Basic psychological needs in the classroom: A literature review in elementary and middle school students

Conesa, Pedro Javier; Onandia-Hinchado, Iban; Duñabeitia, Jon Andoni; Moreno, María Ángeles Esteban

doi:10.1016/j.lmot.2022.101819

Cited by 30 publications

(25 citation statements)

References 126 publications

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“…There is considerable evidence for the relevance and importance of the self-determination theory in education, linking effects of learning contexts (including teacher behavior) to students’ basic needs satisfaction and a variety of student/individual outcomes (for reviews, e.g., Ryan and Deci, 2000 , 2020 ; Deci and Ryan, 2002 ; Vansteenkiste et al, 2020 ; Opdenakker, 2021 ; Conesa et al, 2022 1 ). However, psychological need thwarting, that arises in response to perceiving that psychological needs are actively undermined, is understudied ( Costa et al, 2015 ; Opdenakker, 2021 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…However, psychological need thwarting, that arises in response to perceiving that psychological needs are actively undermined, is understudied ( Costa et al, 2015 ; Opdenakker, 2021 ). The few studies addressing this topic, found evidence for its relevance in relation to maladaptive functioning (see Bartholomew et al, 2018 ; Patall et al, 2018 ; Vandenkerckhove et al, 2019 ; Opdenakker, 2021 ; Conesa et al, 2022 ). Furthermore, there is some evidence that need-supportive teacher behavior is more important than need-thwarting teacher behavior for adaptive student behavior and optimal functioning ( Skinner et al, 2008 ; Jang et al, 2016 ; Patall et al, 2018 ; Opdenakker, 2021 ) and that need-thwarting teacher behavior is more important for forms of maladaptive behavior and sub-optimal functioning ( Jang et al, 2016 ; Patall et al, 2018 ; Opdenakker, 2021 ), although, depending on the student outcome, also unique and independent effects of both kinds of behaviors can be visible ( Patall et al, 2018 ; Opdenakker, 2021 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“… 1 The review of Conesa et al (2022) , however, revealed that evidence of its influence (in terms of evidence for the importance of basic psychological need satisfaction) in primary education classrooms is still limited due to the lack of studies (that contain rigorous methodology). It must be said, however, that Conesa et al (2022) excluded studies conducted in a physical education context from their review. …”

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confidence: 99%

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Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior

Opdenakker

2022

Front. Psychol.

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Research has established that the ability to self-regulate is an important factor in adolescents’ learning, and cognitive and social functioning. Several theories on self-regulation and classroom studies suggest effects of the social learning environment on students’ self-regulation. However, most studies investigating these relations have a cross-sectional correlational design and do not relate to adolescents, resulting in little knowledge about causal directions and adolescents. This study extends existing research by examining effects of a selection of supportive and undermining teacher behavior dimensions on early adolescents’ development of self-regulation (self-regulated learning). The teacher behavior dimensions are based on ideas of the self-determination theory in which a distinction is made between dimensions that support vs. thwart three basic psychological needs (need for autonomy, competence, and relatedness) which are assumed to be important for human growth and (psychological) well-functioning. Supporting autonomy, delivering structure, and being involved with the students are assumed to be important for the fulfillment of students’ basic psychological needs, while exhibiting controlling instructional behavior, having chaos, uncertainty and inconsistency in the classroom, and rejection and neglect of students, are supposed to be a treat. Questionnaires were used for measuring students’ perceptions of their teachers’ behavior and their own self-regulation at several points in time during their first year of secondary education. Participants in the study were 566 students belonging to 20 Mathematics/English grade-7 secondary education classes in The Netherlands. Multilevel analyses point to the importance of all three teacher need-supportive dimensions (with highest effects of structure and involvement) and indicated that teachers’ need-thwarting behavior negatively affected students’ self-regulation. However, when corresponding supportive and thwarting teacher behavior dimensions were included together in the same multilevel model, only the effect of the undermining dimension of controlling teacher behavior remained significant in addition to the corresponding autonomy-support dimension. Findings are in line with existing research and highlight the importance of both teachers’ need-supportive and teachers’ need-thwarting behavior in daily secondary-education classrooms and contribute to deepen our insight in and understanding of factors (related to external regulation by teachers) leading to positive and negative developments of early adolescents’ self-regulation, and, in particular, their self-regulated learning.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

mentioning

confidence: 99%

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Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior

Opdenakker

2022

Front. Psychol.

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“…Thus, research on basic needs in the specific context of adolescent education is highly relevant because it has the potential to uncover the features of schools and teachers that satisfy students’ basic needs, with strong implications for shaping educational practices and policy. However, existing research on the influence of basic needs in school remains limited (particularly in younger adolescents; Conesa et al, 2022) and has been criticized for often employing measures of basic need satisfaction in general , which are insensitive to differences in need satisfaction across contexts (Tian, Han, & Huebner, 2014).…”

Section: Basic Psychological Need Satisfaction At Schoolmentioning

confidence: 99%

Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing

Inman

Costa

Moreira

2022

Journal of Psychoeducational Assessment

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The study aimed to test the psychometric properties of a Portuguese adaptation of the Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS). For this, we used data from a sample of eighth graders ( N = 1648; Mage = 14.1 years; 46.9% girls) from Portugal. Cronbach alpha and omega coefficients showed the ASBPNSS subscales—autonomy, relatedness, and competence—were reliable. Confirmatory factor analysis (CFA) showed the hypothesized three-factor model fit the data well. Multi-group CFAs showed the ASBPNSS had scalar invariance across gender and students from different socioeconomic backgrounds. Finally, need satisfaction in school was positively correlated with positive affect and life satisfaction and negatively correlated with negative affect. These findings support the theoretical assumptions of Basic Psychological Needs Theory (BPNT), and particularly the assumption that basic needs are universally applicable. We conclude the ASBPNSS is a reliable and valid measure of basic need satisfaction at school in Portuguese adolescents.

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“…2 Self-determination theory SDT maintains a comprehensive web site at https://selfdeterminationtheory.org. As a theory of motivation, SDT investigates what drives people to act (Conesa et al, 2022;Gagné et al, 2022;Ryan, 2019). The basic concepts of SDT are best represented by Table 1, a table very often reported in SDT publications, here in a slightly modified interpretation of it.…”

mentioning

confidence: 99%

Qualitative motivation with sets and relations

Ünlü¹

2022

Preprint

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In self-determination theory, multiple conceptual regulations of motivation are posited. These forms of motivation are especially qualitatively viewed, and there are situations in which combinations of those regulations occur. This can be modeled versatilely by sets and relations. I discuss discrete models from the theory of knowledge spaces for the multidimensional combinatorial conceptualization of motivation. This approach allows to also define the equal or distinct gradations of any regulation type, which may or may not be cumulative, in the sense that they do or do not entail linear orders, respectively. How to obtain such structures in practice is demonstrated by relational data mining. The technique applied is inductive item tree analysis, an established method of Boolean analysis of questionnaires. This technique was originally developed for knowledge space theory and in this paper is applied to motivation. From the scores of a data set on learning motivation, the motivation spaces and co-occurrence relations for the gradations of the basic regulation types are extracted, thus enumerating their potential sub-forms. This could help to differentiate specific forms of motivation that may otherwise be laborious or problematic to measure. In that empirical application, the underlying motivation spaces and relations were computed within each of the intrinsic, identified, introjected, and external regulations, in autonomous and controlled motivations, and in the entire motivation domain. Based on combinatorial structures, this paper also contributes to the qualitative assessment of the dimensionality of motivation in self-determination theory.

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Basic psychological needs in the classroom: A literature review in elementary and middle school students

Cited by 30 publications

References 126 publications

Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior

Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior

Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing

Qualitative motivation with sets and relations

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