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Adopting both a self-determination theory perspective and a proactive, asset-oriented approach to coping with stressors, we propose a hypothesized model to explain physical education students' year-long development of course-specific grit-perseverance (Study 1) and mental toughness (Study 2). In both studies, we used a randomized controlled trial research design with longitudinally assessed dependent measures (four waves) to test a hypothesized model in which teacher participation in an autonomy-supportive teaching workshop (experimental condition) would increase students' T2 perceived autonomy-supportive teaching and T2 perceived autonomy-supportive classmates, both of which would increase T3 need satisfaction, which would then explain longitudinal gains in students' T4 grit-perseverance (Study 1) and mental toughness (Study 2). In both Study 1 (57 teachers, 3,147 students) and Study 2 (38 teachers, 2,057 students), a multilevel structural equation modeling analysis showed that the hypothesized model fit the data very well. We conclude that the developmental roots of grit-perseverance and mental toughness can emerge proactively out of the asset-oriented experiences of interpersonal support and psychological need satisfaction that are central to self-determination theory. [ABSTRACT FROM AUTHOR]

Background: Because the fulfillment of basic/fundamental psychological needs affects people’s motivation and well-being, measuring the degree to which these needs are met is of interest to researchers across various domains. Although numerous self-assessment tools have been developed, no recent comprehensive reviews exist, hindering cumulative scientific progress. The present systematic review aimed to identify and analyze the main approaches to developing self-report scales for assessing basic/fundamental psychological need fulfillment. The objective is to inform readers interested in selecting instruments for their studies and those intending to develop new scales. Methods: Following PRISMA, we conducted a search of Scopus, Web of Science, PubMed, and ProQuest in August 2023. The following information was extracted from eligible studies: Scale name, abbreviation, theoretical basis, application domain, final scale construction, scale development and validation methodology, and citation count. Results: Our search identified 32 primary studies, in which 31 original scales were developed and validated, and 89 secondary studies that aimed to modify these original scales. The predominant theoretical basis was Self-Determination Theory, although eight scales were based on alternative need typologies. The scales were either domain-general or specific to contexts such as work, education, or exercise/sports contexts. While most were designed to measure need satisfaction, some also addressed need support, frustration, and thwarting. Conclusion: Despite significant efforts in developing, adapting, and applying scales to measure need fulfillment, we found several issues resulting from diverse perspectives on conceptualizing psychological needs and need typologies, discordant approaches in developing and validating measures, and other inconsistencies that should be acknowledged and addressed in future research. [ABSTRACT FROM AUTHOR]

Despite increasing scholarly attention on L2 motivational changes, little is known about learners’ L2 motivational changes in a blended English learning environment and their relationship with need satisfaction and need frustration. Drawing on self‐determination theory, this study investigated how a blended English learning environment satisfied and frustrated 15 EFL (English as a Foreign Language) learners’ basic needs and the relationship between basic needs and motivational changes. Data were collected via questionnaire responses, semi‐structured interviews, and learning records. Thematic analysis revealed that learners exhibited five profiles of motivational changes, with “remaining autonomously motivated” and “changing from controlled to autonomous motivation” as two major types. In addition, the learners’ need satisfaction and need frustration exerted both independent and joint impacts on motivational changes. The joint effect exhibited variation between learners depending on need categories and need strength. Theoretically, the study extends self‐determination theory by adding the need for novelty to the original tripartite taxonomy of basic needs. In addition, the study provides empirical evidence for the debate on the independent and interaction effects regarding the roles of need satisfaction and need frustration. Pedagogical implications are proposed regarding the design of blended English courses. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion Implications We examined the association between adult women's reports of parentification during childhood and the extent to which basic psychological needs are satisfied in romantic relationships. We also explored the mediating role of sense of relational entitlement, pathological concern, and authenticity in relational contexts.Negative implications of adults' sense of being parentified as children have been observed in relational feelings, cognitions, and behavior.A convenience sample of 225 Israeli young adult women completed self‐report scales tapping retrospective accounts of parentification, basic psychological needs in romantic relationships, sense of relational entitlement, pathological concern, and relational authenticity. The data were analyzed with Pearson correlations and a mediation analysis.Parentification was associated with lower levels of need satisfaction and authenticity within romantic relationships and higher levels of pathological concern and either a restricted or inflated sense of relational entitlement. An inflated sense of relational entitlement and lack of authenticity mediated the association between women's reports of parentification and the extent to which they feel their personal needs are satisfied in romantic relationships.Women who feel parentified during childhood tend to show negative expectations of relational mutuality and experience difficulties in disclosing their personal needs and wishes to a partner, which seem to lead them to feel that their basic psychological needs are not satisfied in romantic relationships.Findings highlight the problematic nature of feelings of being parentified as children and the importance of helping people who hold these feeling to communicate their relational needs to a romantic partner. [ABSTRACT FROM AUTHOR]

Background: Measurement instruments to understand self‐determined motivation towards physical activity among college students with intellectual disabilities are needed to develop programs to support physical and psychological health and well‐being. The purpose of the current study was to validate a modified questionnaire measuring basic psychological needs towards physical activity among college students with intellectual disabilities. Methods: A total of 108 college students with intellectual disabilities completed the modified questionnaire. Validity and reliability of the questionnaire was examined. Results: Confirmatory factor analysis demonstrated a six‐factor model had good model fit. Cronbach's alpha values showed acceptable reliability evidence of the instrument as a whole, although some alpha values in subdomains of the instrument were below acceptable values. Conclusion: The modified questionnaire was found to have acceptable validity evidence. Further studies are needed with refinement of answer options and the addition of more questions to increase reliability. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions So What? Studies have shown increases in affect after acute exercise. However, the specific aspects of an exercise experience that predict or contribute to post‐exercise affect remain relatively unknown. This study aimed to determine which physical (i.e., duration and intensity), contextual (i.e., social context and time of day), and psychological factors (i.e., motivation and need satisfaction) predicted post‐exercise affect.In 2021, 296 gym users self‐reported affect before and immediately after exercising at a gym facility. Participants also reported situational motivation towards exercise, need satisfaction (i.e., autonomy, competence, and relatedness), who they exercised with (social interaction), and the duration and perceived intensity of their exercise session. We first conducted a paired samples t‐test to identify whether affect significantly increased from before to after exercise, and then a hierarchical regression model to determine which factors predicted post‐exercise affect.Affect significantly increased from before to after exercise (t[291] = 8.116, p < .001). Autonomous motivation (β = .23, p = <.001), autonomy satisfaction (β = .15, p = <.05), and relatedness satisfaction (β = .19, p = <.01) significantly predicted post‐exercise affect, whereas duration, perceived intensity, social interaction, and time of day did not.People should be encouraged to engage in activities that satisfy their need for autonomy and relatedness during leisure‐time (i.e., not during the workday).This approach to physical activity promotion may lead to better affective outcomes and increased adherence compared to focusing on how long, how intense, or with whom people exercise. [ABSTRACT FROM AUTHOR]

The coachee's self is central to coaching. Yet the roles that different self‐related concepts play in coaching have been insufficiently studied. Specifically, self‐control and self‐regulation have been conflated or treated as identical concepts. Using the theory of personality systems interactions, we investigated how the development of self‐management competencies (SMCs) within coaching facilitates coaching success in two studies with professional samples. Additionally, we examined how coaches support coachees' development of these competencies. Study 1 employed a longitudinal design. Caregivers working as managers engaged in a 5‐month coaching programme. Goal attainment increased, need frustration decreased and the SMCs self‐regulation and self‐access increased, with self‐regulation predicting coachees' goal attainment. In Study 2, we conceptually replicated the finding that self‐regulation is positively related to coaching success. With a cross‐sectional design, we matched self‐reported data of 298 coachees with self‐reported data of their 75 respective coaches. In a structural equation model, we found that a strong coaching relationship reported by the coaches positively related to the SMCs reported by the coachees. Self‐regulation again showed the strongest effect on coaching success. These findings provide theoretical insights into the different effects of self‐regulation and self‐control on coaching effectiveness and suggest areas of focus for coaches. [ABSTRACT FROM AUTHOR]

The cognitive evaluation of the process of interpersonal communication may be a risk factor of depression. Interpersonal communication competence assesses how people display performance on communication and has been proposed to impact directly need satisfaction, indirectly anxiety, stress, and depression. The main purpose of the present cross-sectional study was to examine the mediation roles of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression. Correlational and mediation analysis were performed to test conceptual model of depression. Correlational analysis revealed that depression was associated with interpersonal communication competence, anxiety, and stress. Additionally, interpersonal communication competence was associated with need satisfaction, anxiety, and stress. As for mediation analysis, it was concluded that the serial mediation role of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression was significant. A new conceptual model provided empirical evidences as to the prodrome of depression. Therefore, it was supposed that these findings would be effective in psychological interventions of depression. [ABSTRACT FROM AUTHOR]

Prior research has shown that students face various stressors which can affect their psychological health. The present study examines the role of students' psychological need states in explaining their burnout and dropout intentions. More precisely, relying on recent findings from Self‐Determination Theory research, we examined whether students' psychological need unfulfilment could contribute to explain their ill‐being over and above need satisfaction and frustration. To this end, we also tested the validity of a tripartite instrument allowing to assess these need states in academic settings (Psychological Need States in Education‐Scale [PNSE‐S]). A study was conducted among two samples of high school (N = 473; Sample 1) and college (N = 1143; Sample 2) students. Results supported the construct validity of the 35‐item PNSE‐S in both samples by showing that students' relatedness, autonomy, and competence unfulfilment can be modelled as distinct need states alongside the frustration and satisfaction of those three needs. Moreover, these different need states displayed a well‐differentiated pattern of associations with various facets of student burnout and with dropout intentions. Results also showed the critical role of psychological need unfulfilment in explaining students' ill‐being. [ABSTRACT FROM AUTHOR]

Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (Mage = 12.86 years, SDage = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development. [ABSTRACT FROM AUTHOR]

The pervasive connectivity created by mobile media technology has resulted in availability pressure, an external pressure that requires individuals to be permanently online and permanently connected. Grounded in the socio-cognitive model of connection (SMC) and the Integrative Model of Mobile Media Use and Need Experiences (IM3UNE) frameworks, this study examines the pathways through which availability pressure influences relationship satisfaction. The findings reveal a dual effect of availability pressure: it can lead to compulsive checking, where the subsequent decline of online communication quality diminishes relationship satisfaction. Simultaneously, availability pressure fulfils three intrinsic needs, among which relatedness and autonomy heighten relationship satisfaction. Furthermore, by bridging these two models, this study demonstrates that need satisfaction can facilitate the process of internalising availability pressure and externalising it as compulsive checking of smartphones. [ABSTRACT FROM AUTHOR]

The present study investigates the relationship between employee daily social and temporal comparison and positive change in the form of change-oriented organizational citizenship behavior (OCB-CH). Using insights from self-determination theory, social comparison theory and the two-facet model of authentic and hubristic pride, we tested two distinct process models in this relationship, namely an autonomous and a controlled path. The autonomous path represents the expression of intrinsic growth tendencies relating to prosociality, creativity and healthy emotion regulation. We hypothesized that this expression is instigated by the experience of growth denoted by favorable, downward temporal comparisons and leads to authentic, rather than hubristic, pride. Subsequently, proceeding through the satisfaction of the basic psychological needs, the path eventually leads to OCB-CH. Participants from various occupational sectors (N=68) responded to a daily diary questionnaire (N=340) at the end of each of five working days. Multilevel mediational analyses supported the autonomous path: on days when employees perceived themselves as engaging in more downward temporal comparison, they were more likely to engage in OCB-CH via the experience of authentic pride and satisfaction of the basic psychological needs. These findings expand self-determination theory by revealing why downward temporal comparison information fosters proactive behaviors within organizational contexts in general and the initiation of positive change in the form of OCB-CH in particular. [ABSTRACT FROM AUTHOR]

Initial evidence suggests that need-supportive videogame play can have positive short-term effects on adolescents' need satisfaction, and may therefore help to promote positive well-being. However, less is currently known about the long-term interrelations between need-supportive videogame play, global need satisfaction, and adolescent well-being. Thus, guided by self-determination theory and broaden-and-build theory, this study explored the longitudinal reciprocal relationship between adolescents' need-supportive gameplay and self-esteem, via global need satisfaction. The moderating effect of gender was also examined. Three-wave panel data were collected from 405 Belgian adolescents between September 2021 and September 2022 (M age = 15.13, SD = 1.52; Female = 64.20%), and data were analyzed using random intercept cross-lagged panel models. The valence, strength, and consistency of within-person cross-lagged associations differed across the basic psychological needs, and gender had no moderating effect on the hypothesized models. Results therefore suggest that the uniform positive effects of need-supportive gameplay on adolescent well-being tend to be short-lived, and that over time, videogame play tends to satisfy some basic psychological needs more than others. Findings add to the emerging literature regarding videogame play and positive adolescent well-being, and results emphasize the importance of investigating the long-term implications of adolescent videogame play. [ABSTRACT FROM AUTHOR]

There is a lack of research exploring the correlations between need satisfaction, active academic procrastination, academic buoyancy, and self-regulated learning. This study aims to address these gaps by combining quantitative and qualitative methods that employ structural equation modeling, bootstrapping techniques, and word frequency in AntConc to moderately and deeply analyze these constructs. The findings reveal that higher-education learners' need satisfaction, specifically in terms of autonomy, competence, and relatedness, positively and significantly predict their academic buoyancy. Furthermore, academic buoyancy can positively affect active academic procrastination, which showcases its positive mediation between basic need satisfaction and active procrastination. The basic psychological need satisfaction also positively relates to self-regulated learning, i.e., metacognitive strategies and resource management strategies. Moreover, resource management strategies positively influence active procrastination, indicating a positive mediation between need satisfaction and active procrastination. However, metacognitive strategies fail to significantly predict active procrastination and show non-significant mediation. Qualitative analysis suggests that higher-education students' active procrastination is influenced by factors such as task complexity, task interest, and external distractions. This study contributes to the development of self-determination theory and provides insight into the relationships among the aforementioned concepts. [ABSTRACT FROM AUTHOR]

Technology in the classroom can facilitate learning, but little is known about how the motivational climate set by teachers shapes its impacts on students. Informed by self‐determination theory, the current study explored technology use in English language classrooms to understand how autonomy‐supportive and structured teaching styles influenced positive outcomes of classroom technology use. Teachers (N = 101) reported on technology use and motivational styles, and students (N = 550) aged 9–16 years reported on basic psychological needs satisfaction (autonomy, relatedness and competence) and academic well‐being (interest and effort). Findings of nested models showed no direct benefits for the amount of technology use; more autonomous teaching style and low structure linked to students' need satisfaction and interest. Beyond these main effects, when teachers were more autonomous, using technology enhanced student need satisfaction and interest; the combination of both was most beneficial for these student outcomes. Counter to expectations, when teachers had low structure technology use enhanced their impact on students. Findings suggest that to optimize student well‐being and interest in learning, teachers benefit from combining autonomy‐supportive education styles and technology use. [ABSTRACT FROM AUTHOR]

Abundant research has shown that the support of students’ basic needs for autonomy, relatedness, and competence contributes to higher motivation and mental health. Yet, whether students themselves can craft their own need satisfactions and be trained herein has rarely been examined. The findings of the present online intervention study among university students indicates that a brief 7-day training on need crafting during a stressful period suffices to foster greater need satisfaction and well-being, while reducing need frustration and ill-being, with enhanced need crafting accounting for the training benefits. These effects were somewhat stronger for participants who were more actively engaged in the program, but did not depend on participants’ type of motivation to initiate the training, the self-chosen pacing of the training or their use of WhatsApp during the training. Yet, more autonomously motivated participants, those using WhatsApp and choosing the fast track were less likely to drop-out of the training. The discussion focuses on the role of need crafting as a pro-active skill that fosters well-being and resilience in students. [ABSTRACT FROM AUTHOR]

Silence shared between partners is a rich and understudied feature of romantic relationships. Within relationships, silence may be experienced in meaningfully different ways as a function of the motivations underlying it. These internally rich experiences may affect partners differently than silence that occurs spontaneously (i.e., without intentional initiation). In four studies, we tested the motives of silence and corresponding affect and relationship quality, operationalized through psychological need satisfactions and inclusion of other into self. Studies relied on complementary methods to explore the phenomenon of silence, namely cross-sectional, daily diary, and experimental designs. Findings across studies showed that intrinsically motivated silence was felt with more positive affect and less negative affect, and that relationships were closer and more need satisfying during intrinsically motivated moments of silence. Introjected and externally motivated silences, on the other hand, were often linked to more negative affect and lower relational outcomes. Spontaneous moments of silence were not consistently linked to affect or need satisfaction. [ABSTRACT FROM AUTHOR]

The Dualistic Model of Passion distinguishes between harmonious and obsessive passion, which are associated with athletes’ and coaches’ adjustments. Whereas prior research sampled either athletes or coaches, the present study used a dyadic approach to explore the bidirectional influence of passion on affective experiences in coaches and athletes. Using a cross-sectional dyadic design, 198 coach-athlete dyads involved in an individual sport at different competition levels, reported on their passion, need-based, and affective experiences. Both actor effects (i.e., intrapersonal dynamics within athletes or coaches) and partner effects (i.e., interpersonal dynamics from coach to athlete and vice versa) were examined. Furthermore, dyadic mediation models were used to investigate the potential mediating role of need-based experiences in the association between passion and affective experiences. Results unveiled compelling evidence for actor effects, indicating that one’s own harmonious passion was positively related to one’s own more adaptive outcomes and negatively to one’s own more maladaptive outcomes, whereas obsessive passion was positively related to maladaptive outcomes. Further, very limited evidence for partner effects, in which coaches’ passion affected athletes’ outcomes or vice versa, was found. The dyadic mediation models underscored the role of need-based experiences in mediating the association between passion and affective experiences, but only at the intrapersonal level. As such, one’s own passion experiences were related to one’s own need-based experiences, which in turn were related to one’s own affective experiences. The study provided no evidence for interpersonal mediation effects. [ABSTRACT FROM AUTHOR]

BackgroundBecause the fulfillment of basic/fundamental psychological needs affects people’s motivation and well-being, measuring the degree to which these needs are met is of interest to researchers across various domains. Although numerous self-assessment tools have been developed, no recent comprehensive reviews exist, hindering cumulative scientific progress. The present systematic review aimed to identify and analyze the main approaches to developing self-report scales for assessing basic/fundamental psychological need fulfillment. The objective is to inform readers interested in selecting instruments for their studies and those intending to develop new scales.MethodsFollowing PRISMA, we conducted a search of Scopus, Web of Science, PubMed, and ProQuest in August 2023. The following information was extracted from eligible studies: Scale name, abbreviation, theoretical basis, application domain, final scale construction, scale development and validation methodology, and citation count.ResultsOur search identified 32 primary studies, in which 31 original scales were developed and validated, and 89 secondary studies that aimed to modify these original scales. The predominant theoretical basis was Self-Determination Theory, although eight scales were based on alternative need typologies. The scales were either domain-general or specific to contexts such as work, education, or exercise/sports contexts. While most were designed to measure need satisfaction, some also addressed need support, frustration, and thwarting.ConclusionDespite significant efforts in developing, adapting, and applying scales to measure need fulfillment, we found several issues resulting from diverse perspectives on conceptualizing psychological needs and need typologies, discordant approaches in developing and validating measures, and other inconsistencies that should be acknowledged and addressed in future research.

The main purpose of this study is to examine how perceived partner responsiveness (PPR), need satisfaction and sleep quality are related in romantic relationships. Data were collected from a sample of 119 heterosexual romantic partners (Mage = 32.1, 20 to 63 years-old) who were together for 5.7 years on average. The proposed model was analyzed using actor-partner interdependence model to examine the mediating role of need satisfaction on the link between PPR and sleep quality. Results indicated no direct paths from PPR to sleep quality. Significant actor effects of PPR on need satisfaction were found for both genders. Similarly, significant actor effects and women's partner effect of need satisfaction were established on sleep quality. Additionally, results yielded two significant indirect effects: Women's reports of higher PPR were linked to better sleep quality of both women and men, only in case of high need satisfaction reported by women. Findings contributed to the existing literature by presenting an alternative approach to examine PPR and sleep in a dyadic perspective through the role of need satisfaction while highlighting women's influence on men's sleep. [ABSTRACT FROM AUTHOR]

Basic psychological need crafting assumes that need-based experiences are enhanced through intentional behavior and thought changes. Despite its known benefits outside of the work context, need crafting instruments designed for this context, and the implications of need crafting for employee functioning, remain underexplored. Thus, this study set out to adapt and validate the need crafting scale (NCS) among employees (n = 229). Results supported the construct, discriminant validity, and criterion validity of the NCS. The research also revealed that, through need crafting, employees reported enhanced experiences related to their needs, which led to higher work effort and engagement and a reduced desire to leave their jobs. Additionally, the different types of need crafting had differential direct effects on employee functioning, supporting a more nuanced understanding of the construct. As the first of its kind, the study underpins the relevance and generalizability of the NCS and need crafting in the workplace. [ABSTRACT FROM AUTHOR]

Purpose: We examine an integrative model associating entrepreneurial motivation and job satisfaction with basic psychological needs satisfaction and the psychological well‐being (PWB) and health problems of European entrepreneurs. In contrast with previous literature that focuses mainly on hedonic well‐being, this study examines well‐being by using a eudaimonic perspective and the link between entrepreneurial motivation and entrepreneurs' PWB. Design/methodology/approach: Based on the self‐determination theory (SDT) and using structural equation modeling, this study examines a European representative sample composed of 7,878 entrepreneurs from the sixth European Working Conditions Survey (6th EWCS; Eurofound [2015] database). Findings: This study finds a positive relationship between the satisfaction of the need for autonomy and competence and opportunity motivation, which in turn is positively associated with job satisfaction. This study also finds that need satisfaction is positively associated with entrepreneurs' PWB and job satisfaction, which in turn is positively associated with entrepreneurs' PWB and health. Results highlight the relevance of SDT, opportunity motivation, and job satisfaction to understanding entrepreneurs' PWB and health. Originality: To the best of our knowledge, this is the first integrative model relating satisfaction of basic psychological needs (autonomy and competence) and diverse individual outcomes related to work (job satisfaction, PWB, and health) of European entrepreneurs by considering entrepreneurial motivation. This study examines a large and representative European sample, in contrast with previous research focusing on the Anglosphere nations. [ABSTRACT FROM AUTHOR]

Although citizenship behaviours can vary for each individual over the course of months, weeks, or even days, research has predominantly looked at this concept through a static lens. In this paper, we combine a between- and within-person level approach in examining the circumstances under which people engage in organizational citizenship behaviours towards the organization (OCBO). Drawing from conservation of resources theory, we tested how fluctuations in resources, represented by need satisfaction, relate to fluctuations in OCBO at three different levels: between individuals, within individuals, as well as over time. Seventy-three volunteers working in holiday camps filled out a daily diary study for eight consecutive working days, measuring OCBO and need satisfaction (N = 439). Multilevel regression analyses revealed that individuals who were on average higher in need satisfaction performed on average more OCBOs. At the within-person level, higher momentary levels of need satisfaction related to higher levels of OCBO, whereas over time, changes in need satisfaction were positively associated to changes in OCBO. Our focus on the evolvement of OCBOs over individuals and over time gives us a more complete account of not only who engages in OCBO but also under which circumstances, an understanding that comes with important implications both for theory and practice. [ABSTRACT FROM AUTHOR]

Purpose: This study employed self-determination theory (SDT) and the "Motivational affordance–Psychological outcomes–Behavioral outcomes" framework to investigate the relationship between gamification features and knowledge-sharing behavior in online communities. Design/methodology/approach: A theoretical model was tested with 281 Chinese users from an online social question and answer (Q&A) community. Partial least square structural equation modeling was applied to analyze the data. Findings: The empirical results revealed that competence mediated the effects of immersion and achievement-related gamification features on knowledge sharing. Moreover, relatedness mediated the effects of immersion, achievement and social-related gamification features on knowledge sharing. Research limitations/implications: This study was conducted on a Chinese Q&A platform, and the results may not be generalizable to other cultures or service providers with different goals. Practical implications: The study's findings indicate that gamification could serve as an effective toolkit for incentivizing and promoting knowledge sharing in online communities. The findings thus provide strategic insights for administrators of online communities seeking to leverage gamification designs to encourage user participation in knowledge-sharing activities. Originality/value: Research on the role of gamification in promoting knowledge sharing has been limited in scope and has focused on tourism comment communities. Little evidence exists on the effect of gamification within social Q&A communities. Further, the finding of gamification's positive role in motivating knowledge sharing indicates the need for the knowledge-sharing field to focus on contextual factors. [ABSTRACT FROM AUTHOR]

Drawing on self‐determination theory, this study examines how using personal strengths at work in the morning is associated with different types of performance throughout the workday. Momentary satisfaction of the needs for autonomy, relatedness and competence are proposed as mechanisms that differentially link strengths use to four different performance outcomes: task accomplishment, goal attainment, organizational citizenship behaviour and counterproductive work behaviour. We collected data from 216 Dutch employees in a large variety of sectors twice a day for one workweek (N = 1470 observations) using a smartphone application. Results of multilevel structural equation modelling showed that momentary satisfaction of the needs for autonomy and competence at noon mediated the positive relationship between morning strengths use and afternoon task accomplishment and goal attainment. Furthermore, satisfaction of the need for relatedness mediated the positive relationship between morning strengths use and afternoon organizational citizenship behaviour, but not the negative relationship between morning strengths use and counterproductive work behaviour. These findings deepen our understanding of strengths use theory and uncover novel insight on the temporal aspects of strengths use within a working day. [ABSTRACT FROM AUTHOR]

Positive affect is often considered the "hallmark of well-being," associated with better health, longevity, and success. Self-determination theory (SDT) proposes that satisfying three basic psychological needs for autonomy, competence and relatedness (BNS) fosters optimal functioning, thriving, and positive affect. Meanwhile, broaden-and-build theory suggests that positive emotions predict future psychosocial resources such as need satisfaction. Previous research on the BNS–positive affect link has not sufficiently established to what extent changes in BNS precede changes in positive affect or vice versa. We tested this in two 3-wave longitudinal studies, conducted over 2 years in the UK (Study 1: N = 958) and over 2 months in Latin America (Study 2: N = 1200). Bivariate latent trait-state-occasion models revealed that within-person fluctuations in BNS significantly predicted subsequent fluctuations in positive affect in both studies, but fluctuations in positive affect predicted subsequent fluctuations in BNS only in Study 2. These findings consistently support SDT predictions, whereas they only partially support broaden-and-build theory predictions, helping to clarify the likely causal relations between BNS and positive affect. [ABSTRACT FROM AUTHOR]

Abstract Background The main aim of this study was to assess the validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and the short version of the Warwick-Edinburgh Mental Well-being Scale (SWEMWBS) and to evaluate the metric properties of both versions by using a sample of undergraduate students from three Gulf Cooperation Council (GCC) countries (Oman, Qatar, and Saudi Arabia). Methods Six hundred ninety undergraduate students (340 M and 350 F; mean age = 21.16 ± 2.44) from Oman, Qatar, and Saudi Arabia (N OM = 238, N QA = 215, N SA = 237), voluntarily participated in this cross-section study. All of them responded to the WEMWBS, Basic Psychological Needs Satisfaction Frustration (BPNSFS), and Beck Depression Inventory (BDI-II). The methodology involved utilizing descriptive statistics to understand the data’s characteristics, internal consistency analysis for reliability, correlation analysis for convergent validity, confirmatory factor analysis to validate the scales, and measurement invariance testing to ensure cross-group comparability. Model fit indices were employed to gauge the goodness of fit. Results The translated Arabic versions of the WEMWBS and SWEMWBS showed good reliability, with Cronbach’s alpha values of 0.867 and 0.772, respectively. The findings of confirmatory factor analysis asserted the one-factor solution to interpret the item variances of the 14-item WEMWBS and 7-item SWEMWBS. The WEMWBS and SWEMWBS also showed significant positive relationships with need satisfaction and negative relationship with need frustration, and depression. Moreover, the SWEMWBS showed partial scalar invariance across genders and countries, while the WEMWBS showed only partial metric invariance across the three countries and partial scalar invariance across genders. Conclusions Our study highlights the appropriateness of both versions of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) in assessing the psychological well-being of Arab undergraduate students. The employment of these tools is strongly encouraged for the assessment of mental well-being within a comparable adult population.

According to the basic psychological needs theory, career calling, a high self-determinating and flourishing state, would be closely associated with basic psychological needs. However, extant studies only linked need satisfaction to the presence of career calling, paying limited attention to the effect of need frustration and the links of need satisfaction/frustration to searching for and living a calling. The current study employed a person-centered method to explore how need satisfaction and frustration jointly related to different types of career calling (i.e., searching for, perceiving, and living a career calling). Participants were Chinese kindergarten teachers (n = 547). Latent profile analysis revealed three need profiles: (1) high need satisfaction and low need frustration, (2) low need satisfaction and slightly above average need frustration, and (3) high need satisfaction and high need frustration. There exist notable differences across these three need profiles on the levels of searching for, perceiving, and living a career calling. These findings indicate that high need satisfaction and low need frustration are the optimal combinations to help teachers actively search for, perceive, and live out their career calling. Furthermore, high need satisfaction can protect teachers' career calling from the harm of need frustration, but high need frustration can damage teachers' benefits (i.e., perceiving and living a career calling) from need satisfaction. These results provide empirical evidence for the distinction and interplay between need satisfaction and frustration, and contribute to a deeper understanding of the associations between need satisfaction/frustration and career calling. [ABSTRACT FROM AUTHOR]

The positive impact of coworker social support on employee behaviour and well-being is well-described in the job demands–resources model. However, the specific mechanisms through which it operates have received scarce research attention. The current study investigated the distinct roles of relatedness need satisfaction (i.e. connectedness) and need frustration (i.e. isolation) to explain how available coworker social support relates to organizational citizenship behavior (OCB) and depersonalisation. We used a three-wave panel design (N = 1259/704/405 at Time 1/2/3) to test the indirect effects of social support on OCB via connectedness and on depersonalisation via isolation. Coworker social support at Time 1 predicted increases in connectedness and decreases in isolation from Time 1 to Time 2. Contrary to expectations, increases in connectedness predicted decreases in OCB, and decreases in isolation did not predict decreases in depersonalisation, from Time 2 to Time 3. Overall, our results highlight the importance of coworker social support to increase connectedness and decrease feelings of isolation in the workplace, which can ultimately affect interpersonal work outcomes. [ABSTRACT FROM AUTHOR]

The self-determination theory denotes that employees' basic psychological needs should be fulfilled for them to experience optimal functioning ('bright' pathway). However, these needs may also be thwarted, often resulting in less favorable outcomes ('dark' pathway). Although need satisfaction has been widely researched, need frustration has been explored less. The needs are context-responsive and vary daily but are more often investigated at the between-person level rather than the within-person level. This study aimed to understand the dual pathways (to well- and ill-being) of daily need satisfaction and frustration through the different motivational regulations. We also compared whether daily need satisfaction related more strongly to positive outcomes than need frustration and whether need frustration was more strongly associated with adverse outcomes. An intensive longitudinal quantitative research design with a multilevel approach was used. Employees in small and medium enterprises were asked to complete daily surveys for 10 working days (N = 68/n = 557). Data were analyzed using multilevel structural equation modeling. The results revealed that both daily need satisfaction and frustration had an indirect influence on work engagement and exhaustion via intrinsic motivation. The indirect effect of daily need satisfaction on work engagement was more substantial than need frustration, while daily need frustration was more strongly related to exhaustion via intrinsic motivation. The implications are that management can actively make efforts to support employees' daily needs and reduce their daily need frustration. Theoretically, researchers should include both need satisfaction and frustration to account for the dual pathways to employee outcomes. [ABSTRACT FROM AUTHOR]

Using self-determination and schema therapy theories, we examine the cognitive-motivational processes underlying the regulation of career decisions and the experience of well/ill-being during the key school-to-work transition among Portuguese high school students. We obtained two pathways of transition: A "Bright" pathway, where need satisfaction associates with positive and flexible schematic processing to predict autonomous regulation of career decisions and experienced well-being, and a "Dark" pathway, where need frustration relates to schematic processing of social information to predict unique variance on controlled career decisions, low well-being and ill-being. Schematic processing of social information explained unique variance in ill-being over and above need satisfaction and need frustration. Overall, the findings support the cognitive-motivational determination of career decision making. [ABSTRACT FROM AUTHOR]

Experiential avoidance is defined as a process involving excessive negative evaluations of difficult or unwanted feelings, thoughts, and sensations, an unwillingness to remain in contact with and express these experiences, and habitual attempts to avoid or control them. Experiential avoidance is closely associated with maladaptive functioning. Although the ability to connect with internal experiences has been considered an important element of effective leadership, this assumption has not yet been empirically tested. On the basis of the Acceptance and Commitment Therapy model of experiential avoidance and the propositions of leadership models (e.g., transformational and authentic leadership) that characterize leadership as an emotion-related process, we examined the relationship between leaders' experiential avoidance and their followers' well-being in a sample of leader-follower triads. Well-being outcomes were subjective happiness, purpose in life, and job satisfaction. We also tested the mediating roles of followers' basic psychological need satisfaction and need frustration in this relationship. Multilevel mediation model analyses suggested that followers' psychological need frustration but not need satisfaction mediated the relationship between leaders' experiential avoidance and followers' well-being outcomes. Thus, a rigid attitude toward one's internal experiences as a leader is a risk factor for followers' well-being because leaders with such attitudes may pay little attention to their followers and give rise to need frustration in their followers. Organizational efforts to increase leaders' flexibility in dealing with negative experiences can help foster well-being among both leaders and their followers. [ABSTRACT FROM AUTHOR]

The global COVID‐19 pandemic has suddenly forced hundreds of millions of teachers to shift from in‐person to remote teaching. This abrupt change from classroom to home as the context for learning has required teachers to make substantial modifications and adjustments to engage their students in learning. This study was designed to explore what characterizes those teachers who better engage their students in learning. Based on the theoretical assumptions of Self Determination Theory (SDT), we asked whether teachers' experience of school as a need‐satisfying environment, their teaching style, efficacy, and their relations with the students' parents, impact students' engagement in remote learning. Three hundred and thirty‐six Israeli teachers completed self‐report questionnaires on need satisfaction, teaching efficacy, teaching style, parent–teacher relationship, and students' engagement during Israel's May 2020 school shutdown. The results showed that teachers' experience of need‐satisfaction emerged as a resource for teachers' efficacy, teaching style, and ability to create and maintain a positive relationship with parents. A positive relationship between parents and teachers, in turn, was associated with higher students' engagement in remote learning even when statistically controlling for socioeconomic status or grade level. These results highlight the critical role of the parent–teacher relationship in engaging students while learning remotely and suggest that the support provided to both teachers and parents can reduce disparities in students' engagement and promote engagement with learning under challenging contextual circumstances. Practitioner Points: Teachers' pedagogical and psychological needs should be supported in the school.Students' engagement in remote learning relies on the relationship between teachers and parents.Schools need to evaluate and treat parents as pivotal partners in remote learning. [ABSTRACT FROM AUTHOR]

Based on an approach to psychological health at work and on social exchange theory, this study tested the relationships between the four dimensions of organizational justice (distributive, procedural, interpersonal, and informational), supervisor and coworker support, resilience and psychological well-being (PWB). Using a cross-sectional design with one measurement, a sample of 369 French social workers responded to an online questionnaire. Analysis were based on correlations, and on mediations with Hayes and Preacher's (2014) method. The results showed that satisfaction of the three psychological needs, procedural justice, supports, and resilience explained PWB. Mediation analyses showed that satisfaction of the need for autonomy played a mediating role between interpersonal justice, procedural justice, and PWB. Satisfaction of the needs for competence and autonomy played a mediating role between coworker support and PWB. Satisfaction of the three needs played a mediating role between resilience and PWB. The results pointed out the relevance of need satisfaction in predicting PWB. These findings confirm the relevance of justice, support, and resilience for social workers' well-being, and of the importance of need satisfaction that plays a critical role. [ABSTRACT FROM AUTHOR]

This study examined the profiles taken by global and specific facets of work engagement and burnout among a sample of novice (M tenure = 3.77 years) nurses (n = 570; 88.4% females; M age = 29.3 years). This study also investigated the role of psychological need satisfaction in the prediction of profile membership, and the implications of these profiles for attitudinal (job satisfaction), behavioral (in-role and extra-role performance, absenteeism, and presenteeism) and health (perceived health difficulties) outcomes. Latent profile analyses revealed six profiles: High Global Engagement and Low Global Burnout, Moderately High Global Engagement and Moderately Low Global Burnout, Low Dedication and Efficacy and Highly Cynical, Dedicated but Exhausted Burned-Out, Low Efficacy Burned-Out, and Very Low Global Engagement and Very High Global Burnout. Although these profiles were replicated over a 1-year period, profile membership was only weakly stable. The most beneficial outcomes were observed in the High Global Engagement and Low Global Burnout profile, and the most detrimental in the Very Low Global Engagement and Very High Global Burnout profile. Need satisfaction was also associated with profile membership, although associations were stronger for global levels of need satisfaction than for specific levels of autonomy, competence, and relatedness need satisfaction. [ABSTRACT FROM AUTHOR]

The Dualistic Model of Passion distinguishes between harmonious and obsessive passion, which are associated with athletes’ and coaches’ adjustments. Whereas prior research sampled either athletes or coaches, the present study used a dyadic approach to explore the bidirectional influence of passion on affective experiences in coaches and athletes. Using a cross-sectional dyadic design, 198 coach-athlete dyads involved in an individual sport at different competition levels, reported on their passion, need-based, and affective experiences. Both actor effects (i.e., intrapersonal dynamics within athletes or coaches) and partner effects (i.e., interpersonal dynamics from coach to athlete and vice versa) were examined. Furthermore, dyadic mediation models were used to investigate the potential mediating role of need-based experiences in the association between passion and affective experiences. Results unveiled compelling evidence for actor effects, indicating that one’s own harmonious passion was positively related to one’s own more adaptive outcomes and negatively to one’s own more maladaptive outcomes, whereas obsessive passion was positively related to maladaptive outcomes. Further, very limited evidence for partner effects, in which coaches’ passion affected athletes’ outcomes or vice versa, was found. The dyadic mediation models underscored the role of need-based experiences in mediating the association between passion and affective experiences, but only at the intrapersonal level. As such, one’s own passion experiences were related to one’s own need-based experiences, which in turn were related to one’s own affective experiences. The study provided no evidence for interpersonal mediation effects.

Abstract Background The current study focuses on the mediator role of abusive behaviour in romantic relationships (ABRR) in the relationship between subordination, retreat, and relationship satisfaction and the moderation role of relatedness and autonomy in the relationships between ABRR and relationship satisfaction. Methods 333 (91 men, 242 women) Turkish emerging adults in relationships participated in this research. These participants completed a measure of abusive behaviour in romantic relationship, conflict resolution styles, relationship satisfaction and need satisfaction in romantic relationship. Models 1 and 4 of Process Hayes were used in SPSS 22 to investigate moderation and mediation roles. Results According to the results, ABRR has a full mediator role in the relationship between subordination and relationship satisfaction and has a partial mediator role in the relationship between retreat and relationship satisfaction. Another result of the study showed that ABRR negatively affected relationship satisfaction and that relatedness and autonomy moderated this relationship. Moderator roles are strong when the level of relatedness and autonomy are high. Conclusions In conclusion, subordination and retreat as well as ABRR are risk factors for relationship satisfaction for individuals in romantic relationships. Our results suggest that relatedness and autonomy present an adaptive approach and protection method associated with improved relationship satisfaction. Therefore, subordination, withdrawal, ABRR, autonomy, and relatedness should be considered in relationship satisfaction assessment and couple therapies.

Introduction: A comprehensive typology of the satisfaction of psychological needs at work and in personal life was developed and tested. The typology proposes five scenarios (Enriched, Middling, Impoverished, Work-Fulfilled, and Personal Life-Fulfilled) accounting for various profiles of employees showing distinct configurations of global and specific levels of need satisfaction at work and in personal life. Methods: The scenarios were tested in a sample of 1,024 employees. Results: Using latent profile analysis, five profiles were identified that were consistent with four or the five scenarios, either aligned (Globally Satisfied, Globally Unsatisfied) or misaligned (Globally Satisfied at Work with High Relatedness, Globally Satisfied in Personal Life with High Autonomy, and Globally Satisfied in Personal Life with Low Autonomy) across domains. No profile corresponding to the Middling scenario was observed. Discussion: The results indicate that perceived job and individual characteristics predicted membership in distinct profiles. More importantly, unlike the profile Globally Unsatisfied, the profile Globally Satisfied contributed substantially to higher well-being (vitality and lower psychological distress), and to more favorable job attitudes (job satisfaction and lower turnover intentions) and behaviors (selfrated job performance and lower absenteeism, presenteeism, and work injuries). Furthermore, two of the misaligned profiles were also substantially associated with highly desirable outcome levels. [ABSTRACT FROM AUTHOR]

Students' adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on self-determination theory (SDT), we investigated whether changes in teachers' motivating style and students' associated need-based experiences could explain the motivational decline documented in the literature. A total of 472 Israeli seventh and eighth graders (in their first and second years of middle school) completed questionnaires at the beginning and end of the school year. Students reported their perceptions of their teachers' (de)motivating styles (i.e., autonomy support, structure, control, and chaos), the extent to which their psychological needs were satisfied or frustrated, and their motivation to study. There was a significant decrease from the beginning to the end of the school year in 7th- and 8th-grade students' perceptions of autonomy support and structure provided by their teachers, students' autonomous motivation, and their experienced need satisfaction. There was a significant increase from the beginning to the end of the school year in 7th and 8th graders' perception of their teacher as chaotic and the students' experience of need frustration, controlled motivation, and amotivation. A growth curve multilevel model (GCMLM) indicated that the perceived changes in teachers' motivating and demotivating styles, together with the changes in the students' reported need-based experiences from the beginning to the end of the year, could account for these changes in students' motivation. Teachers should develop and maintain a need-nurturing environment to prevent a drop in student motivation. [ABSTRACT FROM AUTHOR]

A field experiment conducted across an academic semester tested the impact of a gamified experiential learning intervention strategically framing a student response system (SRS) to maximize student engagement through their technology use in class. Participants (n = 123) aged 9–16 years received an experimental intervention designed to foster intrinsic motivation through optimally challenging engagement. To achieve this, the intervention utilized teamwork, made friendly competence-enhancing competition salient, and created choice. In a comparison condition, students used SRS without these additional enhancements. Students were surveyed at three time points. The experimental intervention reported increasing psychological need satisfaction for autonomy, competence, and relatedness and greater academic well-being. An observer rating demonstrated more classroom behaviors indicative of intrinsic motivation as compared to the comparison condition. The effects of the intervention increasing student-reported and observer-rated academic well-being were due to more immediate beneficial effects of the gamified experiential condition fostering basic psychological needs for autonomy, relatedness, and competence. [ABSTRACT FROM AUTHOR]

Research utilising self‐determination theory (SDT) and, in particular, the concept of need satisfaction in public organisations has been increasing in recent years. At the same time, most studies are using insights from SDT, and are not really testing them. In fact, we still have limited knowledge on the outcomes of need satisfaction for civil servants. In this study, we aim to understand how need satisfaction affects the intrinsic motivation of civil servants, as well as their intention to leave the organisation in which they currently work. Using original data from 580 civil servants in Bhutan, this study finds that need satisfaction matters for intrinsic motivation and turnover intention. More specifically, this study finds that while need satisfaction has a positive effect on intrinsic motivation, it has a negative effect on turnover intention. Intrinsic motivation also mediates this relationship. To reduce turnover intention, policymakers may need to enhance public sector employees' need satisfaction and their intrinsic motivation. These findings are consistent with Bhutan's context, in which happiness and human connection and fulfilment are more important than economic values. Points for practitioners: Civil servants of Bhutan whose needs are satisfied are more likely to be intrinsically motivated and less likely to express an intention to quit their jobs.To reduce turnover intention, policymakers may need to enhance public sector employees' need satisfaction and their intrinsic motivation. [ABSTRACT FROM AUTHOR]

Background: The main aim of this study was to assess the validity of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) and the short version of the Warwick-Edinburgh Mental Well-being Scale (SWEMWBS) and to evaluate the metric properties of both versions by using a sample of undergraduate students from three Gulf Cooperation Council (GCC) countries (Oman, Qatar, and Saudi Arabia). Methods: Six hundred ninety undergraduate students (340 M and 350 F; mean age = 21.16 ± 2.44) from Oman, Qatar, and Saudi Arabia (NOM = 238, NQA = 215, NSA = 237), voluntarily participated in this cross-section study. All of them responded to the WEMWBS, Basic Psychological Needs Satisfaction Frustration (BPNSFS), and Beck Depression Inventory (BDI-II). The methodology involved utilizing descriptive statistics to understand the data’s characteristics, internal consistency analysis for reliability, correlation analysis for convergent validity, confirmatory factor analysis to validate the scales, and measurement invariance testing to ensure cross-group comparability. Model fit indices were employed to gauge the goodness of fit. Results: The translated Arabic versions of the WEMWBS and SWEMWBS showed good reliability, with Cronbach’s alpha values of 0.867 and 0.772, respectively. The findings of confirmatory factor analysis asserted the one-factor solution to interpret the item variances of the 14-item WEMWBS and 7-item SWEMWBS. The WEMWBS and SWEMWBS also showed significant positive relationships with need satisfaction and negative relationship with need frustration, and depression. Moreover, the SWEMWBS showed partial scalar invariance across genders and countries, while the WEMWBS showed only partial metric invariance across the three countries and partial scalar invariance across genders. Conclusions: Our study highlights the appropriateness of both versions of the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) in assessing the psychological well-being of Arab undergraduate students. The employment of these tools is strongly encouraged for the assessment of mental well-being within a comparable adult population. [ABSTRACT FROM AUTHOR]

Job burnout among young university teachers is a serious issue that can have negative consequences for their well-being and job performance, as well as students' learning outcomes. To identify protective factors for job burnout, this study examined the impacts and mechanism of satisfying existence, relatedness, and growth need on job burnout among 968 young university teachers, using the ERG needs theory framework. The results of the regression analysis and mediation analysis showed that ERG needs satisfaction significantly and negatively predicted job burnout, and job satisfaction mediated this relationship. Besides, the total effect of existence need satisfaction on job burnout was significantly smaller than that of relatedness need satisfaction and growth need satisfaction. These findings contribute to our understanding of the antecedents of young university teachers' job burnout and provide a theoretical basis for practical action to protect them from burnout by enhancing their need satisfaction and job satisfaction. [ABSTRACT FROM AUTHOR]

With a growing Latinx workforce in the U.S., many of whom are Spanish-speaking, there is a pressing need to examine key constructs related to vocational well-being in this population. The aim of the current study was to validate a Spanish language version of the Work Needs Satisfaction Scales (WNSS; Autin et al., 2019). The WNSS comprises a set of scales developed to measure satisfaction of survival, social contribution, autonomy, competence, and relatedness needs, all of which are theorized to be key mediators in the link from decent work to well-being and work fulfillment. Using cross-sectional data across two samples of Latinx workers, we tested the reliability and validity of a Spanish language version of the WNSS (WNSS-SV). In Study 1 we conducted an exploratory factor analysis (EFA) with a sample of 195 participants. This resulted in a 19-item scale with five factors mirroring those of the English language scale. In Study 2 (N = 377), we examined factor structure and model fit using confirmatory factor analysis (CFA); measurement invariance across gender, language, and social class group; and concurrent validity. Results from Study 2 demonstrated the model was a good fit to the data; showed concurrent validity; and provided support for measurement invariance. Thus, overall results indicated that the WNSS-SV may serve as a useful tool for future research on work-related need satisfaction among Latinx workers. A discussion regarding the importance of these findings and implications for practice and research are provided. [ABSTRACT FROM AUTHOR]