Resilience and basic psychological needs among Palestinian school students

Abstract

The purpose of this study is to explore the relationship between Basic Psychological Needs including Autonomy, Competence and Relatedness (Deci and Ryan, 2000) and factors predicting resilience (American Psychological, 2010) among Palestinian school students who are living under adversity in the West Bank. The participants were 537 students 13 and 14 years old (45% male and 55% female) representing both urban and rural areas of the northern West Bank. All participants completed the CYRM-28 Psychological Resilience Questionnaire (Liebenberg et al., 2012) and The Basic Psychological Needs Scale-General Version (Ilardi et al., 1993). Structural Equation Modeling (SEM) analysis results showed that the BPN model adequately explained variable variance (MOD FIT/CFI = 0.998) and that satisfying Basic Psychological Needs had positive and signifi cant effect on resilience factors of Caregiving (Physical and Psychological Caregiving), Individual (Personal Skills, Peer Support, and Social Skills), and Context (Spiritual, Education and Cultural Context). The role of (BPN) was signifi cant ( = 0.297, p < 0.001), ( = 0.409, p < 0.001), and ( = 0.241, p < 0.001) respectively Caregiving, Individual, and Context, factors were high (0.711, 0.706, and 0.80) respectively, which in turn indicated that (BPN) plays strong role in explaining the variance of Caregiving, Individual, and Context factors. Based on these fi ndings, (SDT) can predict Resilience factors in case of satisfying (BPN). Findings of the study support that educational and family practices focusing on satisfying psychological needs are related to childhood resilience in the face of adversity.

Resiliency process and socialization among Palestinian children exposed to traumatic experience: Grounded theory approach

“…This is an ethical, moral, and religious commitment. These findings are consistent with Abualkibash and Lera Rodríguez (2017) who found that resilient children are empowered or self-determined.…”

“…This is an ethical, moral, and religious commitment. These findings are consistent with Abualkibash and Lera Rodríguez (2017) who found that resilient children are empowered or self‐determined. They also confirmed that empowered children display greater resilience, self‐determination, power, control, ability, competence, self‐efficiency, autonomy, knowledge, and development.…”

The influence of the trainer on the motivation and resilience of sportspeople: A study from the perspective of self-determination theory

“…They self-regulate by planning for and setting goals and then monitoring their progress toward these goals. The satisfaction of basic psychological needs, facilitated by supportive social contexts, appears both to foster a sense of wellness and to lead to building inner resources that underlie resilience [48].…”

Physical Activity and Resilience among College Students: The Mediating Effects of Basic Psychological Needs

“…Competence need refers to the perception that one is capable of achieving the desired goals [ 17 ]. It has been found to be significantly and positively correlated with resilience [ 24 , 25 ]. Neufeld and Malin have suggested that competence need satisfaction is associated with an increase in college students’ resilience and it likely represents a valuable avenue for supporting resilience [ 26 ].…”

“…Relatedness need is the belief that one is connected and valued by others [ 17 ]. It has been reported to be closely related to psychological resilience [ 24 , 31 ]. Rutter has suggested that when an individual develops positive and close relationships with others, a strong social support system will be created for dealing with adversity [ 35 ].…”