scholarly journals Development and Initial Validation of the Need Satisfaction and Need Support at Work Scales: A Validity-Focused Approach

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Susanne Tafvelin ◽  
Andreas Stenling
Keyword(s):  
Need Satisfaction ◽  
Initial Validation ◽  
Need Support ◽  
Support At Work

The development and initial validation of need satisfaction scales within the psychology of working theory.

2019 ◽  
Vol 66 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Kelsey L. Autin ◽  
Ryan D. Duffy ◽  
David L. Blustein ◽  
Nicholas P. Gensmer ◽  
Richard P. Douglass ◽  
...  
Keyword(s):  
Need Satisfaction ◽  
Initial Validation ◽  
Psychology Of Working

Gaining insight into doctoral persistence: Development and validation of Doctorate-related Need Support and Need Satisfaction short scales

2018 ◽  
Vol 65 ◽  
pp. 100-111 ◽  
Author(s):  
Nicolas Van der Linden ◽  
Christelle Devos ◽  
Gentiane Boudrenghien ◽  
Mariane Frenay ◽  
Assaad Azzi ◽  
...  
Keyword(s):  
Need Satisfaction ◽  
Doctoral Persistence ◽  
Need Support ◽  
Development And Validation ◽  
Insight Into ◽  
Gaining Insight

Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students

2011 ◽  
Vol 30 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Tao Zhang ◽  
Melinda A. Solmon ◽  
Maria Kosma ◽  
Russell L. Carson ◽  
Xiangli Gu
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
School Students ◽  
Perceived Need ◽  
Need Support

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.

scholarly journals Um modelo motivacional do envolvimento dos jovens nas aulas de educação física (Un modelo de motivación de la participación de los jóvenes en las clases de educación física) (A motivational model of youngsters’ engagement in physical education classes)

Retos ◽  
2016 ◽  
pp. 282-291
Author(s):  
Eliana V. Carraça
Keyword(s):  
Physical Education ◽  
Explanatory Power ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cross Sectional Study ◽  
Need Satisfaction ◽  
Self Determination ◽  
Cross Sectional ◽  
Present Cross Sectional Study ◽  
Need Support

Investigações anteriores, desenvolvidas no contexto da educação física (EF), têm vindo a incorporar e testar vários pressupostos da teoria da autodeterminação (TAD). Porém, permanecem ainda várias lacunas nesta área (ex. impacto de um clima de suporte às necessidades psicológicas básicas no envolvimento das pessoas nas tarefas). Assim, este estudo transversal examinou um modelo motivacional baseado nos pressupostos da TAD e explorou a sua invariância entre géneros e ciclos de escolaridade. A amostra foi constituída por 1390 alunos Portugueses (52.5% raparigas; idade média, 15 anos) do 3º ciclo (12-14 anos) e ensino secundário (15-17 anos). Questionários validados internacionalmente foram utilizados para avaliar a perceção de uso de estratégias motivacionais, a satisfação de necessidades, motivações e envolvimento nas aulas de EF. As correlações bivariadas entre as estratégias percecionadas, necessidades básicas, motivações e as dimensões do envolvimento mostraram os padrões de associação esperados. As análises de mediação revelaram que os alunos que percepcionaram maior utilização de estratégias de suporte às necessidades básicas experienciaram níveis mais elevados de satisfação destas necessidades, o que, por sua vez, se associou a motivações mais autónomas e a níveis mais elevados de envolvimento nas aulas de EF. As estratégias percecionadas também se relacionaram positivamente com o envolvimento nas aulas via níveis mais baixos de amotivação para a EF (mas com menor poder explicativo). Na sua generalidade, as análises de invariância suportaram a universalidade da sequência motivacional proposta pela TAD. Este estudo dá suporte aos pressupostos da TAD e corrobora a sua aplicação no contexto da educação física, ampliando a evidência neste campo.Resumen. Las investigaciones basadas en los postulados la teoría de la autodeterminación (TAD) desarrolladas en el contexto de la educación física (EF) se han visto incrementadas. Sin embargo, aún quedan varias lagunas en la literatura (ej., impacto de un ambiente de aprendizaje de apoyo en el compromiso de los estudiantes). Como tal, este estudio transversal examinó un modelo de motivación basado en los principios de la teoría de la autodeterminación, y analizó la invarianza del modelo en función del género y del ciclo de estudios. Los participantes fueron 1390 estudiantes portugueses (52,5% mujeres: edad media = 15 años) del 3º ciclo de estudios (12-14 años) y de la enseñanza secundaria (15-17 años). Se utilizaron cuestionarios validados internacionalmente para evaluar la percepción de estrategias de motivación, las necesidades, motivaciones y el compromiso en las clases de EF. Las correlaciones bivariadas entre la percepción de estrategias de apoyo, la satisfacción de las necesidades, las motivaciones y dimensiones de compromiso confirmaron los patrones de asociación esperados. El análisis de mediación reveló que los estudiantes que perciben el uso de estrategias de apoyo mostraron mayor satisfacción de las necesidades, las cuales, a su vez se asociaron con más motivaciones autónomas y mayores niveles de implicación en las clases. La percepción de apoyo también se relacionó con la implicación en EF a través de los niveles bajos en la amotivación (aunque mostrando menor poder explicativo). Por último, la secuencia de motivación en general se mostró invariante en función del género y el ciclo de estudios. Este estudio apoya los presupuestos de la TAD y apoya su aplicación en el contexto de la educación física, ampliando la evidencia en este campo.Abstract. Prior research conducted in the context of school physical education (PE) has increasingly incorporated and tested several postulations of self-determination theory (SDT). Yet, there still remain several gaps in the SDT-related literature (e.g. impact of a need-supportive social context on one’s engagement in behaviors). As such, the present cross-sectional study examined a model of motivation based on the tenets of self-determination theory, and explored the invariance of the model across gender and education cycle. Participants were 1390 Portuguese students (52.5% female; mean age, 15 years-old) belonging to the 3rd (12-14 years-old) and secondary cycle of studies (15-17 years-old). Internationally validated questionnaires were used to measure need support, need satisfaction, motivation, and engagement in PE. Bivariate correlations between perceived strategies, needs’ satisfaction, motivations and engagement dimensions showed the expected patterns of association. Mediation analysis revealed that students who perceived the use of need-supporting strategies experienced greater levels of need satisfaction, which, in turn predicted autonomous motivation, which, in turn, linked to engagement in PE classes. Perceived strategies also related to PE engagement through reduced levels of amotivation (though showing lower explanatory power). Invariance analysis generally supported the universality of the SDT motivational sequence, across gender and cycle of studies. This study provides support for self-determination theory and corroborates the application of the framework to the context of school PE, extending research in this field.

scholarly journals Need support, need satisfaction and types of motivation in Physical Education for children aged 8 to 13. Development and preliminary validation of the German SMoPE-instrument

2021 ◽  
Vol 6 ◽  
pp. 005
Author(s):  
Kathrin Kohake ◽  
Tim Heemsoth
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Fit Indices ◽  
Confirmatory Factor Analyses ◽  
Psychological Need ◽  
Preliminary Validation ◽  
Need Support ◽  
Grade 3

More self-determined motivation of young children in physical education (PE) has been shown to improve physical activity through the lifespan. According to Self-Determination Theory, an educational environment that supports the three basic psychological needs of autonomy, competence, and relatedness is expected to facilitate need satisfaction and, therefore, more self-determined types of motivation. However, thus far there are no appropriate instruments to investigate the psychological need support, need satisfaction, and motivation for younger students simultaneously. The present study aims to develop and preliminarily validate the German SMoPE-instrument (Students’ motivation in Physical Education) for the constructs need support, need satisfaction, and types of motivation for 8-13-year-old children in PE. Therefore, after a cognitive lab study, N = 1,011 students from grade 3 to 6 answered a questionnaire with items that based on research in the field of extracurricular sports with regard to the three constructs. The result is a questionnaire of 33 items including three need-support-subscales, three need-satisfaction-subscales and five subscales regarding the types of motivation. Confirmatory factor analyses with acceptable to excellent fit indices for all scales as well as a satisfactory simplex structure concerning the types of motivation support the suitability of the constructs. In addition, multiple regression analyses show positive relationships between the support of competence and both intrinsic and identified motivation. Consistent with theoretical considerations, both relationships were partially mediated by the satisfaction of competence.

Doctorate-related Need Support and Need Satisfaction Scales

2018 ◽  
Author(s):  
Nicolas Van der Linden ◽  
Christelle Devos ◽  
Gentiane Boudrenghien ◽  
Mariane Frenay ◽  
Assaad Azzi ◽  
...  
Keyword(s):  
Need Satisfaction ◽  
Need Support

scholarly journals Perceived Parenting and Basic Need Satisfaction among Portuguese Adolescents

2015 ◽  
Vol 18 ◽  
Author(s):  
Pedro Cordeiro ◽  
Maria Paula Paixão ◽  
Willy Lens
Keyword(s):  
Psychological Control ◽  
Behavioral Control ◽  
Control Model ◽  
Need Satisfaction ◽  
Behavior Control ◽  
Basic Need Satisfaction ◽  
Measurement Models ◽  
Need Support ◽  
Basic Need ◽  
Positive Effect

AbstractWe examined the psychometric properties of the Parenting Questionnaire in a sample of Portuguese high school students. Two measurement models were specified. Model 1m,f specifies a bi-dimensional structure of parental need-support and behavioral control. Model 2m,f proposes a tripartite structure of parental need-support, psychological control and behavioral control. Model 2m,f. best-fitted the data, being also supported in terms of convergent, discriminant validity. Regression results found the unique effect of autonomy-support (M2mr,b = .25 p < .001; M2fr,b = .14 p < .01), responsiveness-warmth (Model 2mr,b = .19, p < .001; Model 2fr, b = .13 p < .05) and behavior control on basic need-satisfaction (Model 2mr:b = .14 p < .05), but a non-significant effect of psychological control on need-frustration (p > .05). Notably, psychological control predicted low need-satisfaction (M2mr: b = –.10) and moderated of the positive effect of parental need-support on need-satisfaction, M2mr: F(3, 367) = 11.62, p < .001. Psychological control and need-support also moderated the positive effect of behavior control on competence satisfaction, with parental need-support amplifying this effect and psychological control buffering it. Overall the findings support the substantive distinction between the parenting dimensions, suggesting that need-satisfaction is enhanced by need-supportive and behavioural control and undermined by psychological control.

How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

2012 ◽  
Vol 31 (3) ◽  
pp. 216-230 ◽  
Author(s):  
Cindy Rutten ◽  
Filip Boen ◽  
Jan Seghers
Keyword(s):  
Physical Education ◽  
School Environment ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Mediating Role ◽  
Physical Environments ◽  
Need Support

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy.

scholarly journals The Temporal Relations of Adolescents’ Basic Need Satisfaction in Physical Education and Global Self-Worth

2020 ◽  
Vol 42 (6) ◽  
pp. 480-489
Author(s):  
Irina Burchard Erdvik ◽  
Tommy Haugen ◽  
Andreas Ivarsson ◽  
Reidar Säfvenbom
Keyword(s):  
Physical Education ◽  
Need Satisfaction ◽  
Temporal Relations ◽  
School Students ◽  
Basic Need Satisfaction ◽  
Upper Secondary ◽  
Need Support ◽  
Self Worth ◽  
Basic Need ◽  
Best Fit

This study investigated the temporal relations of adolescents’ basic need satisfaction in physical education (PE) and global self-worth in a sample of 3,398 lower and upper secondary school students (49% boys, 51% girls, average age T1 = 15.00, SD = 1.79). Four models and competing hypotheses were tested, and the model with bidirectional paths specified showed the best fit to the data. The bidirectional effect estimates suggest not only that basic need satisfaction in PE predicts global self-worth development but also that adolescents’ perceptions of global self-worth predict the degree to which they experience basic need satisfaction in PE. Findings could suggest that students with low global self-worth are less sensitive to basic need support in PE. These students may need personally tailored need-supportive initiatives in order to develop basic need satisfaction in PE and, thus, global self-worth through PE.

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