Different combinations of perceived autonomy support and control: identifying the most optimal motivating style

Haerens, Leen; Vansteenkiste, Maarten; Meester, An De; Delrue, Jochen; Tallir, Isabel; Broek, Gert Vande; Goris, Wouter; Aelterman, Nathalie

doi:10.1080/17408989.2017.1346070

Cited by 127 publications

(169 citation statements)

References 45 publications

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“…Over the last 20 years, person-centered approaches have increased in popularity due to their contribution to both our theoretical and practical understanding of motivation (e.g., Haerens et al 2018;Ntoumanis 2002;Vansteenkiste et al 2009;Biddle 2001, Wang et al 2016). These approaches enable us to explore questions about how motivational constructs combine through identifying specific subgroups with different patterns of relationships to motivational variables, rather than how relationships apply to the average person in the sample (Morin and Wang 2015;Wang et al 2016).…”

Section: Need Profilesmentioning

confidence: 99%

“…These approaches enable us to explore questions about how motivational constructs combine through identifying specific subgroups with different patterns of relationships to motivational variables, rather than how relationships apply to the average person in the sample (Morin and Wang 2015;Wang et al 2016). The benefits of employing a person-centered approach to SDT and its constructs is described in previous work in relation to profiles of autonomous and controlled motivation (e.g., Vansteenkiste et al 2009) and profiles of need supportive and need thwarting behaviours (e.g., Haerens et al 2018). These can also be applied to profiles of need satisfaction and need frustration given their distinct but co-occurring nature.…”

Section: Need Profilesmentioning

confidence: 99%

“…If these constructs are distinct, the number of profiles that emerge should be more than just profiles characterized by simple opposites (high-low, low-high). On the other hand, if the constructs are not distinct and instead fall along a single continuum, then a limited number of profiles should emerge since individuals could not perceive need satisfaction and frustration to be simultaneously high or low (Haerens et al 2018;Vansteenkiste et al 2009). The use of need profiles will also allow for the proposition of asymmetry between low need satisfaction and need frustration to be empirically tested (Vansteenkiste and Ryan 2013).…”

Section: Need Profilesmentioning

confidence: 99%

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Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

et al. 2019

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We explored the combined relationships between need satisfaction and need frustration and their simultaneous associations with motivation, well-being, and ill-being. Data from two cross-sectional samples that represent different physical activity contexts, physical education (N = 274; M age = 14.18 ± 1.42 years) and leisure-time sport (N = 160; M age = 22.98 ± 8.79 years), are reported. The identification of distinctive subgroups (need profiles) which had unique associations with motivation, wellbeing, and ill-being provided evidence for the distinct, yet co-occurring nature of need satisfaction and need frustration and the asymmetrical relationship between need satisfaction and need frustration. Our results suggest that experiencing need satisfaction without need frustration was the most adaptive need profile. Experiences of need satisfaction partly countered the effects of need frustration on motivation, well-being, and ill-being. The current study enhances our understanding of people's psychological need experiences, motivation, and psychological health though highlighting the importance of examining need satisfaction and need frustration in combination rather than isolation.

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Section: Need Profilesmentioning

confidence: 99%

Section: Need Profilesmentioning

confidence: 99%

Section: Need Profilesmentioning

confidence: 99%

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Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

et al. 2019

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“…Each of these dimensions could be involved somewhat differentially and uniquely in different dysfunctional traits. Or different combinations of need‐thwarting dimensions could have differential implications, a possibility that could be addressed using more person‐centered statistical approaches (e.g., Haerens et al, ). Moreover, SDT provides a fine‐grained taxonomy of different socialization strategies within each of these broader dimensions.…”

Section: Relations Between Sdt and Wttmentioning

confidence: 99%

Reflections on self‐determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

Ryan

Soenens

Vansteenkiste

2018

Journal of Personality

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Objective This special issue focuses on self‐determination theory (SDT) as an integrative framework for the wider field of personality research. In this commentary our aims include: reflecting on the utility and strengths of SDT as such a general framework and responding to the various contributions in this issue regarding their use of SDT as a guiding, complementary, or contrasting framework. Methods and Results We describe how SDT has developed organically and conservatively from “within” based on the emerging patterns of evidence, as well through the ongoing challenges from other models and frameworks. We then discuss each of the various contributions to this special issue, addressing themes that include SDT’s breadth of methods, and its relevance to topics such as narcissism, wisdom, individual differences, Big‐Five traits, and the neuropsychology of motivation, among others. Across these discussions, we highlight fruitful avenues for research and cross‐fertilization across the fields of personality, development, motivation, and neuroscience. At the same time, we counter some claims made about SDT, and forward certain cautions regarding the integration of SDT and other personality frameworks and models. Conclusions We conclude by revisiting the value of broad theory, and SDT in particular, for coordinating complex research findings concerning motivation, personality development and wellness across multiple levels of analysis and, perhaps more importantly, for pointing researchers to the right questions within today’s prolific empiricism.

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“…Various studies have shown a positive relationship between the satisfaction of the BPN and self-determined motivation [13,[22][23][24], as well as between more self-determined motivation and autotelic experience [25][26][27]. Similarly, it has been shown that a climate of support for autonomy is beneficial for students, as it increases their perception of autonomy [28,29]; is related to the satisfaction of the BPN [30][31][32]; produces benefits in motivation and well-being [33]; and increases enjoyment in PE classes [34,35] and the development of life skills [36], thus favouring self-determined motivation and the intention to continue carrying out physical activity [18].…”

Section: Introductionmentioning

confidence: 99%

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

et al. 2020

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The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

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Different combinations of perceived autonomy support and control: identifying the most optimal motivating style

Cited by 127 publications

References 45 publications

Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport

Reflections on self‐determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

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