Basic Psychological Needs, Burnout and Engagement in Sport: The Mediating Role of Motivation Regulation

Francisco, Cristina De; Sánchez-Romero, Elisa Isabel; Conesa, María del Pilar Vílchez; Arce, Constantino

doi:10.3390/ijerph17144941

Cited by 37 publications

(27 citation statements)

References 52 publications

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“…Furthermore, in the case of our model, motivation accounted for 23% of the variance of burnout (see Figure 1 ). The results of previous research support these findings, where the same relationship was found and where motivation could explain significant proportions of the burnout variable [ 39 , 40 ]. Indeed, a review of this question led to the conclusion that burnout and its three dimensions are negatively influenced by extrinsic and intrinsic motivation and positively in the case of amotivation [ 41 ].…”

Section: Discussionsupporting

confidence: 79%

“…As in other recent research projects [ 38 , 39 ], a significant positive relationship was found between motivation and engagement, although the three studies used different instruments to measure the motivation variable. Specifically, the model shows that 15% of the variance of engagement can be explained through motivation, compared with 15% and 21% in the aforementioned studies.…”

Section: Discussionsupporting

confidence: 51%

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The Relationship between Motivation and Burnout in Athletes and the Mediating Role of Engagement

Graña

Francisco

Arce

2021

IJERPH

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The purpose of our research was to analyze the relationship among motivation, burnout, and engagement in sports. Five hundred athletes of both sexes from multiple sports modalities took part, with a mean age of 17.39 years (SD = 4.60). The instruments applied were as follows: Spanish versions of the Sport Motivation Scale (SMS), the Athlete Engagement Questionnaire (AEQ) and the Athlete Burnout Questionnaire (ABQ). Pearson correlations showed that motivation is negatively related to burnout and positively to engagement, while burnout and engagement are inversely related to each other. Through structural equation modeling, it was shown that engagement has a mediating role between motivation and burnout. Furthermore, there are no gender differences in this relationship, although there are differences between athletes who practice individual sports and those who practice collective sports. Encouraging high levels of self-determined motivation can help to increase athletes’ degree of engagement and protect them against burnout and sport withdrawal.

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Section: Discussionsupporting

confidence: 79%

Section: Discussionsupporting

confidence: 51%

The Relationship between Motivation and Burnout in Athletes and the Mediating Role of Engagement

Graña

Francisco

Arce

2021

IJERPH

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“…This finding is in accord with the results of previous studies of university students in Malaysia [ 50 ] and medical students in Korea [ 51 ]. The evidence from this study in the Thai context is similar to those of previous studies reporting that burnout is inversely related to the fulfillment of basic psychological needs and engagement [ 52 , 53 ]. These findings suggest that medical schools should design curricula that engage students and fulfill their basic psychological needs.…”

Section: Discussionsupporting

confidence: 88%

Promoting a sense of belonging, engagement, and collegiality to reduce burnout: a mixed methods study among undergraduate medical students in a non-Western, Asian context

et al. 2022

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Background Burnout is a psychological condition induced by work-related chronic interpersonal stressors. Interventions creating a sense of belonging and collegiality have been proposed as approaches for alleviating burnout. The current study aimed to: (1) explore the relationships between burnout, sense of belonging (relatedness with others), and work engagement; and (2) identify the key elements perceived by undergraduate medical students as positively contributing to collegiality, engagement, and a sense of belonging, in an undergraduate medical training setting. Methods An exploratory sequential mixed-methods design using questionnaires and semi-structured individual interviews collected quantitative and qualitative data among undergraduate medical students at Mahidol University, Thailand. The Maslach Burnout Inventory-Student Survey questionnaire was used to measure burnout. The Basic Psychological Need Satisfaction at Work Scale (BPNSS-21) and the Utrecht Work Engagement Scale-Student Version (UWESS-9) measured students’ basic psychological needs satisfaction at work and work engagement, respectively. Descriptive statistical analysis and confirmatory factor analysis were performed on BPNSS-21 and UWESS-9 data. Spearman’s correlation coefficient was used to identify the correlation between burnout and other factors. Twenty undergraduate medical students participated in the qualitative study. Qualitative analysis was conducted iteratively using constant comparison and the standard principles of primary, secondary, and tertiary coding for thematic analysis. Results Thai versions of the BPNSS-21 and UWESS-9 showed an acceptable fit for the Thai cultural context. Burnout had significant weak inverse associations with engagement (r = − 0.39, p < 0.005) and basic psychological needs satisfaction (r = − 0.37, p < 0.005). Sense of belonging had a significant weak inverse relationship with burnout (r = − 0.25, p < 0.005). The main themes emerging from qualitative analysis were relevant tasks and learning activities, safety in the learning environment, peer interaction, program design factors, dynamics of collegiality while progressing through medical school, and personal stance and social skills. Conclusions Sense of belonging, engagement, and collegiality were related to burnout. The key features for promoting collegiality, the sense of belonging, and engagement were relevant tasks and learning activities, safety in the learning environment, peer interaction, program design factors, dynamics of collegiality while progressing through medical school, and personal stance and social skills.

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“…Hence, the relation between regulations and engagement is of particular interest for educators, striving to improve students’ learning. Studies have consistently found a positive relationship between composite measures of autonomous motivation and engagement among students at most stages of the educational system ( Jang, 2008 ; Shih, 2008 ; Jang et al, 2016a ; Cai and Liem, 2017 ; Coelho et al, 2019 ) as well as for extracurricular activities such as sport ( De Francisco et al, 2020 ). In Shih (2008) , autonomous motivation among Grade 8 students was positively associated with behavioral engagement (involvement, persistence, and participation) and negatively associated with avoidance behaviors.…”

Section: Introductionmentioning

confidence: 99%

Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics

et al. 2022

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Behavioral engagement is a key determinant of students’ learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT’s theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.

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Basic Psychological Needs, Burnout and Engagement in Sport: The Mediating Role of Motivation Regulation

Cited by 37 publications

References 52 publications

The Relationship between Motivation and Burnout in Athletes and the Mediating Role of Engagement

The Relationship between Motivation and Burnout in Athletes and the Mediating Role of Engagement

Promoting a sense of belonging, engagement, and collegiality to reduce burnout: a mixed methods study among undergraduate medical students in a non-Western, Asian context

Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics

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