Examining the role of psychological need satisfaction in sleep: A Self-Determination Theory perspective

Campbell, Rachel; Vansteenkiste, Maarten; Delesie, Liesbeth; Mariman, An; Soenens, Bart; Tobback, Els; Kaap‐Deeder, Jolene van der; Vogelaers, Dirk

doi:10.1016/j.paid.2015.01.003

Cited by 72 publications

(64 citation statements)

References 31 publications

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“…One way to do this may to help individuals develop a more mindful approach (Brown & Ryan, ), thereby helping them learn to adopt an open, nonjudgemental awareness of present moment experiences. Indeed, mindfulness has previously been shown to relate to higher need satisfaction (Campbell et al, ; Campbell et al, ) presumably because it aids awareness of and receptivity to cues for need satisfaction. Furthermore, previous studies suggest that being mindful is related to experiencing lower fatigue and higher sleep quality (Campbell et al, ; Howell, Digdon, Buro, & Sheptycki, ).…”

Section: Discussionmentioning

confidence: 99%

“…Previous research has extensively documented an association between psychological need satisfaction and adaptive outcomes such as higher well‐being (e.g., life satisfaction and self‐esteem; Deci & Ryan, ; Vansteenkiste & Ryan, ), higher subjective energy (e.g., higher vitality; Ryan & Deci, ), and more salutary physical outcomes such as higher quality and quantity of sleep (Campbell et al, ). However, more recently, research has increasingly begun to examine the costs associated with psychological need frustration.…”

Section: Self‐determination Theory: Basic Psychological Needsmentioning

confidence: 99%

“…This study builds on previous research in three significant ways. First, by investigating whether the previously identified association between psychological need experiences and fatigue and sleep within a nonclinical population (i.e., Campbell et al, ) extends to the clinical population of UCF. Second, we sought to account for the processes underlying these associations, thereby examining both stress and negative sleep cognitions as intervening mechanisms in the relation between basic psychological needs, fatigue, and the sleep outcomes.…”

Section: Present Studymentioning

confidence: 99%

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Basic psychological need experiences, fatigue, and sleep in individuals with unexplained chronic fatigue

et al. 2017

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Grounded in self-determination theory, this study tested the hypothesis that the satisfaction and frustration of the psychological needs for autonomy, competence, and relatedness would relate to fatigue and subjective and objective sleep parameters, with stress and negative sleep cognitions playing an explanatory role in these associations. During a stay at a sleep laboratory in Belgium, individuals with unexplained chronic fatigue (N = 160; 78% female) underwent polysomnography and completed a questionnaire at 3 different points in time (i.e., after arrival in the sleep lab, before bedtime, and the following morning) that assessed their need-based experiences and stress during the previous week, fatigue during the preceding day, and sleep-related cognitions and sleep during the previous night. Results indicated that need frustration related to higher stress, which in turn, related to higher evening fatigue. Need frustration also related to poorer subjective sleep quality and shorter sleep duration, as indicated by both subjective and objective shorter total sleep time and subjective (but not objective) longer sleep latency. These associations were accounted for by stress and negative sleep cognitions. These findings suggest that health care professionals working with individuals with unexplained chronic fatigue may consider focusing on basic psychological needs within their therapeutic approach.

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Section: Discussionmentioning

confidence: 99%

Section: Self‐determination Theory: Basic Psychological Needsmentioning

confidence: 99%

Section: Present Studymentioning

confidence: 99%

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Basic psychological need experiences, fatigue, and sleep in individuals with unexplained chronic fatigue

et al. 2017

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“…This instrument captures both the satisfaction and frustration of autonomy, competence and relatedness (e.g., In my job I do the things I do because I really want to do them). Need satisfaction and need frustration were merged into 1 score, where a positive index suggested basic needs perceived as satisfied, and a negative index suggested basic needs perceived as frustrated 23,24 …”

Section: Methodsmentioning

confidence: 99%

Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches

Orsini

Tricio-Pesce

Segura

et al. 2020

Journal of Dental Education

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Purpose Using Self‐determination Theory, the purpose was to determine whether work climate, students’ motivation, and teachers’ basic psychological needs could predict clinical teachers’ autonomous and controlled motivation to teach and whether clinical teachers’ motivations could predict student‐ and teacher‐centered teaching approaches Methods A correlational cross‐sectional study was conducted in 2018 across 3 Dental Schools in Chile, in which 206 clinical teachers participated (80.4% response rate). Data were collected on demographic characteristics and 5 self‐reported questionnaires measuring teachers’ perceptions of the work climate, students’ motivation, the satisfaction and frustration of their basic psychological needs, motivation to teach, and teaching approaches. Data were analyzed using bivariate correlations and structural equation modeling. Results Alpha coefficients were acceptable (0.701‐0.948). Correlation and structural equation modeling analyses showed that teachers’ perceiving a work climate characterized by a supportive supervisor‐teacher relationship and students’ autonomous motivation, predicted the satisfaction of their basic psychological needs leading to autonomous motivation to teach. Autonomous motivation to teach, in turn, predicted a student‐centered teaching approach. These results were controlled for the confounding effects of age, gender, teaching experience, and type of university. Conclusions These results suggest that clinical teachers' optimal motivation is of paramount importance for promoting an adequate learning environment. Therefore, efforts should be made to understand and foster different aspects that promote clinical teachers' satisfaction of their basic psychological needs and autonomous motivation, especially regarding the role of teachers’ supervisors and how teachers perceive their students’ motivation.

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“…Regarding sleep disruption, a previous study of law graduates awaiting bar exam results also documented considerable sleep disruption, and this disruption was particularly acute at times when people were feeling the most uncertain (i.e., at the start and end of the waiting period; Howell & Sweeny, 2016). Several studies have established links between both need fulfilment and frustration and worry (e.g., in dental patients, Halvari, Halvari, Bjørnebekk, & Deci, 2010; in the general population, Johnston & Finney, 2010) and both need fulfilment and frustration and both sleep quality and quantity (Campbell et al, 2015); however, our study differs from previous work in its focus on an acute experience of stressful uncertainty.…”

Section: Need Fulfilment Waiting and Key Markers Of Well-beingmentioning

confidence: 99%

Fulfilling psychological needs predicts less sleep disruption and worry while awaiting uncertain news

Howell

Sweeny

2019

Stress and Health

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Research on self‐determination theory suggests that people have fundamental needs to feel autonomous, competent, and socially connected and that fulfilling these needs is critical for well‐being. In the present study, we examined whether fulfilling psychological needs is associated with physical and psychological well‐being—specifically sleep disruption and worry, two key indicators of well‐being during waiting periods—while managing the unique stress of awaiting uncertain news. In a study of law graduates during the 4 months while they awaited their California bar exam (the exam one is required to pass before practicing law) results, personal increases in need fulfilment related to temporally congruent reductions in sleep disruption and worry. In addition, those whose needs were most fulfilled during the waiting period responded less negatively to failing the bar exam. The picture for need frustration was mixed; only autonomy frustration was associated with concurrent increases in worry, although those whose needs were more frustrated in general also experienced greater worry and sleep disruption on average. On the whole, our findings suggest that self‐determination theory needs may be a fruitful target for interventions that can protect well‐being while people wait and even once their uncertainty is resolved.

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Examining the role of psychological need satisfaction in sleep: A Self-Determination Theory perspective

Cited by 72 publications

References 31 publications

Basic psychological need experiences, fatigue, and sleep in individuals with unexplained chronic fatigue

Basic psychological need experiences, fatigue, and sleep in individuals with unexplained chronic fatigue

Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches

Fulfilling psychological needs predicts less sleep disruption and worry while awaiting uncertain news

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