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Dissertations / Theses on the topic 'Psychological need'
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Milyavskaya, Marina. "Psychological need satisfaction in important life domains." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119347.
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Although the importance of studying central constructs across different levels of experience has long been recognized, most research on psychological need satisfaction has focused on general need satisfaction or need satisfaction in specific, isolated domains or situations. The present thesis aims to address this problem by investigating the role of psychological need satisfaction in multiple domains simultaneously for motivational and well-being outcomes at different levels of generality, as well the interplay among domains. The first article examines the associations between psychological need satisfaction, autonomous motivation, and subjective well-being simultaneously across multiple domains. Results show that need satisfaction is strongly related to both autonomous motivation and well-being in multiple domains, and that motivation acts as a partial mediator of the path between need satisfaction and well-being. The second article investigates how domain need satisfaction influences the adoption of self-concordant goals, laying the foundation for successful goal pursuit. Both these articles use an idiographic approach to look at the differences and similarities between the many important life domains in which individuals are involved, and consider the within-person variability between domains. The third article directly looks at the effects of experiencing such variability on school and overall adjustment. Overall, the three articles reveal new information about the variability and relative role of psychological needs in important life domains obscured by the previous focus on global need satisfaction. These findings highlight the importance of examining psychological need satisfaction in multiple life domains.Bien que l'importance d'examiner des concepts centraux dans différents niveaux d'expérience soit reconnue depuis longtemps, la plupart des études sur la satisfaction des besoins psychologiques mettent l'accent sur la satisfaction des besoins en général ou dans des domaines ou des situations isolés. Le but de la présente thèse était de remédier ce problème en examinant le rôle de la satisfaction des besoins dans plusieurs domaines simultanément ainsi que l'interaction entre les domaines sur la motivation et le bien-être à plusieurs niveaux de généralité. Le premier article examine les liens entre la satisfaction des besoins psychologiques, la motivation autonome et le bien-être subjectif simultanément dans de multiples domaines. Les résultats démontrent que la satisfaction des besoins est liée à la fois à la motivation autonome et au bien-être dans plusieurs domaines, et que la motivation agit comme un médiateur partiel de la voie entre la satisfaction des besoins et le bien-être. Le deuxième article examine la façon dont la satisfaction des besoins dans les domaines influence l'adoption de buts autonomes, établissant un fondement pour l'accomplissement des buts. Ces deux articles utilisent une approche idiographique pour examiner les différences et les similitudes entre les nombreux domaines importants et considèrent la variabilité intra-personnelle entre domaines. Le troisième article examine les effets de cette variabilité sur l'expérience scolaire et l'ajustement global. Ensemble, les trois articles révèlent de nouvelles informations sur le rôle des besoins psychologiques, soulignant l'importance d'examiner la satisfaction des besoins dans de multiples domaines.
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Harris, Jemma. "Psychological need satisfaction and the prediction of behaviour." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486180.
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The main aim of this thesis was to examine the role of generalised basic psychological needs from self-determination theory in predicting motivation, decision-making, anti, ultimately, behaviour. Chapter 1 provides an overview of relevant theories and perspectives, and provides a rationale for the studies reported within subsequent chapters. Chapter 2 reports a cross-lagged examination of constructs at all three levels of the hierarchy of motivation. Results of this study supported the hypothesis that global-level basic psychological need satisfaction exhibited the greatest stability within the hierarchy.However, this study yielded only weak suppOli for the existence of top-down and bottomup effects between global, contextual, and situational level constructs. Therefore Chapters 3 and 4 turned to an in-depth investigation of top-down effects and examined the role of basic psychological needs in a previously proposed integrated motivational sequence from contextual-level motivation to situational-level decision-making as reflected by the theory of planned behaviour.
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Tatum, Nicholas T. "INSTRUCTOR-STUDENT RAPPORT AS A PSYCHOLOGICAL NEED FOR STUDENTS." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/86.
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There is a need to explore ways to better motivate students in instruction, as student motivation is an issue confronting teachers at all levels of education. Instructor-student rapport (ISR), a multidimensional concept comprised of students’ enjoyable interaction and personal connection with instructors, has potential to offer educators a tool for increasing these important student outcomes. Further, self-determination theory (SDT) may have utility for illustrating the psychological mechanisms through which instructors influence students by building rapport.
First, this study explored what behaviors instructors should employ to build ISR with students. Specifically, prosocial humor (related and unrelated) and confirmation (responding to questions, demonstrating interest, ad teaching style) were investigated as instructor rapport-building behaviors. Results showed that instructors’ use of related humor, demonstration of interest, and teaching style were significant predictors of both dimensions of ISR; mixed results were found for both responding to questions and unrelated humor.
Second, this study considered whether ISR was a significant predictor of student outcomes: intrinsic motivation, perceived cognitive learning, and academic performance. While enjoyable interaction was a significant, positive predictor of all three outcomes, personal connection was not a significant, positive predictor of any student outcomes. In fact, personal connection was a significant, negative predictor of perceived cognitive learning.
Third, this study explored whether ISR served as a mediator between these rapport-building behaviors and student outcomes as posited by SDT. Enjoyable interaction was a significant mediator in a majority of the models. However, personal connection was not a positive mediator in any models and served as a negative mediator when predicting perceived cognitive learning. Theoretical implications for this study’s findings, along with practical tips for instructors hoping to build ISR with students, are forwarded. In addition, future directions and limitations are discussed.
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Beausoleil, Amélie. "An Examination of the Effects of Unmet Psychological Needs on Mental and Physical Health." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23062.
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The importance of psychological needs for optimal mental and physical well-being has been well documented within the literature. However, there remains little consensus on the definition of basic psychological needs, on which needs are most important or fundamental, and on how to best assess basic needs in individuals. The purpose of this dissertation was to develop and validate a comprehensive measure of fundamental psychological needs and to examine its predictive utility for both mental and physical health. To fulfil these objectives, measure construction and validation studies were conducted in 2 separate undergraduate student samples (N = 226; N = 283). Participants completed online self-report measures of emotional and psychological symptoms, negative life events, personality characteristics, and psychological needs. Factor Analyses of the Psychological Needs Questionnaire (PNQ) revealed that needs can be classified in a three-level multi-factorial confirmatory model and that self-worth and relationship types of psychological needs can be further divided into several, second-level factors. Results also indicated that the PNQ is reliable and possesses good construct validity as well as predictive utility for numerous psychological and physical problems. In addition, psychological needs moderated the relationship between depressive personality characteristics and mood. Future studies should examine the proposed needs-based model in a longitudinal fashion, both in community and clinical samples. In addition to functioning as a global introduction and providing an overview of the relevant literature, Chapter 1 proposes a new model of psychological needs. Chapter 2 describes in further detail the importance of each need identified by the new model, with a particular emphasis on the consequences associated with having each need unfulfilled. Chapter 3, 4, and 5 represent three academic journal articles resulting from the data collected in the current project. Finally, chapter 6 provides a global discussion of the entire dissertation.
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Caola, Lindsey. "Exploring Students’ Motivation for Attending College: A Fundamental Needs Perspective." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109153.
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Thesis advisor: David MieleThis dissertation adopts a fundamental needs perspective to examine the associations between first-year students’ reasons for attending college and their well-being. It extends Basic Psychological Needs Theory (BPNT; Ryan & Deci, 2017), by proposing that (a) meaning, safety, and status (in addition to autonomy, competence, and relatedness) are fundamental needs that students aim to satisfy in college, and (b) the salience of particular needs influences students’ goal-directed behavior and well-being. The first phase of the dissertation involved the development of three novel measures which were used in the second phase to explore different profiles of salient needs and their associations with college students’ experiences of need satisfaction, need conflict, and four outcome variables (GPA, intentions to persist toward graduation, psychological distress, and overall well-being).A latent profile analysis of the first wave of data (N= 512) identified three profiles based on students’ reasons for attending college: Weaker Reasons, Balanced Reasons, and Stronger Reasons. Subsequent analyses examined whether profile membership at Wave 1 predicted need satisfaction, need conflict, and the student outcomes at Wave 2 (n = 219). Results indicated that the Stronger Reasons profile was associated with higher levels of need satisfaction compared to the other two profiles, whereas the Balanced Reasons profile was associated with lower GPA and intentions to persist. Next, structural equation models were estimated to examine the relations between need satisfaction, need conflict, and the four outcomes. Results indicated that need satisfaction was positively associated with intentions to persist and well-being, but negatively related to distress, whereas need conflict positively predicted distress. Contrary to expectations, need conflict and need satisfaction were not significantly associated. Although additional research is needed to examine motivation profiles, findings from this dissertation study suggest that students attend college with different patterns of need-based motivations, and these profiles are related to important student outcomes. The dissertation also adds to the literature examining the association between need satisfaction and well-being, and suggests that need conflict is a construct worthy of additional inquiry
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Byrd, Kelsey Louise. "Coaching Styles and the Basic Psychological Need Fulfillment of College Athletes." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1904.
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The purpose of this study was to determine to what extent a coach’s coaching style is associated with the athlete’s basic psychological needs fulfillment of autonomy, competence and relatedness. A survey was distributed to 204 varsity student-athletes at Cal Poly, San Luis Obispo representing 13 teams. The data were used to determine the impact of coaching style on the athlete’s fulfillment of autonomy, competence and relatedness. An authoritative head coaching style was found to have a positive impact on an athlete’s fulfillment of autonomy, competence and relatedness. A similar result was found for assistant coaches. Overall, these findings can help coaches and athletic departments.
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Fuller, Allan G. (Allan Gordon) Carleton University Dissertation International Affairs. "Development as cultural change: the need for socio-psychological perspectives in development." Ottawa, 1988.
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Fountain, Amy Velita 1963. "Need for cognition, ambiguity tolerance and symbol systems: An initial exploration." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276850.
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This study explored the interaction between three individual variables, need for cognition and tolerance of ambiguity, and the symbol system used in messages. Goodman's (1976) dimension of notationality of systems is proposed as the continuum of interest upon which sources of information vary. It was hypothesized that high tolerance for ambiguity and need for cognition would lead to increased numbers of interpretations of nonnotational messages over notational ones, and over people low in these traits. Methods utilized in the study are overviewed. Results indicate that subjects high in need for cognition do generate more interpretations of messages in general than do others, however no effect was found for ambiguity tolerance or for message type. Reasons for these results are offered, and directions for further research suggested.
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Miller, Kimberly A. "Human motivation and psychological well-being in a sample of clinical and non-clinical adults." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1327294.
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Many researchers and theorists and argued that a person's psychological health and well-being require that needs are met. If needs are not met, the result is distress and attempts to compensate, both of which may lead to psychological problems. Thus, psychologists and others whose goal is to help people with psychological problems require a theory of important psychological needs.This study provides a critical review of major need theories and assessment instruments developed to operationalize those theories. Based upon this review, five needs (autonomy, competence, relatedness, purpose, and physical) were identified as being critical aspects of psychological well-being. Using a relatively new needs assessment scale, these five needs were assessed in 1,358 clinical and non-clinical adults from various sites around a Midwestern state.Results indicated a five-factor structure that was slightly different than the one originally hypothesized. This new five factor model (life direction, positive interpersonal relations, interpersonal support, competence, and ability to adapt) was found to be consistent across both the clinical and non-clinical samples. Results provided strong evidence that the measurement instrument has superior psychometric properties to previously developed instruments. Importantly, this new need assessment inventory could discriminate clinical from non-clinical samples. An additional important finding concerned self-esteem. Many researchers have argued about whether self-esteem is a need. Results here suggest that self-esteem is not a need, but is either irrelevant or may be a vague measure of several needs. Suggestions for future research and implications for clinical treatment are discussed.Department of Psychological Science
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Segatto, Bianca. "Exploring relationships between basic psychological need satisfaction, motivation and physical activity transplant recipients." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97230.
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The purpose of this study was to examine relationships among basic psychological need satisfaction, exercise motivation and health-enhancing physical activity as a test of self-determination theory with transplant recipients. Participants (N = 138; Mage= 48 years; 58% male), who were primarily heart, liver, lung, and kidney transplant recipients, completed scientifically-supported questionnaires. Controlling for transplant-specific factors (i.e., age at transplant, time waiting for transplant, and time since transplant), hierarchical regression analyses revealed that self-determined motivation was associated with physical activity and self-determined motivation partially mediated the relationship between psychological needs, specifically perceptions of competence, and physical activity (R2 = .25). Findings suggest basic psychological need satisfaction and exercise motivation have positive implications associated with health-enhancing physical activity among transplant recipients.Le but de cette étude était de vérifier les relations entre la satisfaction des besoins psychologiques de base, la motivation à l'exercice et l'activité physique en tant que test de la théorie de l'autodétermination chez les receveurs de greffes. Les participants (N=138; Mâge=48 ans; 58% mâle), principalement des receveurs de greffes du cœur, du foie, du poumon et du rein, ont remplis des questionnaires appuyés par la littérature scientifique. Sous le contrôle de facteurs spécifiques à la transplantation (c.-à.-d. : l'âge au moment de la transplantation, le temps d'attente pour la transplantation et le temps écoulé depuis la transplantation), l'analyse de régression hiérarchique a démontré que la motivation autodéterminée est associée à l'activité physique et qu'elle module partiellement la relation entre les besoins psychologiques, particulièrement les perceptions des compétences, et l'activité physique (R2=.25). Les résultats suggèrent que la satisfaction des besoins psychologiques de base et la motivation pour l'activité physique entraînent des répercutions positives en ce qui a trait aux activités physiques favorables à la santé chez les receveurs de greffes.
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Huang, Hai-yen. "The role of coping style and need for closure in relapse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29726888.
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Hansen, Samantha D. "Psychological mechanisms responsible for the moderating effects of need for cognition on attractiveness stereotyping." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53269.pdf.
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Hite, Brian C. "Positive Psychological Capital, Need Satisfaction, Performance, and Well-Being in Actors and Stunt People." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729361.
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Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.
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Bland, Rachel J. "An exploration of distress and perceived need for psychological support in women with fibroids." Thesis, University of Hull, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421535.
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Gunnell, Katie Elizabeth. "Psychological need satisfaction in physical activity : Implications for well-being and physical activity behaviour." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45108.
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Within Self-Determination Theory (Deci & Ryan, 2002) the satisfaction of competence, autonomy, and relatedness needs are thought to directly predict psychological well-being and behavioural outcomes (Deci & Ryan, 2000). The purpose of this program of research was to examine the role of psychological need satisfaction in association with psychological well-being and physical activity in participants drawn from the general population. Study 1 examined aspects of score validity and reliability for an instrument modified to assess psychological need satisfaction in physical activity contexts. Results of this investigation supported the merit of the modified instrument for use in the general population. Study 2 supported a sequence based on 3 mini-theories within SDT wherein changes in relative intrinsic goals → changes in motivation → psychological need satisfaction → changes in well-being and physical activity behaviour over 6 months. Examination of the indirect effects highlighted the role of psychological need satisfaction as potential mediators within this sequence of SDT. Next, a randomized controlled trial was conducted to examine the effect of a best possible physical activity self writing intervention on outcomes such as psychological need satisfaction, exercise self-schema, well-being, and physical activity behaviour. Study 3 was conducted using baseline data from the intervention to examine the indirect effect of psychological need satisfaction in the relationship between exercise self-schema and well-being/physical activity. Results from study 3 suggested that satisfaction of all 3 psychological needs mediated the link between descriptive exercise self-schema and well-being and that competence produced an indirect effect between descriptive exercise self-schema and physical activity. Results from the intervention investigation (study 4) revealed that a once a week writing intervention over 4 weeks increased participants’ positive affect at post-test relative to the control group; however, the intervention was largely unsuccessful at increasing psychological need satisfaction, exercise self-schema, well-being and physical activity across post-test and 1-month follow-up. Taken together, the results from the four studies in this program of research highlight the salience of psychological need satisfaction in physical activity contexts and their potential mediational role between antecedents such as goals, motivation, and self-schema and consequences such as well-being and physical activity.
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Hite, Brian. "Positive Psychological Capital, Need Satisfaction, Performance, and Well-Being in Actors and Stunt People." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1539.
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Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.
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Wiedenman, Eric Michael. "The role of sport participation on exercise self-efficacy, psychological need satisfaction, and resilience." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1829.
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Background: As obesity continues to be a global epidemic, health professionals continue to search for effective intervention and prevention programs. As suggested early in the 20th century, sport participation creates an environment not only for one to be physically active at a particular moment, but also to cultivate and develop skills necessary to lead a physically active lifestyle across one’s lifespan. Further, sports can provide individuals with an ideal environment to cultivate the psychological constructs of resilience and self-efficacy, traits that can provide them with protective agents that support physical and mental health, thus promoting greater life satisfaction. Purpose: The purpose of this study was twofold: (1) to determine the impact of previous high school sport participation on college freshmen’s current levels of exercise self-efficacy, resilience, and psychological need satisfaction in exercise; and (2) to examine relationships between demographic variables and exercise self-efficacy, resilience, and psychological need satisfaction in exercise (PNSE). Methods: A cross-sectional, stratified random sampling technique was employed to collect responses from college freshmen across the country (n = 156) using a SurveyMonkey survey instrument. ANOVA and Kruskal-Wallis H tests were completed to examine differences, based on demographic and sports participation factors, on the constructs of exercise self-efficacy, resilience, and PNSE. Independent samples t tests were conducted with dichotomous demographic variables. Ordinary least squares (OLS) multiple linear regression modelling was completed to attempt to predict exercise self-efficacy, resilience, and PNSE scores for respondents based upon their demographic and sports participation variables. Results: The results of analyses indicated that both resilience and PNSE, but not self-efficacy, were associated with sports participation. High school GPA, total physical activity, having met moderate PA guidelines, and being a collegiate athlete were each associated with exercise self-efficacy. Furthermore, high school GPA, total physical activity, freshmen standing, and being a collegiate athlete were each associated with resilience. Lastly, total physical activity and moderate PA guidelines met were associated with PNSE. Conclusion: The findings of this study may support sports participation as a way to develop exercise self-efficacy, resilience, and PNSE. Collectively, these findings may support the development of a model for adolescent programming that could include the development of each of these constructs, the implications of which could positively affect both academic and athletic domains.
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Nolan, Kevin Patrick. "Basic Psychological Need Fulfillment and User Resistance to Objective and Analytical Decision-Making Practices in Employee Selection." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1343479006.
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Onley, Deborah. "Investigating the psychological factors underlying tokophobia in women following birth trauma, and the need for psychological counselling of women who fear and avoid childbirth." Thesis, University of Wolverhampton, 2008. http://hdl.handle.net/2436/113715.
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The aims of the study were to uncover the major psychological factors underlying tokophobia, their impacts, and whether there is likely to be a role for psychological counselling to help women and their families. Nine women who indicated that they fear and avoid childbirth despite wanting a baby, volunteered and participated in a semi-structured interview. Six of these interviews were transcribed and analysed using the guidelines provided by Smith, Jarman & Osbourn (1999), from which tables of individual themes were created. For the participants, violation of expectations led to enduring distress, which manifests as symptoms of post-traumatic stress. ‘Loss of control’ and ‘loss of self’ are powerful themes that support existing literature. The theme ‘need of acknowledgment’ adds to the existing literature. As difficulties adapting to changes in lifestyle were expressed, a seven-phase transition model was suggested as a way of explaining and understanding difficulties faced by women with regard to changes in identity and lifestyle. It was concluded that the presentation of ‘secondary tokophobia’ does not fit with the term ‘phobia’. A reclassification of tokophobia was suggested for women who experience fear and avoidance of childbirth following a traumatic birth.
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Visser, Preston L., and Jameson K. Hirsch. "Health Behaviors Among College Students: The Influence of Future Time Perspective and Basic Psychological Need Satisfaction." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/693.
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Health behavior change may prevent many fatal diseases, and may be influenced by social and motivational constructs. We assessed the interaction effect of future time perspective and basic psychological need fulfillment on positive and negative health behaviors. Future time perspective was associated with more positive, and less negative, health behaviors. Need fulfillment was associated with only positive health behaviors. In moderation analyses, individuals reporting both high need fulfillment and future perspective reported greater positive health behaviors, and were especially unlikely to smoke. Enhancing future-mindedness and supporting need satisfaction in interventions targeting modifiable health behaviors is encouraged.
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(UPC), Universidad Peruana de Ciencias Aplicadas, Jolene van der Kaap-Deeder, Maarten Vansteenkiste, Bart Soenens, Tom Loeys, Elien Mabbe, and Rafael Gargurevich. "Autonomy-Supportive Parenting and Autonomy-Supportive Sibling Interactions: The Role of Mothers’ and Siblings’ Psychological Need Satisfaction." SAGE Publications, 2015. http://hdl.handle.net/10757/578660.
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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.Peer review
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Jackson, Rachel Marie. "Understanding amotivation in Physical Education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21915.
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Physical Education (PE) is one of the most important contexts in which to investigate motivational processes due to its exclusivity in including young people of a range of ages and abilities and due to PE being a compulsory activity. PE is not only a platform for students to increase their daily physical activity, but can also provide students with the skills and confidence to pursue physical activity into adulthood. However, there is an increasing amount of concern over the levels of physical activity of young people today, with statistics showing a decline in physical activity among adolescence. Understanding student s motivational processes during PE may help researchers and physical educators intervene to provide support to those students who are not motivated to participate in PE lessons. Grounded in self-determination theory, this thesis aims to examine student s amotivation in PE. Although there is growing evidence investigating amotivation, there is a dearth of knowledge concerning amotivation in the PE context and as a multidimensional construct. This thesis therefore aims to address this lack of knowledge by exploring a measure of amotivation that can be used in PE and relationships between the four amotivation dimensions (deficient ability beliefs, deficient effort beliefs, insufficient task values and unappealing task characteristics), physical self-concept and attainment (Study 1). Following Study 1, an examination of student s perceptions of teacher s need support as a predictor of change in the amotivation dimensions over time is carried out in Study 2, followed by further investigations to determine additional socio-contextual variables that may be potential predictors of amotivated behaviours (Studies 3a, 3b, 4). The results of these five studies contained within the thesis provide an interesting insight into student s amotivation in PE. Evidence for perceptions of teacher s psychological need support, physical self-concept and peer motivational climate being influential in determining changes in the amotivation sub-types is presented. The findings highlight the need to investigate these relationships further so a more comprehensive understanding of amotivation is achieved. Future research should continue to employ longitudinal designs to identify additional predictors of amotivation and to ensure research into amotivation is substantial in order to design effective interventions to support physical educators in reducing amotivated behaviours.
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Berry, Thomas R. "The contribution of the need for cognition in developing predictive models of psychological adjustment in college students /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012948.
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Wilson, Matthew. "Basic psychological need satisfaction from the perspective of permanently excluded children and young people : an exploratory study." Thesis, University of East London, 2014. http://roar.uel.ac.uk/3933/.
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This thesis explores the experiences of permanently excluded children and young people (CYP) from the perspective of Self-Determination Theory (SDT) and the concept of the Basic Psychological Needs (BPNs). CYP who had experienced permanent exclusion from school were interviewed in order to explore how their BPN for Autonomy, Competence and Relatedness were perceived to have been satisfied or limited across three contexts: previous mainstream provision, current provision and outside of school. A thematic analysis of transcribed interview data was conducted and the role of BPN satisfaction in relation to the experience of permanent exclusion was explored. The experiences and perspectives expressed by participants suggested a range of social-contextual supports and limitations for BPNs across contexts. In line with existing SDT-based research, the findings suggest that participants’ experiences of reduced engagement, motivation, performance and well-being were associated with situations, events and relationships which were perceived to be limiting to BPNs. Where BPNs were perceived to have been supported, participants’ responses indicated increased engagement, autonomous motivation, performance and wellbeing. The researcher suggests that further research into the BPN satisfaction in schools is needed, including further qualitative exploration of the experiences of our most vulnerable and hard to reach CYP. Possible implications for teacher training, school management and the delivery of Educational Psychology (EP) services are discussed.
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Linde, M. (Merlin). "Knowledge construction and psychological need support in student-centred learning contexts: an experiment with Estonian 6th grade students." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022427.
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The present study analysed the learning outcomes and psychological need support of Estonian 6th grade students (N = 43) in collaborative, peer-supported and individual learning contexts. The study compared the three learning contexts in terms of knowledge construction and psychological need support as well as analysed the relationship between knowledge construction, work performance and psychological need support across the learning contexts. The study was experimental and was designed as a problem-based history lesson, where students were asked to complete a problem-based worksheet either collaboratively (N = 23), individually (N = 9) or with peer support (N = 10). Students were also asked to fill in a pre-test and post-test questionnaire to measure their knowledge and self-reported psychological need support or thwarting. The findings of this study suggest that students’ psychological needs are most supported in peer learning contexts. It was also found that learning outcomes are connected to psychological need support and good work performance does not necessarily predict high quality knowledge construction. The study found collaborative learning to be the learning context where students create best-quality products and peer learning to result in the highest quality of constructed knowledge. While the empirical findings of this study supported the theory and the posed hypotheses, additional research could confirm and elaborate these results. Implications for teaching practice and future research were discussed.
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Williams, Stacey L., and Emma G. Fredrick. "One Size May Not Fit All: The Need for a More Inclusive and Intersectional Psychological Science on Stigma." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8018.
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In their review, Remedios and Snyder (2015) articulated how models of stigma fall short of explaining stigmatization of women of color, because they do not consider intersectionality of multiple stigmatized identities. Using the example of the intersection of race and gender, they reviewed literature on how targets of stigma detect and respond to prejudice (making prejudice attributions, the role of identity processes such as centrality), highlighting the complexity of these processes once multiple identities (namely non-prototypical categories of race and gender) are considered. In response, we provide more in depth discussion of the challenges to inclusion and intersectionality including current and traditional psychological science approaches and the perceived politicization of intersectional research, as well as the complexity of integrating multiple identities (social class, sexual orientation and gender diversity) into stigma research, including recruitment, measurement, and analysis. We offer practical suggestions in the areas of recruitment, measurement, and analysis, to facilitate more inclusive and intersectional research, given that such work would provide a more complete understanding of the experience of stigma.
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Fecteau, Marie-Claude. "The Mediating Role of Coping in the Relationship Between Satisfaction of Psychological Needs and Academic Goal Progress: A Self-Determination Perspective." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20103.
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The first objective was to test the prospective relationship between need satisfaction and coping. A total of 113 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as a measure of coping at Time 2 (T2; i.e. a few weeks after the midterm exams). Results indicated that need satisfaction T1 explained unique variance in both dimensions of coping T2, namely task-oriented and disengagement-oriented coping, even after having statistically controlled for gender, Conscientiousness, Neuroticism, and social desirability at T1. The second objective was to examine a model in which need satisfaction and coping predict the amount of progress towards academic goals and, in turn, how coping and goal progress are associated to increases in need satisfaction over the course of a semester. A total of 166 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as measures of coping, goal progress, and need satisfaction at Time 2 (T2; i.e. a few weeks after the midterm exams). Results from structural equation modeling indicated that coping T2 fully mediated the relationship between need satisfaction T1 and goal progress T2. Results also indicated that goal progress T2 partially mediated the relation between task-oriented coping T2 and need satisfaction T2 as well as between disengagement-oriented coping T2 and need satisfaction T2.
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Sharom, N. Q. B. "The relationship between person-organization fit and employee outcomes : the mediating role of psychological need satisfaction and employee attitudes." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/43350/.
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The purpose of this thesis is to conduct an empirical research study of academicians in Malaysian higher education institutions. The first objective is to examine the relationships between person-organization fit (P-O Fit), psychological need satisfaction (PNS), employee attitudes and employee outcomes in higher education institutions in Malaysia. The second objective is to investigate the mediating effects of PNS on the relationships between P-O Fit and employee attitudes. The third objective revolves around examining the mediating effects of employee attitudes on the relationship between P-O Fit and employee outcomes. The final objective is to investigate the mediating effects of employee attitudes on the relationships between PNS and employee outcomes. The study was conducted based on personally administered questionnaires. Data obtained from 295 academicians and their supervisors through multi-source ratings have been collected, which represents 53% response rate. The PLS-SEM used in this study allowed the analysis of the simultaneous method with mediation relationships. The results of the present study found that there were positive relationships between P-O Fit and PNS and affective OC, PNS and employee attitudes and outcomes, and continuous OC and in-role performance. Moreover, PNS also mediated the relationship between P-O Fit and employee attitudes. The current study concludes that continuous OC represents competitive mediation of the relationship between PNS and OCB. The implications of the study findings and directions for future research are discussed at the end of this study.
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Svahn, Anna. "A relational perspective on athlete attachment and group cohesion: The moderating role of basic needs satisfaction." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135917.
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Cheng, Stephen Kin Kwok. "The need for approval : a psychological study of the influence of Confucian values on the social behaviour of East Asians." Murdoch University, 1997. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070905.91821.
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This thesis begins with a critical overview of crosscultural
psychology and a re-examination of the concepts
of emic and etic. It argues that the time has come for
cross-cultural psychology to free itself from the moorings
of its Western, universalistic paradigm and take non-
Western, indigenous psychology seriously, especially that
of East Asia.
To address the need for an East Asian psychology, the
thesis presents an empirical study on the psychological
influence of Confucianism on East Asians. It hypothesises
that the Confucian values of filiality, propriety and
harmony induce a strong need for approval and a range of
approval-seeking behaviours in the individual. In
contrast, the Western values of individuation, autonomy
and conflict induce a strong need for independence and a
range of independence-seeking behaviours.
To test this hypothesis, a 26-item, 5-point Likert scale
was developed and'administered to 1625 university students
across East Asia, which include East Asian samples from
China, Hong Kong, Indonesia, Japan, South Korea, Malaysia,
Singapore and Taiwan, as well as Caucasian samples from
Australia, United Kingdom and the United States.
The study has confirmed its hypothesis that the Confucian
values of filiality, propriety and harmony characterise
the approval-driven social behaviours of East Asians and
that the values of individuation, autonomy and conflict
characterise the independence-driven social behaviours of
Westerners. However, it has also found that, contrary to
many long-held assumptions, there are significant
differences in the way Confucian values have exerted their
respective influence on the Chinese, Japanese, Koreans and
other East Asians.
The findings suggest not only that the culturally induced
need for approval can be used as an overarching construct
for the psychological study of East Asians from an
indigenous perspective, but also that the innovative model
used in this study can be applied to the study of other
indigenous psychologies as well. More significantly, the
study has found that, in contrast to the need for divine
approval which has motivated the achievements of European
Protestants in the past, the need for human approval is
what characterises the achievement motivation and
behaviours of Confucian East Asians today.
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Mtembu, Lithalethu. "Examining the adequacy of the policy of Broad Based Black Economic Empowerment to address the need for psychological empowerment among black people." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/26775.
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Much has been said and written about the reasons for the slow progress of the Black Economic Empowerment interventions in South Africa. This research paper aims to explore the meaning of empowerment in the South African context, with the objective of uncovering what real and holistic empowerment means given the particular history of the country. Apartheid, through its social re-engineering intervention, targeted the minds of both whites and blacks to send an unequivocal message to each racial group about their superiority and inferiority as a race, respectively. Suffice to say; to have a nation whose majority still harbours feelings of inferiority would not only impede the progress of BEE interventions but pose a serious restraint to economic growth. It requires directed and deliberate effort to reverse a habit or to renew a mind-set; to that end this research assesses whether the current BBBEE policy is an adequate antidote to the effects of Apartheid on the minds of blacks. This study concludes that psychological empowerment is a necessary condition for economic empowerment; indicating that the current BBBEE policy is less efficacious as it does not address the essence of psychological disempowerment.Dissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
unrestricted
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Timmons, Elizabeth Ann. "Job satisfaction and psychological needs satisfaction of public school library media specialists." Thesis, University of North Texas, 1991. http://catalog.hathitrust.org/api/volumes/oclc/25385654.html.
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Pears, Elizabeth. "The Buffering Effect of The Feedback Environment: The Role of Job Demands, The Feedback Environment, and Psychological Need Satisfaction in Preventing Burnout." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1587918695277345.
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Shedlosky, Randi. "The Experience of Psychological Transportation: The Role of Cognitive Energy Exertion and Focus during Exposure to Narratives." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287349750.
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Flesch, Jamie Lyn. "We Need to Talk: A Dyadic Perspective on Conflict Management and its Association with Adult Romantic Attachment, Relationship Satisfaction, and Psychological Partner Aggression." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36716.
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Given the nature of couple conflict, couples are frequently tasked with mutually working towards a solution to a given problem. Effective conflict management is a key relationship resource that maintains closeness and cohesiveness (Epstein & Baucom, 2002; Overall & Simpson, 2013), whereas ineffective conflict management is generally associated with impaired relationship functioning (Gottman & Notarius, 2000; Overall & Fletcher, 2010). The overarching goal of the present thesis therefore consisted of further advancing the field’s understanding of conflict management as an interpersonal process in heterosexual couple relationships. This goal was addressed through two novel and complementary studies. The sample for both studies consisted of 179 community-based heterosexual adult couples involved in a long-term romantic relationship. During the testing session, participants completed a questionnaire package and discussed a topic of disagreement for 15 minutes. These interactions were then coded for both positive and negative conflict management behaviours. Both studies modeled these conflict management behaviours alongside crucial variables involved in couple conflict. The first study examined the ways in which partners’ adult romantic attachment orientations interact to predict their conflict management behaviours. As hypothesized, the results provide preliminary evidence that, in some cases, men’s and women’s conflict management depends on the interaction between their own and their partner’s adult romantic attachment orientation, more so than a sole individual’s attachment. The second study examined whether effective conflict management moderates the negative association between relationship satisfaction and men’s and women’s use of psychological partner aggression. Contrary to hypotheses, the results suggest that, in predicting these aggressive acts, relationship satisfaction and conflict management make fairly independent contributions. These findings are based on strong theoretical frameworks as well as a number of methodological strengths, including the observational coding of positive and negative conflict management behaviours and the implementation of sophisticated dyadic data analyses. Furthermore, by filling gaps in the existing literature, these findings offer several theoretical, empirical, and clinical implications for the field of couple conflict. As individual and collective bodies of work, the studies of the present thesis provide invaluable evidence in support of the complex and interdependent nature of couple relationships. Such findings are highly relevant to couple researchers and clinicians alike, both of whom endeavour to understand and improve couple relationship functioning.
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Burchett, Danielle L. "The Need for Validity Indices in Personality Assessment: A Demonstration Using the MMPI-2-RF." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246838666.
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Thesis (M.A.)--Kent State University, 2009-07-07.Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Yossef Ben-Porath. Keywords: validity scales; validity indices; overreporting; feigning; invalid responding; scale score validity; protocol validity; MMPI-2-RF. Includes bibliographical references (p. 69-79)
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Agnarsdottir, Agnes. "A portfolio of academic, therapeutic practice and research work including an examination of the need for psychological counselling services in primary health care in Iceland." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362606.
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De, Witt Stephen. "Spirituality in the workplace : the emerging role of meaning in the workplace, and how spirituality addresses this need." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50452.
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Thesis (MBA)--Stellenbosch University, 2005.ENGLISH ABSTRACT: This study report addresses the emerging role of meaning in the workplace, and how spirituality meets this need. The conclusion is drawn that each person's interpretation of meaning is informed by their unique experience of reality, and that the path of self-actualisation gives a sense of purpose to the lives of individuals. More particularly, Frankl's concept of logotherapy proposes that people find meaning when they are future-orientated. The absence of meaning leads to an existential vacuum, a phenomena experienced individually, and collectively by whole societies. The latter causes a state of boredom or meaninglessness, a malaise that so profoundly inflicts the modern age. Numerous management surveys report that the majority want to find meaning in their work. However at times this seems at odds with the organisation's aims. This is partly the result of contending worldviews: scientific rationality versus non-physical models of the universe. The former suggests that the universe is made of separate physical matter, while the latter encourages interconnectedness. The paradigm of separateness pits employers against employees and does not entertain or prioritise individual aspirations to meaning within the workplace environment. Consequently employees become dispirited as evidenced in low productivity, rising absenteeism and low morale. The argument is made for a fundamental societal transition that embraces a spiritual perspective of reality. Consensus is reached that spirituality refers to a feeling of interconnectedness between all things underpinned by a basic harmony in the design of the universe. Some ascribe transcendence or divinity to this process. Individuals use spirituality to integrate their inner self to the known world and beyond. Spirituality itself is purposeful and therefore is an end in itself. As such it is the antidote to meaninglessness. Studies have shown that a new generation of first world people, particularly Americans, ascribe to new values of work, success, consumption and spirituality, rejecting the hedonism and materialism of the X generation. From this informal movement come new terms like Spiritual Intelligence (SQ). Altruism and self-actualisation are eagerly embraced in a new sense of the sacred that incorporates personal growth psychology, the spiritual realm and service to others. Sweeping social and economical changes, including downsizing, mergers, globalisation, the threat of terrorism since the 9/11 attacks, and Enron-type debacles are all contributing to business's spiritual awakening. In order to cope with increased stress and alienation, both managers and employees seek meaning and purpose in the workplace. Bringing spirituality into the workplace benefits all stakeholders as productivity improves and multiple bottom lines improve. This process is occurring rapidly in many different guises in orqanisations across the first world. Both individual and organisation-centred approaches towards transformation predominate. The end result is organisations that align personal and workplace spirituality, providing meaning and fulfilment to many. This study report provides numerous examples and brief case studies from across the world, including practical guidance for implementing and measuring workplace spirituality. The conclusion speculates on whether the movement is a passing fad or a real attempt at genuine transformation based on universal spiritual principles.
AFRIKAANSE OPSOMMING: Hierdie studieprojek spreek die tevoorskynkoming van sinrykheid in die werksplek aan en hoe dit die behoefte spiritueël tegemoetkom word. Die gevolgtrekking word gemaak dat elke persoon se interpretasie van sinrykheid gevorm word deur hulle unieke ervaring van realiteit en dat die pad van selfaktualisering 'n gevoel van sin toevoeg tot die lewens van individue. In die besonder stel Frankl se konsep van logoterapie voor dat mense doel vind sodra hulle toekomsgerig is. Die afwesigheid van doel lei tot 'n eksistensiële vakuum, 'n verskynsel wat individueel ervaar word, en gesamentlik deur gemeenskappe. Die laasgenoemde veroorsaak 'n staat van verveligheid of doelloosheid, 'n onbehaaglikheid wat die moderne gang diepsinnig kwel. Talle bestuursopnames doen verslag dat die meerderheid sin wil vind in hulle werk. Nietemin staan dit somtyds in stryd met die organisasie se oogmerke. Dit is deels die gevolg van strydende wêreld opvattinge: wetenskaplikke rasionaliteit teenoor die nie-fisiese wêreldmodelle. Die eersgenoemde stel voor dat die wêreld bestaan uit afsondelike fisiese materie, terwyl die laasgenoemde interverbinding voorstaan. Die paradigma van afsonderlikheid kuil werkgewer en werknemer teen mekaar op en trakteer of prioritiseer nie individuele aspirasies tot sin in die werkplek omgewing nie. Gevolglik raak werknemers ontmoedig soos bewys deur lae produktiwiteit, toenemende afwesigheid en lae moraal. Die argument ontstaan ten gunste van 'n fundementele gemeenskaplike oorganklikheid wat 'n spirituele perspektief van realiteit omvat. Daar bestaan konsensus dat spiritualiteit verwys na 'n gevoel van interverbintenis tussen alle dinge onderstut deur 'n basiese harmonie in die wêreldbestel. Sommige skryf voortreflikheid of geestelikheid toe tot hierdie proses. Individue gebruik spiritualiteit om die innerlike self te integreer tot die bekende en verby. Spiritualiteit is doelgerig en is in sigself 'n doel. Dit is dus 'n teenmiddel tot doelloosheid. Studies het bewys dat 'n nuwe generasie van eerste-wêreld mense, bepalend die Amerikaners, toeskryf tot nuwe waardes van werk, sukses, verbruik en spiritualiteit, wat die hedonistiese en materialisme van die X-generasie verwerp. Deur hierdie informele beweging kom nuwe terme soos Spirituele Intelligensie tot stand. Altruisme en selfaktualisering word gretig ontvang in 'n nuwe gewaarwording van die heilige wat persoonlike sielkundige groei, die spirituele realm en diens tot andere inkorporeer. Verrykende sosiale en ekonomiese verandering, insluitende personeelvermindering, samesmeltings, globalisering, bedryging van terrorisme sedert die 9/11 aanval en die Enron-tipe fiasco dra alles by tot spirituele ontwaking van besighede. Ten einde by te hou met die vergrotende stres en vervreemding, word beide werkgewer en werknemer genoop tot die soeke na sinrykheid en doel in die werkplek. Die totstandbrenging van spiritualiteit in die wekplek bevoordeel alle insethouers en produktiwiteit verhoog en die multi onderlyne vergroot. Hierdie proses kom vinnig onder verskeie maskers in organisasies oor die eerste wêreld voor. Beide individuele en organisatories-sentreerde benaderings tot die transformasie heers. Die eindresultaat is organisasies wat persoonlike en werkplek spiritualiteit spoor en sinrykheid en bevrediging aan die menigte voorsien. Hierdie studieprojek voorsien menige voorbeelde en kort gevallestudies vanoor die wêreld, insluitende praktiese voorligting vir implementering en maatstawwe vir werkplek spiritualiteit. Die slotsom spekuleer of die beweging 'n verbygaande gier is of 'n ware poging tot opregte transformasie is gebaseer op universele spirituele beginsels.
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Weasel, Head Gabrielle, and University of Lethbridge Faculty of Arts and Science. ""All we need is our land" : an exploration of urban Aboriginal homelessness." Thesis, Arts and Science, 2011. http://hdl.handle.net/10133/2579.
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This thesis explores Blackfoot homelessness in relation to traditional attachments to Blackfoot territory. It addresses the underlying causes of Blackfoot homelessness in the city of Lethbridge. It speaks to the participants’ experiences of loss on a multitude of levels, disconnection from family and traditional community, and the complex notion of what “homelessness” means for the Blackfoot participants. The thesis uses a literature review to inform the study. The research methodology is a focused ethnography. Interviews with Blackfoot homeless participants were conducted at the city of Lethbridge’s homeless shelter in 2009 and 2010. Narrative analysis was used to interpret the data and the findings, and the subsequent discussion of them, were from a Blackfoot perspective. It is hoped that the information contained within this thesis will help those reading it to better understand Native homelessness and provide insights into the subjective nature of what it means to be “home.” The results of the findings also suggest ways for service providers to develop improved programming aimed at the Native homeless population.vi, 164 leaves ; 29 cm
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Miao, Chao. "Individual Traits and Entrepreneurial Intentions: The Mediating Role of Entrepreneurial Self-Efficacy and Need for Cognition." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3894.
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The field of entrepreneurship is rapidly advancing and matures as a discipline that receives substantial amount of attention. One popular area of research in the discipline of entrepreneurship is to investigate one’s intent to start a business, which is entrepreneurial intention. This is an important construct that warrants ongoing research because entrepreneurial intention is not only a great predictor of entrepreneurial behavior but also an important step in the process of becoming an entrepreneur. The present study, based on a sample of 321 subjects along with 264 observers, makes five contributions to the entrepreneurship literature. First, I examined the psychometric property of entrepreneurial take-over intention and found that it is a construct different from entrepreneurial start-up intention. Second, the results demonstrated that risk propensity and proactive personality are positive predictors of entrepreneurial start-up and take-over intentions, whereas cognitive ability is a negative predictor of entrepreneurial start-up and take-over intentions. Rebelliousness is a positive predictor of entrepreneurial take-over intention and also has an inverted U-shaped relationship with entrepreneurial take-over intention. Third, entrepreneurial self-efficacy mediates the relationship between three individual traits (i.e., emotional intelligence, risk propensity, and proactive personality) and entrepreneurial start-up and take-over intentions. Need for cognition mediates the relationship between two individual traits (i.e., cognitive ability and proactive personality) and entrepreneurial start-up intention. Fourth, 2D:4D ratio (a proxy measure for prenatal testosterone exposure level) negatively predicts risk propensity. There also exist two two-step mediations from 2D:4D ratio to both entrepreneurial start-up and take-over intentions through risk propensity and entrepreneurial self-efficacy. Fifth, the results suggest that observer ratings of individual traits only contribute modest incremental validity above and beyond self-reported ratings of them in predicting entrepreneurial start-up and take-over intentions. I discuss implications, limitations, and future directions informed by the present study.
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Diedericks, Elsabé. "Flourishing of employees in the information technology industry in South Africa / Elsabé Diedericks." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10278.
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Organisations worldwide are experiencing an explosion of knowledge in the current technological information age as well as a serious skills shortage. The fast-paced aggressive and highly cyclical nature of the profession which often does not provide employees with the necessary resources and support causes employees in the information technology (IT) industry to show high turnover intent which is extremely costly and detrimental to organisational success. IT specialists are becoming a scarce commodity in a highly competitive environment where financial gain is very important and employee well-being is not necessarily a prerogative. Employers are faced with additional obligations than just paying equitable salaries, such as creating an environment that is conducive towards well-being. Efforts to promote flourishing and optimal functioning of employees will affect individual and organisational outcomes. Flourishing and languishing are opposite end points on a continuum of mental health indicating the emotional, psychological and social well-being of individuals. An individual who feels well (emotional well-being) is more likely to function well (psychological and social well-being) which means meeting the criteria for positive mental health as flourishing. Investments in the well-being of employees lay the basis for positive employment relations. The aim of this study was to investigate the flourishing of employees in the information technology industry and to determine the antecedents and outcomes thereof. A cross-sectional survey design was used to gather data regarding the flourishing of IT professionals and its outcomes. A convenience sample (N = 205) was taken of employees in information technology organisations in South Africa. The measuring instruments used were the Mental Health Continuum Short Form, Job Satisfaction Scale, Work Engagement Scale, Work-related Basic Need Satisfaction Scale, Work Role Fit Scale, Psychological Contract Inventory, Violations of PC Questionnaire, Organisational Commitment Scale, Turnover Intention Scale and Counterproductive Work Behaviour measures. The results of study 1 showed that 58.5% of the IT professionals were neither languishing nor flourishing, while 3.9% were languishing. Flourishing strongly impacted job satisfaction and had minor to moderate direct and indirect effects on organisational citizenship behaviour and organisational commitment. Job satisfaction impacted directly and positively on organisational commitment and negatively on turnover intention; and moderately negatively on counterproductive behaviour. Flourishing had both a direct and positive effect, and an indirect and negative effect (via organisational commitment) on turnover intention. Study 2 showed that psychological contract breach and violation strongly and negatively impacted flourishing at work and in life. The results provided support for a model in which psychological contract breach and violation had both direct and indirect effects via satisfaction of psychological needs on job satisfaction, work engagement, turnover intention and flourishing of IT professionals. Study 3 showed that work role fit and the availability of resources were strong predictors of flourishing at work and in life. Work role fit, the availability of resources, and supervisor relations impacted job satisfaction and social well-being indirectly through autonomy satisfaction. The availability of resources impacted work engagement and psychological well-being indirectly via competence satisfaction. Furthermore, work role fit, the availability of resources, and supervisor relations impacted psychological well-being indirectly through relatedness. Recommendations for future research were made.PhD, Labour relations management, North-West University, Vaal Triangle Campus, 2012
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Ricard, Nathalie. "Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20046.
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How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.
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Tarbiaty, Marie. "Att skapa förutsättningar för behovstillfredsställelse på jobbet : En intervjustudie om hur psykologiska behov upplevs och kan understödjas hos förskolepersonal." Thesis, Stockholms universitet, Psykologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180750.
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Medarbetare är organisationers viktigaste resurs. För att medarbetare ska bli motiverade, prestera och må bra är det nödvändigt att skapa en arbetsmiljö där det finns förutsättningar för tillfredsställelse av psykologiska behov. Tre typer av psykologiska behov har definierats av självbestämmandeteorin (SDT) nämligen kompetens, autonomi och relaterbarhet. Denna studie antar en kvalitativ ansats och övergripande syftet med den varit att få en djupare förståelse om psykologiska behov på jobbet och mer specifikt att undersöka på vilka sätt psykologiska behov kan understödjas på en arbetsplats, representerad av förskola. Totalt sju medarbetare, varav alla var kvinnor på en förskola, deltog i intervjuer. Intervjuerna analyserades tematiskt och tre huvudteman samt sex underteman framträdde. Enligt studiens resultat sker inte behovstillfredsställelse automatiskt utan det krävs att organisationen skapar förutsättningar för att främja tillfredsställelse av psykologiska behov på arbetsplatsen. Tillfredställelse av kompetensbehovet sker genom att få möjlighet till kompetensutveckling och att få konstruktiv feedback. För att understödja autonomibehovet behövs det att medarbetare får möjlighet att påverka den egna arbetssituationen och att ha en god kommunikation mellan ledare och medarbetare. För att tillfredsställa relaterbarhetbehovet behöver medarbetare att ha goda relationer med andra och att de bryr sig om varandra på arbetsplatsen.
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Benedetti, Alison A. "Whatever happens, I'll support you: The effects of autonomy support during aggressive customer service interactions." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1445334732.
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Earl, Stephen R. "The role of young adolescents' psychological needs at secondary school : applying basic psychological needs theory." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/60986/.
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Drawing on basic psychological needs theory (BPNT; Deci & Ryan, 2000), the aim of this thesis was to investigate the influence that pupils' autonomy, competence and relatedness may have upon their personal and academic functioning at school. The purpose was to provide new conceptual insights into BPNT within young adolescents' schools and to identify practically viable interventions that could enhance educational practise. Specifically, this thesis addresses two methodological vacancies within BPNT research and two practically driven investigations. The first methodological consideration involved a person-centred examination that identified distinct pupil profiles based on differences in their psychological need satisfaction composition. Hierarchal cluster analysis revealed four distinct pupil groups. Pupils reporting the highest satisfaction across the three needs displayed the highest levels of well-being, autonomous motivation, teacher rated performance, and the least ill-being. These person-centred findings emphasise the necessity for the satisfaction of all three psychological needs, as well as highlighting specific need deficits that some pupils may experience in classrooms. The second methodological consideration explored how the satisfaction of each psychological need may predict changes in school attainment patterns. Hierarchal growth modelling revealed that higher pupil competence satisfaction was a driving stimulus for temporal attainment increases across the school year, whereas higher pupil relatedness satisfaction buffered against the summer decay of school grades following the summer vacation. These findings offer unique insights into the dynamic nature of school attainment. From a practical perspective, the thesis explored if the candid frustration of different psychological needs underpins active and passive types of classroom disengagement. Structural equation modelling demonstrated the frustration of pupil competence uniquely explained passive disengagement via reduced subjective vitality, whereas experiences of autonomy frustration underpinned both active and passive disengagement but not via subjective vitality. All three disengaging processes were found as a consequence of perceived psychologically controlling teaching. Finally, the thesis explored the feasibility of conducting a novel pupil-focused intervention to enhance pupils' perceptual awareness of their own psychological needs. Using a pupil completed diary-log as a methodology, a two week pilot and focus group discussion highlighted practical issues and recommendations for the potential implementation of a future intervention. These findings indicated that the diary-log may need to be in the form of an electronic application and would need to be combined with existing need supportive sessions. Overall, the thesis findings add to existing knowledge by indicating how pupils' psychological needs may enhance or diminish their academic and psychological development at school. The findings allude to the interplay between the three needs within school contexts and provide insights into the unique role the different psychological needs may have on school attainment and disengagement. The findings also suggest there may be scope to advance existing teacher-focused BPNT interventions by helping pupils become more active in their own experiences of psychological need satisfaction.
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Didi, Alaoui Mohamed. "Les effets opposés de la distance psychologique sur les réponses du consommateur envers les produits hédoniques : le rôle modérateur du besoin de justification." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0247.
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La distance psychologique est omniprésente dans l’esprit du consommateur et influence ses attitudes et son comportement envers les produits hédoniques. Cependant, des contradictions sont présentes dans la littérature quant à la direction (positive ou négative) des effets de la distance psychologique sur les réponses du consommateur envers les produits hédoniques. En effet, certaines recherches avancent que l’augmentation de la distance psychologique influence positivement les réponses du consommateur envers les produits hédoniques. Alors que d’autres suggèrent l’effet inverse. L’objectif de cette recherche est de réconcilier ces contradictions en examinant sous quelles conditions la distance peut avoir un effet positif ou négatif. Nous proposons que le degré de proéminence du besoin de justification (non saillant vs saillant) du consommateur au moment où il évalue le produit hédonique modère ses effets et constitue une condition sous laquelle la distance psychologique peut avoir un effet positif ou négatif sur les réponses du consommateur envers les produits hédoniques. Trois expérimentations ont été conduites pour le test de nos hypothèses. Les deux premières suggèrent qu’en condition de besoin de justification non saillant, l’augmentation de la distance psychologique a une influence négative sur les réponses attitudinales et comportementales du consommateur envers les produits hédoniques. La troisième expérimentation, quant à elle, propose qu’en condition de besoin de justification saillant, l’augmentation de la distance psychologique a un effet positif sur la réponse comportementale du consommateur envers le produit hédoniquePsychological distance is pervasive in the consumer’s mind and impacts their attitude and behavior toward hedonic products. However, the literature is inconsistent regarding the direction of the effects of psychological distance on consumer’s responses toward hedonic products. In fact, one part of the research suggests that increasing psychological distance positively impacts consumer’s responses toward hedonic products. Whereas another part of the literature proposes the opposite effect. The aim of this research is to reconcile this inconsistency by examining under which conditions psychological distance can have positive or negative effect. We suggest that the degree of prominence of need to justify (non-salient vs salient), which a consumer experiments during the evaluation of hedonic products, moderates the effect of psychological distance and constitutes the condition under which psychological distance can have a positive or a negative impact on consumer’s responses toward hedonic products. In order to test our research hypotheses, we carried out three experiments. The first two experiments show that in the condition of a non-salient need to justify, the increase of psychological distance has a negative impact on consumer’s responses toward hedonic products. The third experiment suggests that in the condition of a salient need to justify, the increase of psychological distance has a positive impact on consumer’s response toward hedonic products
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Amir, Kiaei Yalda. "The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1367.
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This non-experimental, correlational study (N = 513) examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in the relationship between metacognition and self-actualization. A battery of paper-and-pencil self-report measures was administered to a sample of undergraduate and graduate students in a public university in South Florida. Correlational and hierarchical regression analyses and structural equation modeling for mediational analysis were used to test the hypotheses.
The results largely supported the hypotheses with only a few exceptions. Students who demonstrated higher level of self-actualization experienced higher well-being as well (the result of this hypothesized relationship was equivocal for parent students, n = 61). Moreover, need-satisfaction and non-defensiveness were found to be significantly and positively associated with self-actualization, providing preliminary supporting evidence for Maslow’s (1968) and Rogers’ (1951, 1961) theories of self-actualization. In addition, students with higher levels of general metacognitive competence were more likely to demonstrate higher level of need-satisfaction, non-defensiveness, self-actualization, and well-being (the result of the third hypothesized relationship was equivocal for female immigrant education students, n = 78).
Further, metacognition and need-satisfaction, and metacognition and non-defensiveness shared common variance in predicting self-actualization. The relationship between metacognition and self-actualization was mediated by need-satisfaction and non-defensiveness, except for non-education students (n = 201), for whom no mediational effect was detected by non-defensiveness.
In sum, the findings imply that general metacognitive competence, which can be taught as a set of skills, theoretically contributes to students’ self-actualization and well-being. This study provides support for a conceptual model of self-actualization, which introduces this phenomenon as a goal-oriented process that is essential to students’ well-being and can be attained by exercising metacognition. The discussion of the findings highlights implications of this study for theory, research, and practice as a guide for scholars, researchers, and practitioners in the field of education and psychology.
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Gazla, S. "Psychological health : exploring the relationships between psychological flexibility, basic psychological needs satisfaction, goal pursuits and resilience." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25324/.
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The core constructs of Acceptance and Commitment Therapy (ACT, Hayes, Strosahl and Wilson, 2012) (including psychological flexibility) and Self-Determination Theory (SDT, Ryan and Deci, 2000) (including type of goal pursuits, basic psychological needs satisfaction and resilience) are contextual process-orientated components and there is research to support their affiliation with psychological health. These criteria are significant to counselling psychology’s objective to cultivate current knowledge on fostering psychological health according to its humanistic ethos as well as being relevant to psychology more broadly (Gelso and Fassinger, 1992; Gelso and Woodhouse, 2003; BPS, 2009). To date, minimal research has specifically investigated the relationships between the constructs of ACT and SDT and the current research aimed to address this by asking a community sample of 191 participants (m= 69, f= 122) to complete an online survey. It was hypothesised that psychological flexibility (AAQII-10 item version), basic psychological needs satisfaction (Basic Psychological Needs Scale), goal pursuits (AI), and resilience (CDRISC) would be positively associated with each other and outcomes of psychological health; fewer symptoms (GHQ-12), vitality (SVS) and life satisfaction (SWLS). Then, simple mediation analysis was used to test the hypothesis that basic psychological needs satisfaction, type of goal pursuits and resilience mediate the relationship between psychological flexibility and outcomes of psychological health. Overall, the research findings support the hypotheses, however, multi-collinearity between some of the constructs indicate that psychological flexibility and the SDT components are conceptually similar. The implications these findings have for further research are suggested and the limitations of the current research are highlighted.
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Melo, Sara Sigmaringa. "A study of the fundamental psychological needs of young people in receipt of psychological therapy." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/1624/.
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Volume I includes the research work carried out by the author during training, and Volume II refers to the clinical work submitted throughout that training. A literature review is first presented in Volume I, exploring the peer-reviewed papers published in the English language over the past two decades on the application of Self-Determination Theory (SDT) to the psychological treatment of individuals with mental health difficulties. It was written up for submission to Counselling Psychologist. After this, an empirical paper is presented. This is a qualitative study of the experience of psychological therapy by young people with severe mental health problems. The study employs Interpretative Phenomenological Analysis to explore the lived experiences of seven young people, and to identify common themes in relation to how therapy influenced their understanding of themselves and of their future lives. Some implications for future service development are offered in the discussion with a view to highlight what the participants report as both helpful and essential aspects of their psychological treatment. This paper was prepared for submission to Clinical Psychology and Psychotherapy. A Public Domain briefing paper of both papers is presented prior to the appendices. Volume II of the thesis includes five Clinical Practice Reports produced by the author during training.
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Rea, A. "Psychological needs, social support and estimates of psychological distress among unaccompanied refugee minors in Ireland." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606316.
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