The Mediational Role of Psychological Basic Needs in the Relation Between Conception of God and Psychological Outcomes

Abstract

Relatively few studies have examined the relationship between conception of God and psychological outcomes in a self-determination theory (SDT) framework. The aim of this study was to examine the role of basic psychological needs as a mediator of the association between conception of God and psychological outcomes. In a sample of 210 religious young adults, we found that the concept of a controlling God was positively associated with feelings of need frustration and depression, whilst the concept of an autonomy-supporting God was positively associated with feelings of need satisfaction and vitality. In turn, need satisfaction promoted feelings of vitality, whereas need frustration led to feelings of depression. The satisfaction of needs was a full mediator of the relationship between autonomy-supporting God and vitality, whilst the frustration of needs was a full mediator of the relationship between controlling God and depression. These findings are discussed in terms of SDT. We also discuss how future research may further increase our understanding of the dynamics involved in concepts of God and psychological outcomes.

Comorbidity of depression and diabetes: an application of biopsychosocial model

“…Similar to previous studies [39, 58, 59, 67–70], our final model proved risk of depression was not significantly associated with current age, sex, educational status, residence, ethnicity, socioeconomic status, poor body weight control, insulin treatment users, duration of diabetes, obesity, hypertensive disorder, and diabetic retinopathy. Recent studies [39–42, 47–49, 51, 66] found diabetic neuropathy, doing physical activity, diabetic retinopathy, educational status, perceived fear of diabetes-related death and complication, number of diabetic complication, being female, physical disability, increased body mass index, low monthly family income, age at diagnosis, and increased number of co-morbid disease significantly associated with depression.…”

Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-efficacy

“…Instead of using separate items as indicators or the total score, we aggregated all the items in three parcels (groups) of items for the constructs (in a random fashion) and used these as indicators of the latent constructs. According to previous studies (Coffman & MacCallum, 2005;Little, Cunningham, Shahar, & Widaman, 2002;Marsh, Hau, Balla, & Grayson, 1998), parceling has some advantages with respect to the modeling of latent factors, relative to the use of individual items and the use of total scale scores, and is a widely used procedure in psychological research (Ahmad et al, 2013;Costa, Gugliandolo, Barberis, Larcan, 2014a;Costa et al, 2014c;MacCallum & Austin, 2000). Parceling results in a smaller number of indicators per latent factor.…”

Two sides of the same coin: The differentiating role of need satisfaction and frustration in passion for screen‐based activities

“…Some studies showed that satisfaction and frustration are not diametrically opposed to one another when taking correlates into account (e.g., Bartholomew, Ntoumanis, Ryan, Bosch, et al, 2011;Chen et al, 2015;Costa, Ntoumanis, & Bartholomew, 2015;Krijgsman et al, 2017;Nishimura & Suzuki, 2016), which would support the hypothesis that these are distinct factors. Results of yet another group of studies provided support for the continuum hypothesis by demonstrating completely opposite patterns of associations between need satisfaction/frustration and different correlates (e.g., Brenning, Soenens, Mabbe, & Vansteenkiste, 2019;Campbell et al, 2019;Costa, Gugliandolo, Barberis, & Larcan, 2016;Landry et al, 2016;Schultz, Ryan, Niemiec, Legate, & Williams, 2015). It appears that the field is far from unified.…”

“…Three outcomes (T oth-Kir aly, B} othe, T oth-F aber, H aga, & Orosz, 2017) were used for series watching: the adaptive (i) self-development, referring to learning languages through series watching (three items, e.g., "Series watching improved my language skills"; a = .85); the adaptive (ii) social interaction, referring to series watching as a topic of discussion in everyday conversations (three items, e.g., "Series are often discussed topics at my workplace/ school"; a = .69); and the maladaptive (iii) overuse, referring to the excessive amount of series being watched even if the individual does not have time to do so (three items, e.g., "I watch series even when I already should sleep"; a = .75). Second, general dimensions have been used in multiple studies involving basic psychological needs (e.g., Campbell et al, 2017;Costa et al, 2016;Krijgsman et al, 2017;Mabbe, Soenens, Vansteenkiste, & Van Leeuwen, 2016). Items were rated on a 7-point scale (1 = not true to me at all; 7 = completely true to me).…”