Basic Psychological Needs Satisfaction, Motivation, and Exercise in Older Adults

Kirkland, Rena A.; Karlin, Nancy J.; Stellino, Megan Babkes; Pulos, Steven

doi:10.1080/01924788.2011.596764

Cited by 50 publications

(40 citation statements)

References 47 publications

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“…The third hypothesis was to investigate whether basic needs satisfaction was positively associated with autonomous motivation for health (H 0c ). This result is consistent with other studies (e.g., Kirkland et al, 2011;Ng et al, 2012). However, surprisingly, we found a positive relationship between autonomy need satisfaction and controlled motivation.…”

Section: Discussionsupporting

confidence: 94%

“…Central to SDT (Ryan and Deci, 2000), are claims that human growth and activity potentials are achieved through satisfaction of basic psychological needs for autonomy (need to be the perceived at the origin of one's own behavior), competence (need to feel effective and have the opportunity to exercise one's capacities) and relatedness (need to feel connected to others to care for and be cared for by others) considered as essential nutrients necessary for optimal psychological functioning and perceived concordance between personal agency and action (Ryan and Deci, 2000). The Basic Psychological Needs Theory attempts to explain the relationship between need satisfaction and motivation and supports the hypothesis that satisfaction of basic psychological needs affects the quality of one's motivation and is a strong predictor of autonomous motivation (e.g., Kirkland et al, 2011). Moreover, the Cognitive Evaluation Theory emphasizes contextual determinants which play a crucial role in supporting or thwarting these three needs and offers a way of understanding what people really need from their psychological and social environments to function fully and to thrive.…”

Section: Introductionmentioning

confidence: 99%

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Causality Orientations and Supportive/Controlled Environment: Understanding Their Influence on Basic Needs, Motivation for Health and Emotions in French Hospitalized Older Adults

Souesme

Martinent

Akour³

et al. 2020

Front. Psychol.

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ObjectivesFrom a self-determination theory perspective, the purpose of this cross sectional study was to better understand how to motivate hospitalized older adults’ behaviors and test an integrative model of the role of causality orientations and a supportive/controlled environment on basic need satisfaction, motivation for health oriented physical activity, positive and negative affective states, depressive symptoms, apathy, and boredom.MethodsOlder adults (N = 146; Mage = 81.27 years, SD = 7.75, 74.7% female) in French hospital units completed self-report questionnaires and socio-demographic data were also collected.ResultsPartial least squares path modeling results showed that participants’ autonomy orientation positively associated with the perception of a supportive environment was related to need satisfaction, autonomous motivation for health-oriented physical activity, and high scores on positive affective states. Conversely, participants’ impersonal orientation positively associated with the perception of a controlled environment was related to undermining need satisfaction, controlled motivation for health-oriented physical activity, and amotivation, and high scores on both negative affective states, and boredom.ConclusionThe present results indicate that taking into account personality factors in hospital units can be useful and health professionals should take an interest both in the patients’ causality orientations and the supportive nature of the environment in order to understand better how to motivate patients’ behaviors. The present study points to the need to focus on all motivational dynamics which allow patients’ need satisfaction.

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Section: Discussionsupporting

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Causality Orientations and Supportive/Controlled Environment: Understanding Their Influence on Basic Needs, Motivation for Health and Emotions in French Hospitalized Older Adults

Souesme

Martinent

Akour³

et al. 2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Online data collection also has its limitations. For example, the anonymous nature of the Internet could encourage individuals to participate with a view to contaminating data from multiple responses (Kraut et al, 2004). As such, we utilized Qualtrics (2012), which allowed us to detect IP addresses and prevent potential multiple responses from a single participant (there were no such instances).…”

Section: Methods Participantsmentioning

confidence: 99%

“…There is much research to support that view in the physical activity domain (e.g., Amorose, Anderson-Butcher, & Cooper, 2009;Coatsworth & Conroy, 2009;Gagné, Ryan, & Bargmann, 2003;Podlog, Lochbaum, & Stevens, 2010). Also, physical activity has been shown to foster need satisfaction (Wilson, Rogers, Rodgers, & Wild, 2006) and, compared to non-exercisers, exercisers have reported greater satisfaction of their needs for autonomy, competence and relatedness (Kirkland, Karlin, Stellino, & Pulos, 2011). As such, self-determination theory can explain the self-esteem benefits that participants might derive from physical activity.…”

Section: Basic Psychological Need Satisfactionmentioning

confidence: 99%

Risk can be good for self-esteem: beyond self-determination theory

Woodman

MacGregor

Hardy

2019

Journal of Risk Research

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Despite many decades of research that has highlighted all risk-taking sport activities as a means to satisfy sensation seeking needs (e.g., Zuckerman, 1979), recent research has challenged that view and has revealed that some high-risk activities provide opportunities for agentic emotion regulation during participation, and are not driven by sensation-seeking needs (e.g., Barlow, Woodman, & Hardy, 2013). Participation in high-risk sports is also associated with increased self-esteem (e.g., Aşçi, Demirhan, & Dinç, 2007). The aim of the present study was to investigate the link between the agentic and emotion regulation benefits of specific high-risk activities and any associated self-esteem benefits. We hypothesized that the emotion regulation and agency experiences in high-risk physical activities would mirror the elevated self-esteem derived from these activities. We examined high-risk activity (n = 84), low-risk activity (n = 65), and control (n = 45) groups and found that the experience of agentic emotion regulation was greater during participation for high-risk sport participants. High-risk sport participants also had less post-activity difficulty with emotion regulation and higher self-esteem. This study provides the first support that activities that require greater agentic emotion regulation during participation also lead to elevated self-esteem. Basic psychological needs satisfaction did not account for the differences between groups, suggesting that people have other needs (e.g., the need to self-regulate) that are not incorporated into self-determination theory. Risk can be good for self-esteem 3 Risk can be good for self-esteem: Beyond self-determination theory Risk-taking as human endeavor We live in a society that is increasingly risk-averse, and "safety" has become a sacrosanct customer services mantra. In some areas of public life (e.g., aviation, medicine), there is almost universal acceptance that this mantra is entirely appropriate. Despite, or perhaps because of, this ubiquitous safety blanket, many individuals actively seek activities that many would deem life-threatening. That is, in a risk-averse society there is a parallel thirst for danger (cf. Barlow et al., 2015). Researchers have recently explored agentic emotion regulation theory (Barlow et al.,

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“…Sonuç olarak, ilgili literatür irdelendiğinde, temel psikolojik ihtiyaçlar ile öznel iyi oluş (Baard, Deci & Ryan, 2004;Gündoğdu & Yavuzer, 2012;Patrick, Knee, Canevello & Lonsbary, 2007;Türkdoğan, 2010), performans (Baard, Deci & Ryan, 2004;Kuzgun, 1988), motivasyon ve kaygı (Durmaz, 2012;Kirkland, Karlin, Stellino & Pulos, 2011;Ryan & Deci, 2006), yaşam doyumu (La Guardia & Patrick, 2008;Yarkın, 2013), birtakım değişkenler (cinsiyet, sınıf, okul vb.) (Çelikkaleli, Gökçakan & Çapri, 2005;Yeter, 2016), beklentiler (Ercegovac & Bubić, 2016), özerklik desteği (Cihangir-Çankaya, 2009), doyum (Çivitçi, 2012;Filak & Sheldon, 2003;La Guardia, Ryan, Couchman & Deci, 2000) ve güdülenme Losier & Vallerand, 1994;Özer, 2009) gibi konu başlıklarında çalışmalara sıkça rastlanılmaktadır.…”

Section: Ortaokulunclassified

Ortaokul Öğrencilerinin Matematiğe Yönelik Temel Psikolojik İhtiyaçlarının İncelenmesi

Kaya¹

2018

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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In this study, the purpose were to i) determine the level of the basic psychological needs of middle school students in mathematics, and ii) examine the autonomy, attachment, and sufficiency needs of the students by considering grade levels and genders of the students. The study was conducted with 484 students (235 girls and 249 boys) studying at a public school in Izmir. In order to determine the basic psychological needs of the students in mathematics, Basic Psychological Need Scale was used. The end-term mathematical class grades were used to determine the mathematical success levels of the students. Descriptive statistical analyses, MANOVA and Bonferroni tests were made use of in the analyses of the data. According to the descriptive analyses results, the needs of the students for autonomy, attachment and sufficiency in mathematics classes were determined to be over medium level. While the highest mean value of the students in mathematics was in attachment dimension, the lowest mean value was determined in sufficiency dimension. According to MANOVA and Bonferroni test results, it was understood that the autonomy, attachment and sufficiency needs of the students with high mathematics success levels were higher than those with medium and low-level mathematical success. On the other hand, the autonomy, attachment and sufficiency need points of the sixth graders were found to be higher than those of seventh graders. It was determined that the basic psychological needs of the students did not differ at a significant level according to gender variable. As a conclusion, it is recommended that students are guided in mathematics classes for classroom activities that are proper for their abilities, interests and developments to cover their basic needs in mathematics, and feasible targets are set.

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Basic Psychological Needs Satisfaction, Motivation, and Exercise in Older Adults

Cited by 50 publications

References 47 publications

Causality Orientations and Supportive/Controlled Environment: Understanding Their Influence on Basic Needs, Motivation for Health and Emotions in French Hospitalized Older Adults

Causality Orientations and Supportive/Controlled Environment: Understanding Their Influence on Basic Needs, Motivation for Health and Emotions in French Hospitalized Older Adults

Risk can be good for self-esteem: beyond self-determination theory

Ortaokul Öğrencilerinin Matematiğe Yönelik Temel Psikolojik İhtiyaçlarının İncelenmesi

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