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Abstract

The aim of this research was to investigate the relation between the psychological well-being and psychological needs of people who participated in recreational dance activities. The sample of the research consisted of 290 adults, aged from 40 to 70 (Μ = 55.6; SD = ± 9.68), who had been taught Greek dances in cultural societies, for an average of 4.5 years (SD = ± 1.2). In order to conduct the study the following instruments were used: a) the Basic Psychological Needs in Exercise Scale (BPNES-Vlachopoulos & Michailidou, 2006), consisted of 12 items grouped into three subscales: Autonomy, Competence and Relatedness, and b) the Subjective Exercise Experiences Scale (SEES-McAuley & Courneya, 1994), adjusted to the Greek population (Mavrovouniotis, Argiriadou & Papaioannou, 2010), with 12 items concerning the subscales Positive Well-being, Psychological Stress and Fatigue. The reliability analysis showed that indicators of internal cohesion of subscales in both instruments were at satisfactory levels (Cronbach's a from .72 to .89).The analyses revealed that the participants presented high means of satisfaction of their basic psychological needs, with relatedness being the highest. Positive well-being was also highly rated, while there was almost complete lack of stress and a low percentage of fatigue. The correlation analysis showed that positive well-being was related to the satisfaction of the three basic needs. There were no differences between men and women concerning the two scales. There were differences between younger and older participants (61+), concerning positive well-being, fatigue and relatedness. In recreational dance activities, it is good to consider the satisfaction of the basic psychological needs, as they are connected to the highest levels of psychological well-being.

The Impact of an Intergenerational Dance Project on Older Adults’ Social and Emotional Well-Being

“…However, in terms of the findings of this article, the qualitative and quantitative data did broadly support one another. It also important to note that the experimental older adults already had relatively high levels of well-being indices at the start of the project, reporting scores that were higher than those in previous studies of older adults in terms of basic need satisfaction (Goulimaris et al, 2014), positive affect (Mather and Knight, 2005;Parker et al, 2008), and social well-being (Keyes, 1998). This may in part explain the lack of significance in change over time.…”

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“…In the case of dance, this percentage drops slightly due to its characteristics, the use of traditional methodologies (Piéron and Delmelle, 1983), and specifically the levels of satisfaction obtained (Goulimaris, Mavridis, Genti and Rokka, 2014) which can act as determining factors in order to make greater use of this time. The same occurs in this research, since 14.49% of time is employed, which shows an appropriate preparation of music and exercises.…”

Basic Psychological Needs, Procrastination and Coping in the Context of Healthy Aging

“…Comparing three age groups, the younger one around 40-50, and the older one around 75, studies have found that the oldest group tend to present higher basic psychological needs fulfillment (Goulimaris, Mavridis, Genti, & Rokka, 2014;Mackenzie, Karaoylas, & Starzyk, 2017), higher well-being and lower stress (Goulimaris et al, 2014). Mackenzie et al (2017) also found the basic psychological needs fulfillment mediates the relationship between motivational constructs and well-being outcomes in all age groups.…”

“…Being involved in academic activities may be a way for adults and older people to improve their basic psychological needs and, as the older students tend to internalize the activities in which they are interested, the academic context should consider these needs satisfaction in order to promote higher levels of psychological well-being. Only when an activity satisfies the personal need for competence, autonomy and relatedness, the activity will be lived as pleasant and the involvement in it will occur for internal reasons (Goulimaris et al, 2014). As age increases, we tend to be more involved in activities as they are able to intrinsically motivate us, and that is why a context that satisfies the psychological needs seems even more relevant for older students.…”