Preliminary development of the Adolescent Students' Basic Psychological Needs at School Scale

Tian, Lili; Han, Mengmeng; Huebner, E. Scott

doi:10.1016/j.adolescence.2014.01.005

Cited by 77 publications

(66 citation statements)

References 45 publications

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“…Students rated items on a scale ranging from 1 ( strongly disagree ) to 6 ( strongly agree ). Previous results provide good support for the validity and reliability of the scale (Tian et al, 2014b). In the present study, the internal consistency reliability coefficients of the total score was α = 0.82.…”

Section: Methodssupporting

confidence: 62%

“…The Students’ Basic Psychological Needs at School scale was developed based on Self-Determination Theory (Tian et al, 2014b). This self-report scale consists of 15 items, five items for each subscale: need for autonomy (e.g., “I am free to arrange my studies and extracurricular activities at school”), need for relatedness (e.g., “I get along well with my teachers and classmates at school”), and need for competence (e.g., “I have been able to learn interesting new skills at school recently”).…”

Section: Methodsmentioning

confidence: 99%

“…In adolescent soccer (i.e., football) players in the United Kingdom, perceived coach-autonomy support and satisfaction of basic needs were positively linked to vitality and negatively to perceived exhaustion in soccer (Adie et al, 2012). In a study with Chinese adolescents, perceived satisfaction of the three basic psychological needs was significantly associated with self-rated autonomy, sense of school connectedness, and sense of scholastic competence (Tian et al, 2014b). In a longitudinal study in China, basic needs satisfaction reduced adolescent students’ anxiety and depression (Yu et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…In a longitudinal study in China, basic needs satisfaction reduced adolescent students’ anxiety and depression (Yu et al, 2016). A different longitudinal study in China showed that needs satisfaction significantly contributed to the prediction of the cognitive and emotional components of students’ SWB in school (Tian et al, 2014b). Similarly, needs satisfaction in physical education was positively related to experiences of vitality and negatively related to negative emotions among high school students in Hong Kong (Liu and Chung, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Orkibi

Ronen

2017

Front. Psychol.

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Although studies have shown that self-control skills (SCSs) are positively linked to both personal and interpersonal outcomes in adolescent students, studies on the putative mechanisms underlying this relationship are scarce. Drawing on Self-Determination Theory and previous studies, we theorized that the association between students’ SCSs and their subjective well-being (SWB) in school may be mediated by students’ perceived satisfaction of their basic psychological needs for competence, relatedness, and autonomy. The sample consisted of 1576 Israeli adolescent students (54% girls) in grades 10–12 (mean age 16) enrolled in 20 schools. A mediation model was tested with structural equation modeling and a robust bootstrap method for testing indirect effects, controlling for school-level variance. The findings supported the hypothesized model and a post hoc multi-group comparison analysis yielded gender invariance in the model. The findings suggest that both girls and boys with high SCSs may perceive themselves as having greater needs satisfaction in school and consequently higher school-related SWB. Implications for policy and practice are discussed.

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Section: Methodssupporting

confidence: 62%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Orkibi

Ronen

2017

Front. Psychol.

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“…The need for competence implies that individuals seek to be effective and experience confidence in performing necessary actions and achieving desired outcomes (Deci & Ryan, 2000;Deci & Vansteenkiste, 2004). The need for relatedness concerns a sense of connection with teachers and classmates (Deci & Ryan, 2000;Sierens, Vansteenkiste, Gossens, Soenens, & Dochy, 2009;Tian, Han & Huebner, 2014). SDT posits that even though basic psychological needs are innate necessities, social contexts should provide opportunities for satisfying the needs.…”

Section: Introductionmentioning

confidence: 99%

Dynamic Interactions Between Teacher Involvement And Satisfaction Of Students’ Basic Psychological Needs

Raižienė¹,

Garckija²,

Gabrialavičiūtė³

2017

European Proceedings of Social and Behavioural Sciences

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The present three-wave longitudinal study explores the importance of teacher need supportive behavior for students' motivational processes. The purpose of this study was to examine the reciprocal associations between teacher involvement and the satisfaction of students' basic psychological needs for autonomy, competence, and relatedness. A total of 795 students from the 9 th to the 11 th grade with mean age of 16.16 years (49.8% female) completed questionnaires about satisfaction of three basic psychological needs and perceptions of teachers' interpersonal involvement at three measurement points 5 to 6 months apart during one and a half school year. To address main goal a cross-lagged analysis was performed. Results revealed half-year stability and within-time correlations of the study constructs.Cross-lagged effects highlighted that teacher involvement positively influenced the satisfaction of the need for relatedness, while the inverse effect was not significant. Students' perception of higher teacher involvement leads to higher satisfaction of need for relatedness, however the higher level of relatedness need satisfaction does not make students more inclined to perceive their teachers as more interpersonally involved. Findings suggest that educators play an essential role in the development of students' motivational processes, and sustaining warm and caring teacher-student relationships should be a priority for teachers.

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Acculturation hassles and adjustment of adolescents of immigrant descent: Testing mediation with a self‐determination theory approach

Kunyu

Schachner

Juang

et al. 2021

New Drctns Chld & Adlscnt

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Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51% female, Mage = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self‐determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal‐)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well‐being in the face of acculturation hassles.

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Preliminary development of the Adolescent Students' Basic Psychological Needs at School Scale

Cited by 77 publications

References 45 publications

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-Being

Dynamic Interactions Between Teacher Involvement And Satisfaction Of Students’ Basic Psychological Needs

Acculturation hassles and adjustment of adolescents of immigrant descent: Testing mediation with a self‐determination theory approach

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