Students’ Basic Psychological Needs in Blended Teacher Learning Groups During COVID-19

The issue of mental health among college students is of increasing concern during the COVID-19 outbreak. Since course characteristics of engineering college students determine the particularities of their mental health, the specific objectives of this study were: (1) to analyze the relationship between physical activity, parental psychological control, basic psychological needs, anxiety, and mental health in Chinese engineering college students during COVID-19 pandemic; and (2) to examine the mediation effect of anxiety between the relationship of basic psychological needs and mental health. A cross-sectional study was conducted among several universities in Shandong Province, China. We randomly selected 254 Chinese engineering college students from these colleges. Participants who were given questionnaires completed the Physical Activity Rating Scale (PARS-3), Basic Needs Satisfaction in General Scale (BNSG-S), Parental psychological control Questionnaire, the Beck anxiety inventory (BAI), and the Kessler 10 (K10) scale. The mediation model was conducted to assess the mediation effect of anxiety between the relationship of basic psychological needs and mental health. Among 254 Chinese college students majoring in engineering, the results showed that their mental health was in the mid-level range. Besides, physical activity and basic psychological needs is positively correlated with mental health, respectively, while parental psychological control is not correlated with mental health. Anxiety is negatively associated with mental health. Mediation analysis revealed that anxiety played a mediation role in the relationship between basic psychological needs and mental health. In conclusion, mental health of Chinese engineering college students deserves extensive attention during the COVID-19 pandemic. Proper intervention on physical activity, basic psychological needs, and anxiety may be beneficial to improve their mental health. In addition, meeting basic psychological needs is beneficial to reduce anxiety and improve mental health further.

The purpose of this study was to test how basic psychological needs satisfaction contributes to career commitment through career satisfaction among nurses. There is an increasing rate of turnover among nurses and a general shortage of nurses in many countries. This has made it necessary for researchers to focus on the career satisfaction of nurses and their commitment to their careers. A cross-sectional design was employed in a survey of 233 nurses in public hospitals in southeastern Nigeria. Participants responded to self-report measures of career commitment, career satisfaction, and work-related basic needs satisfaction. In the regression-based path analysis, basic psychological needs satisfaction was positively related to career satisfaction (p < .001) and career commitment (p < .001) of nurses. Career satisfaction was positively related to career commitment (p < .05). Career satisfaction mediated the relationship between basic psychological needs satisfaction and career commitment (95% confidence interval [.009, .068]). The results show that basic psychological needs are relevant for employee commitment, giving support to the self-determination theory. Career satisfaction provides further explanations for the relationship between psychological needs satisfaction and career commitment, although there could be reverse causal links. The results advance knowledge on how satisfaction of basic psychological needs can increase career satisfaction and foster more career commitment. Designing work environments that help employees to fulfil their basic psychological needs is important in the retention of nurses.

Psychological issues have a complex and multidimensional impact on a college athlete's training and performance. As the reserve talent of competitive sports, it is very important to investigate the psychological health of athletes. This study aims to explore the association between generalized anxiety disorder (GAD), post-traumatic stress disorder (PTSD), basic psychological needs (BPN), and mental health (MH) among Chinese college athletes. Chinese college athletes who were willing to participate in the study, had participated in national competitions, and had a Chinese athlete rating certificate were included in this study. Participants completed the Kessler Psychological Distress Scale (K10), the Generalized Anxiety Disorder Scale (GAD-7), the Impact of Event Scale-Revised (IES-R), and the Basic Needs Satisfaction in General Scale (BNSG-S). The study involved 665 college athletes (415 males and 250 females), with an average age of 20.43 years (SD = 1.68). We performed descriptive statistics, correlation analyses, and moderated chain mediation analyses using SPSS 22.0 and Hayes' PROCESS macro. The results of the final model showed that basic psychological needs were positively correlated with mental health (r = 0.443, p < 0.001), while PTSD (r = -0.346, p < 0.001) and generalized anxiety disorder (r = -0.527, p < 0.001) were negatively correlated with mental health among college athletes. There were significant indirect impacts. According to the bootstrapping results, basic psychological needs and generalized anxiety disorder played a mediating role in 22.54% and 50.29% of the total effects of PTSD on mental health, respectively. Meanwhile, the chain mediating effect of basic psychological needs and generalized anxiety disorder (7.23%) was also significant. The study's findings advance our understanding of the connections between PTSD and mental health and highlight the significant roles played by basic psychological needs and generalized anxiety disorder in that link among Chinese college athletes.

The present study aimed to investigate the mediating role of basic psychological needs in the relationship between students’ perceptions of classroom environment and their academic emotions. A total of 268 students (137 males and 131 females) were selected from high schools located in Yasouj (Iran) via multistage cluster sampling. The participants filled out the Pekrun, Goetz, and Frenzel’s (2005) Achievement Emotions Questionnaire, Learning Environment Inventory, and Basic Needs Satisfaction. The proposed model was assessed by Structural Equation Model (SEM) using AMOS. Results indicated that the suggested model had a good fit with the empirical data. Furthermore, students’ perceptions of classroom environment had a positive and significant relationship with psychological needs satisfaction and academic emotions. In addition, satisfaction of basic psychological needs significantly and positively influenced academic emotions. Overall, findings demonstrated that satisfaction of basic psychological needs played a mediating role in the relationship between students’ perceptions of classroom environment and academic emotions.

This study was aimed at testing the hypothetical model, which included technology addiction, basic psychological needs, and social emotional learning skills (SEL). The study also examined whether there is a mediating effect of SEL in the relationship between basic psychological needs and technology addiction. For this purpose, data were collected from a sample of 592 participants [424 (71.6%) females and 168 (28.1%) males] aged between 18 and 27 years. Demographic Information Form, Basic Psychological Needs Satisfaction and Inhibition Scale, Social Emotional Learning Scale-Young Adult Form (SELS-YF), and Technology Addiction Scale (TAS) were used to collect the data. Equation Modeling (SEM) was used to analyze the data, and the results supported the hypothetical model. There was a negative correlation between technology addiction and the satisfaction of basic psychological needs and SEL. There was a positive correlation between the satisfaction of basic psychological needs and SEL. Another finding was that SEL indirectly effected the relationship between satisfaction of basic psychological needs and technology addiction. In addition, the model explained about 14% of the total variance in technology addiction.

When examining learning at university, especially in a pandemic context, it is important to analyze the actions taken by lecturers to promote students’ disposition towards studying. The objectives of this research project were to analyze the activities lecturers implement in class to promote their students’ disposition towards studying; examine lecturers’ basic psychological needs satisfaction levels; and determine the relationship between feedback, beliefs, and affect for self-regulation and lecturers’ basic psychological needs satisfaction. A quantitative methodological approach, with a descriptive, correlational, and cross-sectional design was used, with a sample of 97 lecturers from Chilean universities. Data collection took place through a battery of instruments: the promotion of disposition towards studying survey; the feedback scale for self-regulation; the beliefs and affect in self-regulation survey; the satisfaction of basic psychological needs survey; and a sociodemographic questionnaire. The results showed that the promotion of disposition towards studying was a key factor to face social distancing and the loss of self-regulation for learning because of the COVID-19 pandemic. In addition, a positive correlation was found between beliefs and affect in relation to self-regulation and satisfaction levels of basic psychological needs in the participating lecturers.

Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory) components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males) in Tabriz, north - west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance), basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

ABSTRACTThis paper presents a conceptual framework to understand the Nurtured Heart Approach (NHA) through the perspective of Self-Determination Theory (SDT). The Nurtured Heart Approach and the Self-Determination Theory are discussed and the parallels are drawn between the two, to provide a theoretical foundation to NHA and support for its effectiveness, which is otherwise lacking. The NHA, developed to help parents manage the undesirable behaviors of children, does not have a foundation of any particular theory. The approach is backed by anecdotal reports rather than empirical findings. Self-Determination Theory is a broad theory of motivation that proposes that human beings have three basic psychological needs-the need for autonomy, relatedness, and competence. The main techniques of NHA fit well with the elements which support the satisfaction of these basic psychological needs. The paper provides a theoretical framework to NHA by highlighting how it brings about sustainable behavioral change and self-regulation by fulfilling the satisfaction of the three basic psychological needs as proposed by SDT.

Objectives In contemporary society, shyness has become increasingly prevalent. Short video addiction, a distinct and highly prevalent form of internet overuse, remains underexplored in relation to shyness, despite established links between shyness and broader internet addiction. Accordingly, further investigation is needed to understand the mechanisms through which shyness influences short video addiction among college students. Therefore, this research aims to investigate the connection between the two, incorporating the variables of social support and basic psychological needs to examine their roles in this relationship. Methods Convenience sampling was used to recruit 1,513 students at a college in western China. Data were collected using the Shyness Scale, Short Video Addiction Scale, Social Support Rating Scale, and Basic Psychological Needs Scale. Correlation analysis was performed using SPSS 26.0, and mediation effects were analyzed using the PROCESS macro (Model 6). Results (1) Shyness was significantly positively associated with short video addiction. (2) Social support and basic psychological needs independently mediated the relationship between shyness and short video addiction. (3) Social support and basic psychological needs sequentially mediated the relationship between shyness and short video addiction. Conclusion This study elucidates the mediating roles of social support and basic psychological needs in the association between shyness and short video addiction. Strengthening college students’ social support systems may enhance the fulfillment of their basic psychological needs, thereby reducing the risk of short video addiction. These findings highlight the importance of addressing both social and psychological factors in prevention and intervention efforts.

Background: Suicide is a global public health concern. To explore the relationship between childhood maltreatment and college students’ suicidal ideation and the mediating role of social support and basic psychological needs. Methods: A questionnaire survey of 625 college students was conducted using the childhood Maltreatment Scale, the Suicidal Ideation Scale, the Social Support Scale, and the Basic Needs Satisfaction Scale. Results: The study revealed that (1) childhood maltreatment positively predicted college students’ suicidal ideation, (2) social support and basic psychological needs played independent mediating roles before childhood maltreatment and suicidal ideation, and (3) social support and basic psychological needs played chain mediating roles before childhood maltreatment and suicidal ideation. Conclusions: Childhood maltreatment positively predicts suicidal ideation among college students, and social support and basic psychological needs play a chain mediating role. This study contributes to the understanding of the effects of childhood maltreatment on suicidal ideation and its mechanism of action, which is of practical significance for the prevention and intervention of college students’ suicidal behaviours.

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p &lt; 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement

The aim of this study was to investigate the roles of adolescent golf athletes' perceptions of (a) parent-initiated motivational climate and (b) their satisfaction of basic psychological needs in predicting their self-reported flow state. Participants were 429 adolescent golfers (Males = 203, Females = 226) who were registered with the Korean Sport and Olympic Committee and who completed surveys measuring these constructs. To verify the structural validity of the measurement tools, descriptive statistics, inference analysis, correlational analysis, structural equation modeling, and confirmatory factor analysis were employed. Also, in structural equation modeling, we examined the mediating effect of satisfying psychological needs in the relationship between parent-initiated motivational climate and flow state. Results showed that these participants' perceptions of their task-involved, parent-initiated motivational climate was positively related to their perceptions of their basic psychological needs. Basic psychological needs were significantly and positively related to flow. However, perceived parent-initiated motivational climate was not significantly related to flow. Therefore, athletes' perception of their basic psychological needs completely mediated the relationship between parent-initiated motivational climate and flow. The task-involved, parent-initiated motivational climate perceived by adolescent golf athletes predicted their increased self-report of flow through satisfaction of basic psychological needs. The analysis verified that adolescent golfers' perceptions of a task-involved, parent-initiated motivational climate may have contributed to achieving perceived flow and, presumably, peak performance. Consequently, these findings highlight the crucial role of parental involvement in creating an optimal environment for young athletes' performance.

BackgroundThis is a cross-sectional in design. It involves the mediating effects of basic psychological need satisfaction in relation to the moderating effects of teacher autonomy support regarding weight self-stigma's effect on engagement among obese students in physical education classes.MethodsThis study includes 165 Chinese high school obese students [mean age, 16.84 (±0.147) years], comprising 93 males (56.63%) and 72 females (43.63%), with a mean body mass index (BMI) of 30.453 (SD = 2.426). Participants completed the weight self-stigma questionnaire, basic psychological need satisfaction questionnaire, teacher autonomy support questionnaire, and student engagement questionnaire.ResultsWeight self-stigma and engagement among obese students were mediated by basic psychological need satisfaction. Moreover, the mediated effect of basic psychological need satisfaction was moderated by teacher autonomy support.ConclusionWeight self-stigma and basic psychological need satisfaction are the antecedents influencing the engagement of obese students. Notably, weight self-stigma not only directly blocks the engagement of obese students but also their engagement by hindering the acquisition of basic psychological need satisfaction. Teacher autonomy support can significantly reduce the negative impact of weight self-stigma on basic psychological need satisfaction and significantly promote engagement. Therefore, by promoting their physical education engagement, physical education teachers should strengthen the application of their supportive autonomous teaching strategies to help obese students meet their basic psychological needs.

Drawing on basic need theory, we explored the relationships between psychological well-being (PWB), basic psychological needs (BPN), and social support (SS) among Korean wheelchair curling players. The purpose of this study is to examine the relationship between PWB, BPN satisfaction, and social support in Korean wheelchair curling players. Fifty- two elite wheelchair curling players registered at the Korea Wheelchair Curling Association (KWCA) were completed a survey. A questionnaire battery includes four categories: (a) a demographic characteristic questionnaire (8 items), (b) the Scales of Psychological Well-Being (SPWB; 16 items), (c) the Scales of Basic Psychological Needs (SBPN; 12 items), (d) Social Support Questionnaire (SSQ; 20 items). All data were collected using self-report questionnaires and analyzed using principle component analysis, Cronbach''s α, descriptive statistics, correlation analyses, and robust multiple regression. The Cronbach’s alphas for PWB, BPN, and SS were 0.96, 0.85-0.95, and 0.74-0.90, respectively. Both BPN and SS were significantly correlated with PWB (p < .05). In the regression analysis, BPN and emotional support significantly predicted PWB, explaining 78.1% of the variance. From a theoretical perspective, these results support basic need theory; more practically, the results highlight the potential importance of strategies and environments that support basic need satisfaction and high-quality relationships.