Basic psychological need satisfaction and aggressive behavior: the role of negative affect and its gender difference
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ABSTRACT:
SUBMITTER: Dou F
PROVIDER: S-EPMC10676081 | biostudies-literature | 2023 Jan
REPOSITORIES: biostudies-literature
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Project description:Basic psychological needs theory postulates that a social environment that satisfies individuals’ three basic psychological needs of autonomy, competence, and relatedness leads to optimal growth and well-being. On the other hand, the frustration of these needs is associated with ill-being and depressive symptoms foremost investigated in non-clinical samples; yet, there is a paucity of research on need frustration in clinical samples. Survey data were compared between adult individuals with major depressive disorder (MDD; n = 115; 48.69% female; 38.46 years, SD = 10.46) with those of a non-depressed comparison sample (n = 201; 53.23% female; 30.16 years, SD = 12.81). Need profiles were examined with a linear mixed model (LMM). Individuals with depression reported higher levels of frustration and lower levels of satisfaction in relation to the three basic psychological needs when compared to non-depressed adults. The difference between depressed and non-depressed groups was significantly larger for frustration than satisfaction regarding the needs for relatedness and competence. LMM correlation parameters confirmed the expected positive correlation between the three needs. This is the first study showing substantial differences in need-based experiences between depressed and non-depressed adults. The results confirm basic assumptions of the self-determination theory and have preliminary implications in tailoring therapy for depression.
| S-EPMC9530199 | biostudies-literature
Project description:The aim of the present study was to adapt and validate the Basic Psychological Need Satisfaction and Frustration Scale within self-determination theory (SDT) within the work domain. Confirmatory factor analyses of three Norwegian samples and one English sample as well as multi-group analyses to examine measurement invariance were performed. The results showed that the adapted work-related scale with its six-factor structure fitted the data well in all four samples, and partial measurement invariance was obtained across samples and languages. Furthermore, internal consistencies for the subscales were acceptable and the subscales predicted work-related correlates as expected, demonstrating the criterion validity of the scale. The current study contributes to a unifying measurement for future research on one of the central underpinnings of SDT within the work domain.
| S-EPMC8316828 | biostudies-literature
Project description:The association between work values and key motivational variables has been repeatedly supported in previous studies. However, little attention has been devoted to understanding intraindividual patterns of work values and how combinations of work values relate to other motivational variables. This study aimed to identify profiles of work values based on a four-factor model (i.e., intrinsic, extrinsic, social, and status). It also investigated how profile membership relates to basic psychological need satisfaction and frustration at work using a self-determination perspective. A sample of French Canadian adults (N = 476) participated in this study by filling out an online questionnaire. Latent profile analyses revealed five distinct work values profiles. Results showed that participants in more positive profiles (i.e., high level of intrinsic, social, and status work values) generally reported higher level of need satisfaction and lower level of need frustration at work than participants belonging to more negative profiles (i.e., low level of intrinsic, social, and status work values). These results support the importance of considering work values in organizational and career development interventions, and to do so using a person-centered approach, to better understand need satisfaction and frustration at work.
| S-EPMC9578103 | biostudies-literature
Project description:Basic psychological needs are an energizing state that, if satisfied, will produce an increase in confidence and a healthy motivational orientation that leads to wellness. Frustration of these needs is the opposite concept of satisfaction, which refers to the negative sensation experimented by an individual when he or she perceives that their psychological needs are being actively limited by the actions of the significant other. To date, we have not found instruments validated in Spanish that measure both the satisfaction and the frustration of basic psychological needs in the physical education (PE) context. Therefore, the aims of this study are adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to the PE context in Mexico; and examine its psychometric properties, structure, and factorial invariance by gender in a sample of fifth- and sixth-grade elementary school students. This study included a total of 1,470 fifth- and sixth-grade students from elementary schools in the metropolitan area of Monterrey, Nuevo Leon, Mexico. The results support the reliability, validity, structure, and strict invariance of the sixth Mexican version of the BPNSFS in physical education (BPNSFS-PE). The BPNSFS-PE can be used to measure the satisfaction and/or frustration of the basic psychological needs of students in PE class and to perform comparisons between groups of boys and girls.
| S-EPMC7077509 | biostudies-literature
Project description:In basic psychological needs theory (BPNT), the separable constructs of need satisfaction and need frustration are theorized as pivotally related to psychopathology and broader aspects of well-being. The Basic Psychological Need Satisfaction and Frustration Scales (BPNSFS; Chen et al., 2015) have rapidly emerged as the dominant self-report measure in the BPNT domain, with translated versions available in a wide range of languages and a plethora of versions adapted for specific populations and life contexts. Through (a) an extended conceptual discussion of the BPNSFS and (b) a collection of complementary data analyses in eight samples, we demonstrate that the BPNSFS probably does not validly measure need frustration. Most importantly, we conclude that the ostensible distinction between need frustration and need satisfaction in the BPNSFS is likely primarily a method artifact caused by different item keying directions, given the way the measure currently assesses the intended constructs. If so, then the use of the BPNSFS may be generating misleading conclusions, obstructing sound investigation of current BPNT. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
| S-EPMC11554446 | biostudies-literature
Project description:Behavioral engagement is a key determinant of students' learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT's theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.
| S-EPMC9040704 | biostudies-literature
Project description:Based on the self-determination theory (SDT), this study used a mixed-methods (i.e., quantitative and qualitative approaches) design to explore the role of basic psychological need satisfaction (BPNS) played in sustained volunteering. Quantitative analysis of 803 college student volunteers revealed that competence and relatedness need satisfaction had significant associations with sustained volunteering, while autonomy need satisfaction did not. Furthermore, latent profile analyses identified five profiles of BPNS: low (Profile 1), relatively low (Profile 2), moderate (Profile 3), low autonomy-high competence and relatedness (Profile 4), and high (Profile 5). Volunteers in Profile 4 and Profile 5 reported higher sustained volunteering than those in other profiles. Subsequent qualitative synthesis of interview data from 33 college student volunteers found that competence need satisfaction (45.58%) was mentioned most frequently among the factors promoting sustained volunteering, then followed by relatedness (27.43%) and autonomy need satisfaction (11.06%). These findings highlight the important role of BPNS, especially competence and relatedness need satisfaction, in promoting college students' long-term volunteering.
| S-EPMC8701654 | biostudies-literature
Project description:Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.
| S-EPMC6679142 | biostudies-literature
Project description:This study examined the associations between social support from different relationship types (i.e., spouses, children, friends, and parents) and psychological well-being (i.e., happiness and depressive symptoms), and the mediating effects of basic psychological need satisfaction (i.e., autonomy, competence, and relatedness) in these associations. A dataset on social support, satisfaction of basic psychological needs, and psychological well-being was collected from 823 South Korean adults (the mean of age = 48.83; 50.40% male). Results showed that social support from spouses and friends had the most robust associations with happiness and depressive symptoms. In addition, the satisfaction of needs for autonomy and relatedness mediated the associations between social support from spouses and friends, and happiness and depressive symptoms. However, these associations differed by age groups. Although social support satisfied basic psychological needs better for younger adults than for older adults, the satisfaction of needs for autonomy and relatedness was critical in order to support well-being for both groups.
| S-EPMC9733472 | biostudies-literature
Project description:BackgroundBased on the self-determination theory, the psychological requirements for competence, autonomy, and relatedness boost beneficial exercise behaviour for healthy living. However, there is no valid, reliable Malay version scale to investigate the extent to which these psychological needs are met. The main purpose of this study was to examine the psychometric properties of a Malay version of the Psychological Need Satisfaction in Exercise (PNSE-M) scale. In addition, the purpose of this study was to confirm the measurement and structural invariance of the PNSE-M across gender.MethodsThe study participants included 919 students (male: 49.6%, female: 50.4%), with a mean age of 20.4 years (standard deviation = 1.5). The participants were selected through convenience sampling. The 18-item PNSE-M was used to measure psychological need satisfaction in exercise. The English version of the PNSE was translated into Malay using standard forward-backward translation. Confirmatory factor analysis (CFA) and invariance tests were performed on the three domains of the PNSE-M model. Composite reliability (CR), average variance extracted (AVE), internal consistency based on Cronbach's alpha, and test-retest reliabilities using intraclass correlation coefficient (ICC) were also computed.ResultsAfter some model re-specification, the CFA findings based on the hypothesised measurement model of three factors and 18 items indicated acceptable factor structure (CFI = .936, TLI = .923, SRMR = .054, RMSEA = .059). The CR and AVE values were .864-.902 and .573-.617, respectively. Cronbach's alpha was .891-.908, and the ICC was .980-.985. The findings supported the full measurement and structural invariance of the PNSE-M for both male and female participants. The CFA model matched the data well for both male (CFI = .926, SRMR = .057, RMSEA = .066) and female (CFI = .926, SRMR = .060, RMSEA = .065) participants.ConclusionThe PNSE-M with three factors and 18 items is considered to be a valid, reliable instrument for university students in Malaysia. It is valid for use to make meaningful comparisons across gender.
| S-EPMC9173609 | biostudies-literature