Perceived coach interpersonal style and basic psychological needs as antecedents of athlete-perceived coaching competency and satisfaction with the coach: A multi-level analysis.

2020 ◽  
Vol 9 (1) ◽  
pp. 16-28
Author(s):  
Juan J. Pulido ◽  
Tomás García-Calvo ◽  
Francisco M. Leo ◽  
António J. Figueiredo ◽  
Hugo Sarmento ◽  
...  
Keyword(s):  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Interpersonal Style ◽  
Multi Level ◽  
Coaching Competency ◽  
Level Analysis

Coaches' interpersonal style, basic psychological needs and the well- and ill-being of young soccer players: A longitudinal analysis

2012 ◽  
Vol 30 (15) ◽  
pp. 1619-1629 ◽  
Author(s):  
Isabel Balaguer ◽  
Lorena González ◽  
Priscila Fabra ◽  
Isabel Castillo ◽  
Juan Mercé ◽  
...  
Keyword(s):  
Longitudinal Analysis ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Interpersonal Style

scholarly journals Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021 ◽  
Vol 13 (9) ◽  
pp. 5006
Author(s):  
José Eduardo Lozano-Jiménez ◽  
Elisa Huéscar ◽  
Juan Antonio Moreno-Murcia
Keyword(s):  
Higher Education ◽  
Student Involvement ◽  
Autonomy Support ◽  
Academic Motivation ◽  
Intervention Program ◽  
Intervention Group ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Interpersonal Style

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

2015 ◽  
Vol 50 (1) ◽  
pp. 116-136 ◽  
Author(s):  
Hojjat Mahmoudi ◽  
Monica R. Brown ◽  
Javad Amani Saribagloo ◽  
Shiva Dadashzadeh
Keyword(s):  
High School Students ◽  
School Culture ◽  
Educational Opportunity ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Level ◽  
Cluster Sampling ◽  
School Students ◽  
Individual Level ◽  
Multi Level

This aim of this current research was a multi-level analysis of the relationship between school culture, basic psychological needs, and adolescents’ academic alienation. One thousand twenty-nine ( N = 1,029) high school students from Qom City were randomly selected through a multi-phase cluster sampling method and answered questions regarding academic alienation, school culture, and basic psychological needs. Using HLM software for data analysis, the findings revealed that individual-level basic psychological needs had a negative and significant effect on academic alienation. Regarding school level, the effects of student–teacher relationship and educational opportunity on the academic alienation were negative and significant. In general, research findings emphasized the importance of studying multi-level factor roles and their relationship to academic alienation.

scholarly journals From Autonomy Support and Grit to Satisfaction With Life Through Self-Determined Motivation and Group Cohesion in Higher Education

2021 ◽  
Vol 11 ◽  
Author(s):  
José Eduardo Lozano-Jiménez ◽  
Elisa Huéscar ◽  
Juan Antonio Moreno-Murcia
Keyword(s):  
Higher Education ◽  
University Students ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Satisfaction With Life ◽  
Group Cohesion ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Interpersonal Style

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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

2021 ◽  
pp. 1-9
Author(s):  
Juan J. Pulido ◽  
Miguel A. López-Gajardo ◽  
José C. Ponce-Bordón ◽  
Mikel Vaquero-Solís ◽  
Francisco M. Leo
Keyword(s):  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Interpersonal Style ◽  
Mediating Role

scholarly journals Efecto de las estrategias de control conductual sobre la frustración de las necesidades psicológicas básicas en judo (Effect of behavioral control strategies on the frustration of basic psychological needs in judo)

2021 ◽  
Vol 16 (48) ◽  
Keyword(s):  
Behavioral Control ◽  
Control Strategies ◽  
Basic Needs ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Interpersonal Style ◽  
Correlation Analyses ◽  
Weekly Training ◽  
And Training

El objetivo del presente estudio fue analizar las relaciones que se establecen entre los factores que componen el estilo interpersonal controlador del entrenador y la frustración de las necesidades psicológicas básicas, así como identificar las diferencias que puedan existir a nivel de categorías y horas de entrenamiento en judocas competidores (M = 22,78; DT = 5,80). Se realizaron análisis descriptivos y de correlación de todas las variables. Para analizar las diferencias en las categorías y horas de entrenamiento se llevaron a cabo las pruebas U de Mann-Whitney y Kruskal-Wallis, respectivamente. Los resultados mostraron diferentes correlaciones significativas entre las dimensiones del estilo controlador y la frustración de las necesidades psicológicas básicas. Además, se hallaron diferencias significativas entre categorías en la frustración de las tres necesidades psicológicas básicas y en la atención condicional negativa. Todas las dimensiones del estilo controlador del entrenador mostraron diferencias significativas en las horas de entrenamiento semanales. Estos resultados apuntan a que las técnicas de control de los entrenadores pueden influir sobre la frustración de las necesidades básicas de los judocas competidores según su categoría o sus horas de entrenamiento. === The objective of the study was to analyze the relationships between the factors that compose the coach’s controlling interpersonal style and the frustration of basic psychological needs, as well as to identify differences between category and training hours in competing judokas (M = 22.78; SD = 5.80). Descriptive and correlation analyses were performed. In order to analyze differences in the categories and training hours, the Mann-Whitney and Kruskal-Wallis U tests were conducted respectively. Results showed significant correlations between the dimensions of the controlling style and the frustration of basic psychological needs. Moreover, significant differences were found between categories, in the frustration of the three basic psychological needs and in negative conditional attention. All the dimensions of the coach’s controlling style showed significant differences in terms of weekly training hours. These results suggest that the coaches´control could influence the judokas´ frustration of the basic needs according to their category or their training hours.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

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