was to examine the role of athletes' emotion regulation strategies (i.e., cognitive reappraisal and expressive suppression) in the relationship between basic psychological needs satisfaction, emotions, and psychobiosocial experiences. The sample consisted of 424 competitive athletes (246 men and 178 women) involved in individual sports (n = 164; e.g., fencing, gymnastics, martial arts, swimming, and tennis) or team sports (n = 260; e.g., basketball, rugby, soccer, and volleyball), aged 16-36 years (M = 23.08, SD = 7.65). Their competitive experience ranged from 1 to 21 years (M = 9.71, SD = 6.34) at regional (71%), national (18%), or international (11%) level, and they practiced their sport on average 3.74 times a week (SD = 1.73). Participants completed measures of basic needs satisfaction (i.e., competence, autonomy, and relatedness), emotion regulation style, emotions, and psychobiosocial experiences. Structural equation modeling results showed that competence need satisfaction was positively associated with pleasant emotions and psychobiosocial experiences that are perceived as functional for performance, and negatively associated with a maladaptive emotion regulation style (i.e., expressive suppression) and unpleasant emotions. Relatedness need satisfaction was positively related to an adaptive emotion regulation style (i.e., cognitive reappraisal), pleasant emotions, and psychobiosocial experiences, and negatively related to expressive suppression and unpleasant emotions. Finally, mediation analysis showed positive indirect effects from autonomy and relatedness satisfaction to pleasant emotions and psychobiosocial experiences via cognitive reappraisal. Findings suggest that the satisfaction of athletes' basic psychological needs of autonomy and relatedness is related to the experience of pleasant emotions and functional psychobiosocial states when they adopt an adaptive emotion regulation style.
| S-EPMC10374325 | biostudies-literature
Project description:Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students' needs by responding to their interests and that this will increase self-determined motivation.
| S-EPMC6926537 | biostudies-literature
Project description:The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = -2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = -2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = -5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai's trace: F = 0.86, p > 0.05, ?2 = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.
| S-EPMC7100532 | biostudies-literature
Project description:According to the self-determination theory, individuals' basic psychological needs for autonomy, competence, and relatedness should be satisfied for optimal psychological growth. The satisfaction of these needs seems to vary due to changes in a person's social context, and the outcomes of the satisfaction of these needs also vary along with the needs. Despite several studies investigating daily and weekly variations in need satisfaction and its correlates, no systematic investigation exists. This study aimed to conduct a narrative synthesis of existing quantitative diary studies of basic psychological needs in the work context. We specifically aimed to evaluate if psychological need satisfaction varies daily and weekly and judge whether they vary more daily or weekly. Additionally, we also aimed to review the literature regarding the relations between daily or weekly variations in need satisfaction and its assumed antecedents and outcomes. We included peer-reviewed articles in English that measured work-related basic psychological needs using a quantitative diary study design. Database searching (Web of Science, ScienceDirect, EBSCOhost, and Scopus) led to the extraction of 2 251 records by February 2020. Duplicates were removed, the remaining records were screened (n = 820), and 30 articles were assessed using eligibility criteria. Two authors individually conducted the screening and eligibility processes to manage selection bias. In total, 21 articles were included in the final review. The review indicated that basic psychological need satisfaction showed considerable within-person variation and was more dynamic daily (compared to weekly). Job demands, job resources, organisational resources, and individual characteristics appeared to associate with these variations. The organisational context seemed to matter the most for need satisfaction. Variations in need satisfaction were also related to employee well-being, performance, and motivation. Despite the small number of published studies (particularly for weekly studies), our results indicate that researchers should pay attention to within-person variations in need satisfaction. Measuring daily need satisfaction could be prioritised. Different antecedents and outcomes seem to be associated with different needs. Thus, when needs are viewed as distinct constructs instead of unidimensional ones, one can derive greater insights. The study is funded by the National Research Foundation.
| S-EPMC8558380 | biostudies-literature
Project description:ObjectiveBuilding on the Self-Determination Theory, this study examines how basic psychological need satisfaction related to COVID-19 behavioral measures is associated with motivation quality and whether motivation quality is associated with intention to wear a face mask and to avoid meeting others.MethodsCross-sectional survey study involving a nationally representative sample of Finnish adult population aged 18-79 (N = 2272, M age = 48.63, SD = 16.89, 975 men and 1297 women) was conducted in Finland in May 2021 when protective behaviors were recommended to prevent acceleration of the epidemic. Measures included scales of Basic Psychological Need Satisfaction in Adhering to COVID Prevention Measures, Motivation to Adhere to COVID Prevention Measures, Perceived Personal Risk, Fear of COVID-19, and Protective Behavior Intention. Analysis of variance tests, linear regression analysis, and multinomial logistic regression were conducted. Perceived personal risk and fear of COVID-19 were controlled for in the regression analyses.ResultsAll three psychological needs were positively related to autonomous motivation (all p < .001). Autonomous motivation (range OR = 1.82-3.55, p = .001) was consistently related to intention to wear a mask and intention to avoid meeting people. Controlled motivation (range OR = .66-.93, p = .001-.457) was associated with decreased protective behavior intentions. The effects of amotivation (range OR = .65-1.02, p = .001-.911) varied across analyses.ConclusionsFostering autonomous motivation could increase adherence to protective behaviors in situations without clear mandates.
| S-EPMC10557624 | biostudies-literature