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Maarten Vansteenkiste - One of the best experts on this subject based on the ideXlab platform.
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where to go and how to get there goal clarification process feedback and students Need Satisfaction and frustration from lesson to lesson
Learning and Instruction, 2019Co-Authors: Maarten Vansteenkiste, Christa Krijgsman, Tim Mainhard, Jan Van Tartwijk, Lars B Borghouts, Nathalie Aelterman, Leen HaerensAbstract:Abstract This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced Need Satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for Need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness Satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more Need frustration. No associations were found between process feedback and Need frustration.
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The development and validation of an implicit measure of competence Need Satisfaction
Motivation and Emotion, 2018Co-Authors: Jolene Kaap-deeder, Adriaan Spruyt, Jan De Houwer, Sean Hughes, Maarten VansteenkisteAbstract:Research on self-determination theory has typically relied on explicit measures when examining the concept of competence Need Satisfaction. As a result, we know relatively little about competence Need Satisfaction that arises under conditions of automaticity. Across four studies, we developed and validated implicit measures of competence Need Satisfaction by drawing on two tasks: a relational variant of the implicit association test (IAT; Study 1, 3, and 4) and the implicit relational assessment procedure (IRAP; Study 2–3). Results across these studies revealed that both implicit measures were either unrelated or moderately related to their explicit counterpart. They were also unrelated to one another. Unlike the IRAP, the IAT was found to be reliable, to display discriminant validity, and to yield meaningful but modest relations with constructs in a nomological network. Together, these results provide modest support for the usefulness of the competence Need Satisfaction IAT but not of the competence Need Satisfaction IRAP as an implicit measure of the Need for competence. Future research examining the unique predictive value of this IAT is Needed, together with research on possible explanations for the low reliability of the IRAP.
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the effects of feedback valence and style on Need Satisfaction self talk and perseverance among tennis players an experimental study
Journal of Sport & Exercise Psychology, 2017Co-Authors: Gertjan De Muynck, Maarten Vansteenkiste, Nathalie Aelterman, Leen Haerens, Jochen Delrue, Bart SoenensAbstract:Grounded in self-determination theory, this experimental study examined whether the valence (i.e., positive vs. negative) and style (i.e., autonomy-supportive vs. controlling) of normative feedback impact the self-talk, motivational experiences (i.e., psychological Need Satisfaction and enjoyment), and behavioral functioning (i.e., perseverance and performance) of tennis players (N = 120; Mage = 24.50 ± 9.86 years). Positive feedback and an autonomy-supportive style positively influenced players’ enjoyment and perseverance, with psychological Need Satisfaction and self-talk playing an intervening role. While positive feedback yielded its beneficial effect via greater competence Satisfaction and decreased negative self-talk, the beneficial impact of an autonomy-supportive communication style was explained via greater autonomy Satisfaction.
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changing teachers beliefs regarding autonomy support and structure the role of experienced psychological Need Satisfaction in teacher training
Psychology of Sport and Exercise, 2016Co-Authors: Nathalie Aelterman, Maarten Vansteenkiste, Hilde Van Keer, Leen HaerensAbstract:Abstract Objectives Grounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological Need Satisfaction experienced during continuous professional development (CPD) on Need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors. Methods Prior to the training, a sample of 80 PE teachers (57.5% men, M age = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological Need Satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time. Results Psychological Need Satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies. Conclusions Experiences of psychological Need Satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change.
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autonomy supportive parenting and autonomy supportive sibling interactions the role of mothers and siblings psychological Need Satisfaction
Personality and Social Psychology Bulletin, 2015Co-Authors: Jolene Van Der Kaapdeeder, Maarten Vansteenkiste, Bart Soenens, Elien Mabbe, Tom Loeys, Rafael GargurevichAbstract:Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers' Satisfaction of the psychological Needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother-child similarity in psychological Need Satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers' psychological Need Satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological Need Satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics.
Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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perceived coach autonomy support basic Need Satisfaction and the well and ill being of elite youth soccer players a longitudinal investigation
Psychology of Sport and Exercise, 2012Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Objectives: Drawing from the basic Needs theory [BNT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3e33). Rochester, NY: University of Rochester Press], the major purpose of the present study was to test a hypothesized sequence of temporal relationships between perceptions of coach-autonomy support, basic Need Satisfaction and indices of well- and ill-being. A subsidiary aim was to ascertain the assumed mediational role of basic Need Satisfaction in explicating the perceived autonomy support and well-/ill-being relationships over time. Design: A field-based longitudinal design was employed. Methods: Participants (N ¼54 males) from an elite youth soccer academy in the UK completed a multisection questionnaire tapping the targeted variables on six occasions across two competitive seasons. Results: Multi-level regression analyses revealed that perceptions of coach-autonomy support positively predicted within-person changes and between-person mean differences in basic Need Satisfaction and well-being over time. Satisfaction scores for the Needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same Needs partially mediated the coachautonomy supportesubjective vitality link over the two seasons. Conclusions: The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.
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perceived coach autonomy support basic Need Satisfaction and the well and ill being of elite youth soccer players a longitudinal investigation
Psychology of Sport and Exercise, 2012Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Abstract Objectives Drawing from the basic Needs theory [BNT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press], the major purpose of the present study was to test a hypothesized sequence of temporal relationships between perceptions of coach-autonomy support, basic Need Satisfaction and indices of well- and ill-being. A subsidiary aim was to ascertain the assumed mediational role of basic Need Satisfaction in explicating the perceived autonomy support and well-/ill-being relationships over time. Design A field-based longitudinal design was employed. Methods Participants (N = 54 males) from an elite youth soccer academy in the UK completed a multi-section questionnaire tapping the targeted variables on six occasions across two competitive seasons. Results Multi-level regression analyses revealed that perceptions of coach-autonomy support positively predicted within-person changes and between-person mean differences in basic Need Satisfaction and well-being over time. Satisfaction scores for the Needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same Needs partially mediated the coach-autonomy support–subjective vitality link over the two seasons. Conclusions The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.
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basic psychological Need Satisfaction stress related appraisals and dancers cortisol and anxiety responses
Journal of Sport & Exercise Psychology, 2011Co-Authors: Eleanor Quested, Nikos Ntoumanis, Jos A Bosch, Victoria E Burns, Jennifer Cumming, Joan L DudaAbstract:Self-determination theory (Deci & Ryan, 2000) posits basic psychological Need Satisfaction (BPNS) as essential for optimal functioning and health. Grounded in this framework, the current study examined the role of BPNS in dancers’ cognitive appraisals and hormonal and emotional responses to performance stress. Dancers reported their degree of BPNS 1 month before a solo performance. Threat and challenge appraisals of the solo were recorded 2 hr before the performance. Salivary cortisol and anxiety were measured 15 min before, and 15, 30, 45, and 60 min postperformance. Higher BPNS was associated with lower cortisol responses and anxiety intensity. Challenge appraisals mediated the association between BPNS and cortisol. Threat appraisals mediated the BPNS–anxiety intensity relationship. These findings point to the potential importance of performers’ BPNS for optimal emotional and hormonal homeostasis in performance conditions.
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the effect of an intervention to improve newly qualified teachers interpersonal style students motivation and psychological Need Satisfaction in sport based physical education
Contemporary Educational Psychology, 2010Co-Authors: Damien Tessier, Philippe Sarrazin, Nikos NtoumanisAbstract:Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers’ interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers’ overt behaviors and students’ psychological Needs Satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported Need Satisfaction, self-determined motivation and engagement in the class.
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Autonomy support, basic Need Satisfaction and the optimal functioning of adult male and female sport participants: A test of basic Needs theory
Motivation and Emotion, 2008Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Grounded in Basic Needs Theory (BNT; Ryan and Deci, American Psychologist, 55 , 68–78, 2000a ), the present study aimed to: (a) test a theoretically-based model of coach autonomy support, motivational processes and well-/ill-being among a sample of adult sport participants, (b) discern which basic psychological Need(s) mediate the link between autonomy support and well-/ill-being, and (c) explore gender invariance in the hypothesized model. Five hundred and thirty nine participants (Male = 271; Female = 268; M _age = 22.75) completed a multi-section questionnaire tapping the targeted variables. Structural Equation Modeling (SEM) analysis revealed that coach autonomy support predicted participants’ basic Need Satisfaction for autonomy, competence and relatedness. In turn, basic Need Satisfaction predicted greater subjective vitality when engaged in sport. Participants with low levels of autonomy were more susceptible to feeling emotionally and physically exhausted from their sport investment. Autonomy and competence partially mediated the path from autonomy support to subjective vitality. Lastly, the results supported partial invariance of the model with respect to gender.
Leen Haerens - One of the best experts on this subject based on the ideXlab platform.
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where to go and how to get there goal clarification process feedback and students Need Satisfaction and frustration from lesson to lesson
Learning and Instruction, 2019Co-Authors: Maarten Vansteenkiste, Christa Krijgsman, Tim Mainhard, Jan Van Tartwijk, Lars B Borghouts, Nathalie Aelterman, Leen HaerensAbstract:Abstract This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced Need Satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for Need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness Satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more Need frustration. No associations were found between process feedback and Need frustration.
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the effects of feedback valence and style on Need Satisfaction self talk and perseverance among tennis players an experimental study
Journal of Sport & Exercise Psychology, 2017Co-Authors: Gertjan De Muynck, Maarten Vansteenkiste, Nathalie Aelterman, Leen Haerens, Jochen Delrue, Bart SoenensAbstract:Grounded in self-determination theory, this experimental study examined whether the valence (i.e., positive vs. negative) and style (i.e., autonomy-supportive vs. controlling) of normative feedback impact the self-talk, motivational experiences (i.e., psychological Need Satisfaction and enjoyment), and behavioral functioning (i.e., perseverance and performance) of tennis players (N = 120; Mage = 24.50 ± 9.86 years). Positive feedback and an autonomy-supportive style positively influenced players’ enjoyment and perseverance, with psychological Need Satisfaction and self-talk playing an intervening role. While positive feedback yielded its beneficial effect via greater competence Satisfaction and decreased negative self-talk, the beneficial impact of an autonomy-supportive communication style was explained via greater autonomy Satisfaction.
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changing teachers beliefs regarding autonomy support and structure the role of experienced psychological Need Satisfaction in teacher training
Psychology of Sport and Exercise, 2016Co-Authors: Nathalie Aelterman, Maarten Vansteenkiste, Hilde Van Keer, Leen HaerensAbstract:Abstract Objectives Grounded in Self-Determination Theory, this study examined whether physical education (PE) teachers' psychological Need Satisfaction experienced during continuous professional development (CPD) on Need-supportive teaching predicted changes in their effectiveness and feasibility beliefs regarding the proposed teaching approach, as well as their intentions to apply this approach and subsequent changes in their self-reported in-class behaviors. Methods Prior to the training, a sample of 80 PE teachers (57.5% men, M age = 42.70 ± 10.15 years) reported on their effectiveness and feasibility beliefs regarding autonomy-supportive and structuring teaching strategies and their in-class application of these strategies. Immediately following the training, these beliefs were assessed again and participants reported on their psychological Need Satisfaction experienced during the training and their intentions to apply the proposed strategies. Finally, two weeks after the training, participants' self-reported in-class application of the teaching strategies was measured for the second time. Results Psychological Need Satisfaction experienced during the training related to a change in effectiveness and feasibility beliefs regarding autonomy support and structure, and to teachers' intentions to apply the proposed strategies as reported immediately after receiving the training. In addition, teachers' intentions related to a change in their self-reported in-class application of structuring, but not autonomy-supportive, teaching strategies. Conclusions Experiences of psychological Need Satisfaction during CPD can help to increase the likelihood that teachers become more convinced about the effectiveness and feasibility of the proposed change and can produce greater intentions toward change, which may relate to actual (albeit) self-reported behavior change.
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within person profiles of teachers motivation to teach associations with Need Satisfaction at work Need supportive teaching and burnout
Psychology of Sport and Exercise, 2014Co-Authors: Lynn Van Den Berghe, Nathalie Aelterman, Bart Soenens, Greet Cardon, Isabel Tallir, Leen HaerensAbstract:Abstract Objectives According to self-determination theory, teachers can engage in their job for a variety of reasons. Motivation can be controlled (feeling externally or internally pressured) or autonomous in nature (enjoying teaching or valuing its importance). The aim of this study was to identify motivational profiles (i.e., within-teacher combinations of autonomous and controlled motivation) and to examine associations between these motivational profiles and the following variables: experiences of Need Satisfaction, dimensions of teaching style, and burnout. Design This study has a cross-sectional design based on teacher reports. Methods A total of 201 PE teachers signed in for an online questionnaire on motivation to teach, Need Satisfaction at work, Need-supportive teaching and burnout. Results Four hypothesized motivational profiles were retained: a poor quality, a low quantity, a high quantity, and a good quality group. The good quality group displayed the most optimal pattern of antecedents and outcomes, closely followed by the high quantity group. The poor quality group displayed the most maladaptive pattern of associations with antecedents and outcomes, even in comparison to the low quantity group. Conclusions Endorsing a specific motivational profile has implications for teachers' Need Satisfaction and burnout, but also for students, because the quality of teachers' motivation also shows in provided Need support toward the students. This finding might convince school policy members and other stakeholders to value the importance of nurturing teachers' autonomous motivation.
Joan L Duda - One of the best experts on this subject based on the ideXlab platform.
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perceived coach autonomy support basic Need Satisfaction and the well and ill being of elite youth soccer players a longitudinal investigation
Psychology of Sport and Exercise, 2012Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Objectives: Drawing from the basic Needs theory [BNT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3e33). Rochester, NY: University of Rochester Press], the major purpose of the present study was to test a hypothesized sequence of temporal relationships between perceptions of coach-autonomy support, basic Need Satisfaction and indices of well- and ill-being. A subsidiary aim was to ascertain the assumed mediational role of basic Need Satisfaction in explicating the perceived autonomy support and well-/ill-being relationships over time. Design: A field-based longitudinal design was employed. Methods: Participants (N ¼54 males) from an elite youth soccer academy in the UK completed a multisection questionnaire tapping the targeted variables on six occasions across two competitive seasons. Results: Multi-level regression analyses revealed that perceptions of coach-autonomy support positively predicted within-person changes and between-person mean differences in basic Need Satisfaction and well-being over time. Satisfaction scores for the Needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same Needs partially mediated the coachautonomy supportesubjective vitality link over the two seasons. Conclusions: The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.
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perceived coach autonomy support basic Need Satisfaction and the well and ill being of elite youth soccer players a longitudinal investigation
Psychology of Sport and Exercise, 2012Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Abstract Objectives Drawing from the basic Needs theory [BNT; Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory. In E. L. Deci, & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester Press], the major purpose of the present study was to test a hypothesized sequence of temporal relationships between perceptions of coach-autonomy support, basic Need Satisfaction and indices of well- and ill-being. A subsidiary aim was to ascertain the assumed mediational role of basic Need Satisfaction in explicating the perceived autonomy support and well-/ill-being relationships over time. Design A field-based longitudinal design was employed. Methods Participants (N = 54 males) from an elite youth soccer academy in the UK completed a multi-section questionnaire tapping the targeted variables on six occasions across two competitive seasons. Results Multi-level regression analyses revealed that perceptions of coach-autonomy support positively predicted within-person changes and between-person mean differences in basic Need Satisfaction and well-being over time. Satisfaction scores for the Needs for competence and relatedness were found to predict within-person changes in subjective vitality. These same Needs partially mediated the coach-autonomy support–subjective vitality link over the two seasons. Conclusions The findings partially support the tenets of BNT, and are discussed in terms of their practical application to participants involved in an elite youth sport setting.
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basic psychological Need Satisfaction stress related appraisals and dancers cortisol and anxiety responses
Journal of Sport & Exercise Psychology, 2011Co-Authors: Eleanor Quested, Nikos Ntoumanis, Jos A Bosch, Victoria E Burns, Jennifer Cumming, Joan L DudaAbstract:Self-determination theory (Deci & Ryan, 2000) posits basic psychological Need Satisfaction (BPNS) as essential for optimal functioning and health. Grounded in this framework, the current study examined the role of BPNS in dancers’ cognitive appraisals and hormonal and emotional responses to performance stress. Dancers reported their degree of BPNS 1 month before a solo performance. Threat and challenge appraisals of the solo were recorded 2 hr before the performance. Salivary cortisol and anxiety were measured 15 min before, and 15, 30, 45, and 60 min postperformance. Higher BPNS was associated with lower cortisol responses and anxiety intensity. Challenge appraisals mediated the association between BPNS and cortisol. Threat appraisals mediated the BPNS–anxiety intensity relationship. These findings point to the potential importance of performers’ BPNS for optimal emotional and hormonal homeostasis in performance conditions.
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Perceptions of the motivational climate, Need Satisfaction, and indices of well- and ill-being among hip hop dancers.
Journal of dance medicine & science : official publication of the International Association for Dance Medicine & Science, 2009Co-Authors: Eleanor Quested, Joan L DudaAbstract:Grounded in the self-determination theoretical framework (SDT) formulated by Deci and Ryan, and specifically the basic Needs mini-theory (BNT), this study examined the relationship between perceptions of the motivational climate manifested in hip hop environments, Satisfaction of the three basic Needs, and indicators of well- and ill-being among hip hop dancers. Fifty-nine hip hop dancers (mean age: 20.29 years) completed a questionnaire assessing the variables of interest in the study. Perceptions of a task-involving climate were positively associated with Satisfaction of the Needs for autonomy, competence, and relatedness. Perceptions of an ego-involving climate negatively predicted relatedness. Satisfaction of the Need for competence was positively associated with positive affect, and negatively linked to negative affect. Competence Need Satisfaction significantly mediated the relationship between a perceived task-involving climate and positive and negative affective states. In sum, the findings provided partial support for the facets of SDT and BNT. The results also indicated that promoting the task-involving features of dance learning environments may be beneficial to dancers' well-being.
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Autonomy support, basic Need Satisfaction and the optimal functioning of adult male and female sport participants: A test of basic Needs theory
Motivation and Emotion, 2008Co-Authors: James W Adie, Joan L Duda, Nikos NtoumanisAbstract:Grounded in Basic Needs Theory (BNT; Ryan and Deci, American Psychologist, 55 , 68–78, 2000a ), the present study aimed to: (a) test a theoretically-based model of coach autonomy support, motivational processes and well-/ill-being among a sample of adult sport participants, (b) discern which basic psychological Need(s) mediate the link between autonomy support and well-/ill-being, and (c) explore gender invariance in the hypothesized model. Five hundred and thirty nine participants (Male = 271; Female = 268; M _age = 22.75) completed a multi-section questionnaire tapping the targeted variables. Structural Equation Modeling (SEM) analysis revealed that coach autonomy support predicted participants’ basic Need Satisfaction for autonomy, competence and relatedness. In turn, basic Need Satisfaction predicted greater subjective vitality when engaged in sport. Participants with low levels of autonomy were more susceptible to feeling emotionally and physically exhausted from their sport investment. Autonomy and competence partially mediated the path from autonomy support to subjective vitality. Lastly, the results supported partial invariance of the model with respect to gender.
Bart Soenens - One of the best experts on this subject based on the ideXlab platform.
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the effects of feedback valence and style on Need Satisfaction self talk and perseverance among tennis players an experimental study
Journal of Sport & Exercise Psychology, 2017Co-Authors: Gertjan De Muynck, Maarten Vansteenkiste, Nathalie Aelterman, Leen Haerens, Jochen Delrue, Bart SoenensAbstract:Grounded in self-determination theory, this experimental study examined whether the valence (i.e., positive vs. negative) and style (i.e., autonomy-supportive vs. controlling) of normative feedback impact the self-talk, motivational experiences (i.e., psychological Need Satisfaction and enjoyment), and behavioral functioning (i.e., perseverance and performance) of tennis players (N = 120; Mage = 24.50 ± 9.86 years). Positive feedback and an autonomy-supportive style positively influenced players’ enjoyment and perseverance, with psychological Need Satisfaction and self-talk playing an intervening role. While positive feedback yielded its beneficial effect via greater competence Satisfaction and decreased negative self-talk, the beneficial impact of an autonomy-supportive communication style was explained via greater autonomy Satisfaction.
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autonomy supportive parenting and autonomy supportive sibling interactions the role of mothers and siblings psychological Need Satisfaction
Personality and Social Psychology Bulletin, 2015Co-Authors: Jolene Van Der Kaapdeeder, Maarten Vansteenkiste, Bart Soenens, Elien Mabbe, Tom Loeys, Rafael GargurevichAbstract:Autonomy-supportive parenting yields manifold benefits. To gain more insight into the family-level dynamics involved in autonomy-supportive parenting, the present study addressed three issues. First, on the basis of self-determination theory, we examined whether mothers' Satisfaction of the psychological Needs for autonomy, competence, and relatedness related to autonomy-supportive parenting. Second, we investigated maternal autonomy support as an intervening variable in the mother-child similarity in psychological Need Satisfaction. Third, we examined associations between autonomy-supportive parenting and autonomy-supportive sibling interactions. Participants were 154 mothers (M age = 39.45, SD = 3.96) and their two elementary school-age children (M age = 8.54, SD = 0.89 and M age = 10.38, SD = 0.87). Although mothers' psychological Need Satisfaction related only to maternal autonomy support in the younger siblings, autonomy-supportive parenting related to psychological Need Satisfaction in both siblings and to an autonomy-supportive interaction style between siblings. We discuss the importance of maternal autonomy support for family-level dynamics.
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does psychological Need Satisfaction matter when environmental or financial safety are at risk
Journal of Happiness Studies, 2015Co-Authors: Beiwen Chen, Maarten Vansteenkiste, Bart Soenens, Jasper Van Assche, Wim BeyersAbstract:Grounded in self-determination theory, the present study addressed the question whether the relation between Satisfaction of the psychological Needs for relatedness, competence, and autonomy and well-being would be constrained by Satisfaction of the Need for safety. In Study 1, we investigated environmental safety in a sample of young adults (N = 224) in South Africa, a country known for its low public safety. In Study 2, we focused on financial safety within a socio-economically deprived adult Chinese sample (N = 357). Although safety Satisfaction yielded a positive relation to well-being in both studies, Satisfaction of the psychological Needs contributed to well-being above and beyond safety Satisfaction and its contribution was not dependent upon the level of safety Satisfaction. Further, across both studies, individuals high in safety Satisfaction desired less psychological Need Satisfaction. Supplementary analyses in Study 2 indicated that whereas financial safety yielded a positive relation to well-being, materialism yielded a negative association. Together, these results point to the important role of basic psychological Need Satisfaction beyond safety Satisfaction in the prediction of well-being.
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examining the role of psychological Need Satisfaction in sleep a self determination theory perspective
Personality and Individual Differences, 2015Co-Authors: Rachel Campbell, Maarten Vansteenkiste, Bart Soenens, Jolene Van Der Kaapdeeder, Liesbeth Delesie, An Mariman, Els Tobback, Dirk VogelaersAbstract:Abstract Although ample research has shown the Satisfaction of the basic psychological Needs for autonomy, competence, and relatedness, as defined within Self-Determination Theory, to be related to well-being, the relation with sleep-related functioning has not yet been examined. Hence, the present study explored the association between basic psychological Need Satisfaction and subjective measures of sleep and daytime dysfunction, as well as the explanatory role of Need Satisfaction in the relation between mindfulness and financial strain and these outcomes, in an adult sample (N = 215, 61% female; Mean age = 31). The results indicated that low psychological Need Satisfaction related to poor sleep quality, lower sleep quantity, and more daytime dysfunction. Finally, mindfulness and financial strain related, respectively, negatively and positively to poor sleep quality and daytime dysfunction through Need Satisfaction, suggesting that Need Satisfaction represents a critical explanatory mechanism. The role of psychological Need Satisfaction in the adequate regulation and Satisfaction of the physiological Need for sleep is discussed.
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the mediating role of experiences of Need Satisfaction in associations between parental psychological control and internalizing problems a study among italian college students
Journal of Child and Family Studies, 2015Co-Authors: Sebastiano Costa, Bart Soenens, Francesca Cuzzocrea, Maria Cristina Gugliandolo, Rosalba LarcanAbstract:Abundant research has shown that parental psychological control is related to internalizing problems across different life periods, including middle childhood, adolescence, and young adulthood. Relatively few studies, however, have addressed the mediating mechanisms that account for this relation. On the basis of self-determination theory, the aim of this study was to examine the mediating role of adolescents’ Need Satisfaction in the association between perceived paternal and maternal psychological control and internalizing distress in Italian emerging adults. In a sample of 121 female college students, we found that Satisfaction of basic psychological Needs was a full mediator of the relationship between perceptions of psychological control and internalizing distress. We also found that psychological control was a better predictor of internalizing distress compared to low autonomy-support. These findings are discussed in light of self-determination theory. We also discuss how future research may further increase our understanding of the dynamics involved in psychologically controlling parenting and adjustment in adolescents and emerging adults.
