The Co-Occurrence of Satisfaction and Frustration of Basic Psychological Needs and Its Relationship with Exercisers' Motivation

Psychological well-being, resilience, self-determination and grit: The 'novelty' role in physical education classes

INTRODUCTION

In recent years, the incorporation of novelty as a psychological need and the study of the frustration of needs have become a recurring theme in the research on psychological needs in the educational environment. Currently, there are two scales available to assess the frustration of basic psychological needs (FBN) in the context of Physical Education. The objectives of the study are (a) to analyse the factor structures of both scales to compare them with each other and (b) to analyse the effect of FBN on resilience, grit and each of the motivational regulations.

METHOD

The study included 1439 high school students (M = 15.03 years; SD = 1.24). The majority of participants were Caucasian 83.4%, African 9.7%, South American 6.1% and Asian 0.8%. The analyses used to examine the factor structure of the scales were exploratory and confirmatory factor analysis, reliability analysis and discriminant validity analysis. Hierarchical linear regression analysis was used to analyse the relationship of FBN.

RESULTS

Each of the scales showed greater robustness in its factor structure and reliability (2023, Physical Education and Sport Pedagogy, 1) scale: χ2/gl = 3.62; CFI = .92; NFI = .92; RMSEA = .061; (2020, Revista de Psicología del Deporte, 29, 91) scale: χ2/gl = 2.67; CFI = .96; NFI = .96; RMSEA = .048, SRMR = .037). Additionally, FBN was positively related to less self-determined motivational regulations, while it was negatively related to grit, resilience and more self-determined motivational regulations.

CONCLUSION

Finally, the results highlighted that the (2020, Revista de Psicología del Deporte, 29, 91) scale, showing greater factorial robustness, obtained greater robustness in the relationships with the variables studied.

Validity and Reliability of the Basic Psychological Need Satisfaction and Frustration Scale Among Cancer Survivors in Korean Healthcare Contexts

BACKGROUND/OBJECTIVES

Basic psychological needs are essential for fostering motivation, self-regulated behaviors, and overall well-being. For cancer survivors, fulfilling these needs is crucial for coping with the various challenges of survivorship and for enhancing psychosocial health. This study aimed to assess the validity and reliability of the Korean version of the Basic Psychological Needs Satisfaction and Frustration Scale (K-BPNSFS) in a cancer survivor population.

METHODS

A cross-sectional design was employed, involving 367 community-dwelling cancer survivors. Construct validity was assessed using confirmatory factor analysis with multiple fit indices, while convergent validity was examined through Pearson's correlation coefficients. Reliability was evaluated using internal consistency, inter-item correlations, and item-total correlations.

RESULTS

The findings confirmed a robust six-factor structure of the K-BPNSFS, which includes satisfaction and frustration dimensions corresponding to autonomy, relatedness, and competence needs. Convergent validity was supported by significant correlations with relevant constructs, aligning with the scale's theoretical underpinnings. Reliability analysis demonstrated high internal consistency across all dimensions, with strong Cronbach's alpha values and substantial item-total and inter-item correlations.

CONCLUSIONS

This study establishes the K-BPNSFS as a valid, reliable, and culturally relevant instrument for assessing the basic psychological needs of Korean cancer survivors. Application of this scale provides critical insights into the unique psychological needs of this population, supporting the development of targeted healthcare strategies to enhance intrinsic motivation, self-care, and overall quality of life.

Mediation effects of basic psychological needs and motivation among coach leadership style on the subjective well-being of adapted sports athletes' members of the special olympics

INTRODUCTION

Subjective well-being has numerous indicators of global well-being, however, the most important are life satisfaction and attachments, which can be both positive and negative. The leadership of the coach is an integral part of the process that cares for the relationship of the athlete and coach, where the coach has a fundamental role on the athlete, and consequently on his subjective well-being.

OBJECTIVE

The study has the purpose to analyse if and in what way the Basic Psychological Needs-relationship, autonomy and social relationship (mediator 1, M1) and the autonomous motivation (mediator 2, M2) mediate the relationship of the variables of democratic style (independent variable, X) with subjective well-being-life satisfaction and positive attachment (dependent variable, Y).

METHODS

In this cross-sectional study, participated 94 athletes with Intellectual and Developmental Difficulty (IDD), aged between 11 and 63 years (ẋ = 32.6 ± SD = 13.8 years) of both genders. Statistical analysis was performed using multiple serial mediation models, using the macro PROCESS for SPSS, version 3 (model 6), using the bootstrap method with 10000 samples.

RESULTS AND CONCLUSIONS

There is a mediation effect between those of basic psychological needs and autonomous motivation, exercised between the democratic leadership profile of the coach and the subjective welfare of the athlete. On the other hand, autocratic style has a significant direct effect on the increase in basic psychological needs and controlled motivation. However, the democratic style is more consistent in this type of analysis. Our results reinforce the importance of promoting a democratic leadership style on the part of the coach in their athletes, enhancing a direct effect on life satisfaction and positive attachment in athletes adapted with IDD members of the Special Olympics.

The Positive Effect of Social Support in the Relationship Between Emotion and Motivation of People in Science

This study explores the role of social support as a mediator in the relationship between self-emotional appraisal and motivation in people in science. It also examines the moderating role of self-deceptive enhancement in the relationship between self-emotional appraisal and social support. Survey responses from 6,943 people in science in Spain were analyzed (43% women), aged 20-96 (M = 48.8; SD = 9.94). Structural equation modeling was used to examine a moderated mediation model explaining the path between self-emotional appraisal and motivation. The analysis controlled for age, gender and organization type. The results show a positive link between self-emotional appraisal and motivation. Mediation by social support strengthens this link: For self-emotional appraisal to be effective, people in science need to feel others' support when tackling a problem. Moderation by self-deceptive enhancement strengthens the association of self-emotional appraisal with social support: The need to adapt one's self-image to others' expectations activates the pursuit of social support. The implications of self-emotional appraisal and social support for improving motivation are discussed, as is the role of self-deception in social support as perceived by people in science.

An Ego-Involving Motivational Climate Can Trigger Inflammation, a Threat Appraisal, and Basic Psychological Need Frustration in an Achievement Context

In this experimental investigation, male college students (N = 56; Mage = 19.95 years) who did not yet know how to juggle were randomly assigned to a 30-min instructional juggling session with either a caring, task-involving climate or an ego-involving climate. An inflammatory response to psychosocial stress was assessed via salivary interleukin-6 prior to (t = 0) and following (t = +30, +45, +60 min) the session. Surveys were utilized to examine positive and negative affect prior to the session and affect, psychological needs, challenge and threat appraisals, and perceived ability to juggle following the session. This is the first investigation to show that ego-involving climates can trigger inflammation, along with maladaptive psychological responses. Participants in the caring, task-involving climate responded with greater psychological need satisfaction, resource evaluations, positive affect, and perceived juggling ability. This research suggests there may be important physiological consequences to ego-involving climates, in addition to concerning cognitive, affective, and behavioral responses.

Perceived competence in ice hockey and its associations with relative age, early sport specialization, and players' position

Introduction

Ice hockey is a sport that has gained much attention in recent times, particularly concerning the development of young players. In the domain of youth sport development, one significant factor that must be considered is the perceived competence of players. This variable is closely linked to positive psychological outcomes and sustained practice. However, there is a lack of understanding about how other important developmental factors such as age, early sport specialization, players' position and relative age affect players' perceived competence. Therefore, the objective of this study is to explore the relationships between these developmental factors, perceived ice hockey competence and a global measure of perceived sport competence.

Methods

Data was drawn from 971 players (14.78 ± 1.61 mean age), who completed on-line questionnaires, from which we conducted path analyses involving all variables.

Results

Younger players tend to display higher perceived competence scores than older players. Additionally, players who opted to specialize earlier also reported higher perceived competence. Furthermore, forwards and defensemen had differing perceptions of their competence, which was in line with their respective roles on the ice. The study also showed relative age effects, in which players who were born earlier relative to the selection period tend to perceive themselves more advantageously in three components of perceived competence.

Discussion

Based on these findings, several recommendations are proposed for coaches and decision-makers to encourage the positive development of ice hockey players. The study highlights that ice hockey-specific competencies are influenced by various factors, such as early sport specialization, relative age effect, player age, and position.

How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement?

The aim of this study was to consider the relationships among the autonomy support an athlete perceives from their coach, the three basic psychological needs (autonomy, competence, and relatedness), the psychological motivational climate of the team (a task or ego climate), and the athlete's motivational orientation (ego or task involvement). No other studies have investigated this. My three hypotheses were as follows: autonomy support from a coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 elite male ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was conducted to predict ego-task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego-task involvement were the autonomy support from the coach (std. beta = 0.28, sign = 0.05) and the ego climate (std. beta = 0.34, sign = 0.01). The analysis revealed that the athletes had a higher score on task (M = 4.85) than ego (M = 3.34) involvement, but when these were transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy support from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.

Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy

Family relationships during leisure time in adolescence have the potential to promote positive development, particularly in terms of autonomy. However, the scientific literature that links specifically positive family leisure to the development of adolescent autonomy is scarce, and lower when analyzing the role of frustration in leisure time. Grounded in Self-Determination Theory (SDT) this article examines the potential relationship between positive frustration in family leisure time and the promotion of adolescent autonomy. For that purpose, the manuscript addresses four objectives to be discussed consecutively: (1) to delimit the concept of adolescent autonomy and point out the difficulty of parental support; (2) to explore positive frustration, a concept aligned with Csikszentmihalyi's theory of flow, as a construct that can promote socio-emotional development in adolescence; (3) to describe the components of family leisure; and (4) to understand how the experience of optimal frustration may be linked to the development of adolescent autonomy during family leisure time. From this central question, several additional inquiries emerge: the interplay of frustration and failure in adolescence, the importance of parents and adolescents spending quality time together, the enjoyment in structured family leisure time, the autonomy-supportive parenting in leisure time activities in relation to daily activities, the need to strengthen adolescent bonds developed in infancy, and the complexity of paternal and maternal autonomy granting.

The Influence of the Coach's Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.