Profiles of Basic Psychological Needs in Exercise Settings: An Examination of Differences in Contextual Motivation, Affect, and Achievement Goals

Kazak, Zişan

doi:10.3390/ijerph15122871

Cited by 6 publications

(5 citation statements)

References 50 publications

(64 reference statements)

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“…The negative correlation between basic psychological needs and amotivation is consistent with previous research [38,72], indicating that when elite college skiers perceive their needs as unmet or frustrated, they are more likely to experience a lack of motivation or indifference towards skiing. This nding is in line with the concept of amotivation, which refers to a state of lacking any motivation or intention to engage in an activity.…”

Section: Basic Psychological Needs and Motivationsupporting

confidence: 90%

Associations between motivational factors and burnout syndrome among elite skiers

Wu,

Cai,

Abidin

et al. 2023

Preprint

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The present research investigated the association between a series of motivational factors and burnout syndrome among elite skiers at the contextual level within the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). There are 352 subjects (258 males, 94 females, aged 18 to 25 years) across five skiing events from three sport universities in this study. Four psychological scales related to motivational factors and burnout syndrome were completed by subjects. Overall, the result showed that a task-involving climate had a positive relationship with basic psychological needs, eliciting a positive pathway to autonomous motivation, and thus negatively affecting burnout syndromes. On the contrary, an ego-involving climate had a negative relationship with basic psychological needs, then positively affecting burnout syndrome through amotivation. The results underscore the intricate associations between a variety of motivational factors and athletes’ burnout syndrome, supporting the need to incorporate burnout syndrome elements into the outcomes of HMIEM sequence.

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Section: Basic Psychological Needs and Motivationsupporting

confidence: 90%

Associations between motivational factors and burnout syndrome among elite skiers

Wu,

Cai,

Abidin

et al. 2023

Preprint

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“…The person‐centered approach has proven useful to better understand motivational differences and associated consequences in various fields. In sports (Cetinkalp & Lochbaum, 2018; Fernandez‐Ozcorta et al, 2019; Kazak, 2018) and elderly care (Almagro et al, 2012; Souesme et al, 2016; Vanhove‐Meriaux et al, 2018), two or three basic needs clusters were identified and dedicated recommendations made to improve coaching and care protocols. Analyzing secondary school students' relatedness to peers and teachers, Leon and Liew (2017) distinguished four clusters.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Bombaerts

Vaessen²

2022

J of Engineering Edu

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Background While educators strive for optimal student motivation to enhance the quality of learning for all, different students attending the same course can have different needs. Person‐centered approaches on basic needs profiles, categorizing individuals into groups with similar motivational profiles, have the potential to inform the relationship between different variables per cluster and to support instructional design sensitive to student differences. However, they are still absent in engineering education research (EER). Purpose/Hypothesis This gap is addressed by analyzing the basic psychological needs of engineering students as potential mediators during a mandatory, first‐year course on the ethics and history of technology. The aims are thus to (1) determine whether distinct basic needs profiles can be identified and (2) investigate how students' motivation differed and evolved during the course for the different basic needs profiles. Design/Methods Two‐step cluster analyses, MANOVA, and t‐test analyses were conducted using the data collected from 1864 students with digital questionnaires completed at three points within a semester of a course. Results We construed four student profiles from the survey data based on the distinct roles of competence and autonomy, with post hoc tests showing relationships between meaningful differences in evaluation of course elements, motivation, course appreciations, and motivation dynamics. Conclusions The person‐centered approach is promising in engineering education design to answer differences in students' basic needs to improve the quality of learning for all. We showed that the person‐centered approach could also add important insights complementary to the variable‐centered approach in EER on dynamics of motivation for learning.

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“…Bu konudaki literatürün çok büyük bir kısmı da üç temel psikolojik ihtiyacın tatmininin hür iradeli güdüsel yönelim ve içsel düzenleme ile pozitif ilişkili olduğu yönündedir (Dysvik vd., 2013;Sibley ve Bergman, 2018). Önceki çalışmalar, içsel düzenlemenin üç temel psikolojik ihtiyaç ile olumlu ilişkisinden dolaylı görev yönelimi ile olumlu ilişkili olacağını savunmuştur (Hagger ve Chatzisarantis, 2008;Kazak, 2018). Spor ortamında temel psikolojik ihtiyaçlar, motivasyonel düzenlemeler ve hedef yöneliminin birlikte araştırıldığı, Álvarez ve ark., (2009)' nın futbolcular üzerinde yapmış oldukları araştırmada üç temel psikolojik ihtiyaç ile görev yönelimi ve içsel düzenleme arasında pozitif ilişki bulunmuştur.…”

Section: Tartışma Ve Sonuçunclassified

“…Reinboth ve da üniversiteli sporcular üzerinde yaptıkları araştırmada görev yöneliminin psikolojik ihtiyaçlar ile pozitif yönde ilişkili olduğunu belirtmişlerdir. Kazak (2018) tarafından egzersiz katılımcılarında görev yönelimi ve temel psikolojik ihtiyaçlar arasındaki ilişkinin araştırıldığı çalışmada da benzer şekilde görev yönelimi ile temel psikolojik ihtiyaçlar arasında orta düzeyde pozitif ilişki tespit edilmiştir. Bu çalışmalardan elde edilen bulgular araştırmamızı destekler niteliktedir.…”

Section: Tartışma Ve Sonuçunclassified

“…Egzersiz davranışında etkili olduğu araştırmalarla ortaya konan ve evrensel olarak kabul görmüş olan temel psikolojik ihtiyaçlar (Ntoumanis, 2005;Standage vd., 2005) üzerine yapılan çalışmalar özerk güdüsel yönelimin üç temel psikolojik ihtiyaç ile olumlu ilişkisini ortaya koymuştur (Hagger vd, 2006;Edmunds vd., 2007;Standage vd., 2007). Bu araştırmadan elde edilen bulgulara benzer şekilde spor ortamlarında (Stenling vd.,2015;Heuze vd., 2018) ve egzersiz ortamlarında yapılan çalışmalar (Standage ve Ryan, 2019;Kazak Çetinkalp ve Lochbaum, 2018) özerklik temel psikolojik ihtiyacın tatmininin içsel güdüsel yönelim ve görev yönelimi ile pozitif ilişkili olduğu yönündedir (Kazak 2018). İçeatımlı düzenleme ise HİK skalasının sonlarında yer almakta ve daha az özerk yani kontrollü www.turkishstudies.net/social davranışları temsil etmektedir.…”

Section: Tartışma Ve Sonuçunclassified

See 1 more Smart Citation

Üniversite Öğrencilerinin Egzersizde Temel Psikolojik İhtiyaçlarını Öngörmede Egzersizde Davranışsal Düzenlemelerin ve Hedef Yöneliminin Rolü

Ersöz¹,

Özcan²

2020

TurkishStudies

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The aim of this study is to investigate the role of unıversity students' exercise behavioral regulation and goal orientation in predicting their basic psychological needs in exercıse. There are 283 university student voluntarily participating in this study (nmale= 156; Xage= 20.64±3.58 ve nfemale= 127; Xage=19.65±4.10). Personal information form, "Goal Orientation in Exercise Questionnaire", "Behavioral Regulations in Exercise Questionnaire", "Basic Physiological Needs in Exercise Questionnaire" and "International Physical Activity Questionnaire (IPAQ)" were applied to the participants. Descriptive statistics analysis (mean and standard deviation), hierarchical regression analysis and Pearson Product Moment Correlation Analysis were used for analyzing the data. As a result of hierarchical regression analysis, while the task orientation with internal and introjected regulation, positively predicts the need for competence and autonomy on the other hand, external regulation has predicted competence negatively. Relatedness has been positively predicted by internal and introjected regulation and task and ego orientation. The physical activity levels of the participants were positively related to internal and introjected regulation and competence, autonomy and relatedness psychological needs. As a result, individuals who exercise by having fun and enjoying, internalizing, and setting goals while exercising satisfy their needs for competence, autonomy and relatedness. It has been observed that individuals who exercise for external reasons such as health and physical appearance, their competence needs were reduced in exercise. In addition, students who exercise by comparing themselves with others and have external targets rather than their own targets saticfied their relatedness needs in exercise. Another result of the study is that the university students who exercise by having fun and internalizing are satisfied their competence, autonomy and relatedness needs in exercise have a more active lifestyle.

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Profiles of Basic Psychological Needs in Exercise Settings: An Examination of Differences in Contextual Motivation, Affect, and Achievement Goals

Cited by 6 publications

References 50 publications

Associations between motivational factors and burnout syndrome among elite skiers

Associations between motivational factors and burnout syndrome among elite skiers

Motivational dynamics in basic needs profiles: Toward a person‐centered motivation approach in engineering education

Üniversite Öğrencilerinin Egzersizde Temel Psikolojik İhtiyaçlarını Öngörmede Egzersizde Davranışsal Düzenlemelerin ve Hedef Yöneliminin Rolü

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