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"Vansteenkiste Maarten"
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Basic psychological need theory: Advancements, critical themes, and future directions
The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements and extensions in theory. In this contribution we review these two decades of research in order to introduce two special issues on BPNT. We first discuss key criteria that define and identify a basic need within BPNT. We then review several need-relevant themes, highlighting advancements and trends that characterize contemporary research on BPNT. Specifically, we address potential extensions of the shortlist of basic psychological needs, the role of psychological need frustration in increasing vulnerability to maladjustment, the study of the interface between individuals’ psychological and physical needs (e.g., sleep, sex, hunger), novel insights into critical need-supportive and need-thwarting practices, and the universality (versus variability) of effects of need satisfactions and supports across demographics, psychological characteristics, and cultural contexts. We also situate each of the 19 contributions that appear in this special double-issue on BPNT within these themes, while suggesting avenues for further research on the role of basic psychological needs in motivation, adjustment, and wellness.
Journal Article
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
Although different measures for (de)motivating teaching are available for primary and secondary education, a fine-grained instrument to assess a variety of motivating and demotivating teaching practices in higher education is lacking. Adopting a Self-Determination Theory perspective, this study first used the newly developed Situation-in-School Questionnaire—Higher Education to examine in a sample of higher education teachers (N = 357; Mage = 43.90 years) whether a broad set of need-supportive and need-thwarting teaching practices are organized in a similar circular structure as in secondary education (Aelterman et al. in J Educ Psychol 111:497–521, 2019). Second, this study addressed the role of higher education teachers’ motivation to teach (i.e., autonomous, controlled, amotivation) and their beliefs about the malleability of students’ intelligence (i.e., fixed and growth mindset) in relation to the various distinguished teaching approaches. Results of multidimensional scaling analyses confirmed the hypothesized circular structure of eight different (de)motivating teaching approaches that differ in their level of need-supportiveness and directiveness. Second, hierarchical regression analyses provided evidence for the fairly independent role of teachers’ motivation and mindsets, with the predictive role of each predictor systematically varying as one moves along the circumplex. Autonomous motivation and a growth mindset related positively to more motivating approaches (e.g., guiding, attuning), while controlled motivation, amotivation and a fixed mindset related positively to more demotivating approaches (e.g., domineering, abandoning). The present findings shed new light on the factors that underlie teacher-reported engagement in (de)motivating practices in higher education.
Journal Article
Emotion Regulation as a Transdiagnostic Risk Factor for (Non)Clinical Adolescents’ Internalizing and Externalizing Psychopathology: Investigating the Intervening Role of Psychological Need Experiences
This study investigated emotion regulation (i.e., emotional integration, suppression and dysregulation) as a transdiagnostic process underlying adolescents’ internalizing and externalizing symptoms. Basic psychological need experiences were investigated as a possible underlying mechanism explaining this association. A heterogeneous sample of non-clinical and clinically-referred adolescents reported upon emotion regulation, basic psychological needs (i.e., need satisfaction and frustration), and both internalizing and externalizing problems. Results indicated that dysfunctional emotion regulation was positively linked to internalizing as well as externalizing problems. Need frustration was a partial mediator in this relation between emotion regulation and psychopathology. The findings suggest that both emotion regulation and basic psychological needs may play a transdiagnostic role in adolescents’ internalizing and externalizing symptoms.
Journal Article
A Bright and a Dark Path to Adolescents’ Functioning: The Role of Need Satisfaction and Need Frustration Across Gender, Age, and Socioeconomic Status
A central tenet of Self-Determination Theory is that the basic psychological needs for autonomy, relatedness, and competence represent universal psychological nutriments for adolescents’ functioning. This study contributed to the investigation of this universality claim by examining whether the satisfaction and frustration of basic psychological needs would relate, respectively, to adolescents’ wellbeing and psychological maladjustment across gender, age, and socioeconomic status (SES). Having gathered data in a large sample of Spanish adolescents (N = 1047; M = 14.68, SD = 1.53), through a series of confirmatory factor analyses we began by providing validity evidence for the Spanish child-adapted version of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS; Chen et al. in Mot Emot 39:216–236, 2015b. 10.1007/s11031-014-9450-1). A 6-first-order factor model, distinguishing the satisfaction and frustration of each of the three needs, better represented the data. In addition, evidence for measurement and structural invariance of the BPNSFS-child version across the three sociodemographic characteristics was largely achieved. Structural equation models further revealed that need satisfaction contributed uniquely to well-being, whereas need frustration contributed uniquely to adolescents’ psychological adjustment problems. Further, multigroup comparisons generally supported invariant patterns of relations across gender, age, and SES groups. Results are discussed in light of the generalizability of need-based dynamics among adolescents.
Journal Article
Basic psychological need satisfaction, need frustration, and need strength across four cultures
The present study investigated whether satisfaction and frustration of the psychological needs for autonomy, relatedness, and competence, as identified within Basic Psychological Need Theory (BPNT; Deci and Ryan, Psychol Inquiry 11:227–268,
2000
; Ryan and Deci, Psychol Inquiry 11:319–338,
2000
), contributes to participants’ well-being and ill-being, regardless of their cultural background and interpersonal differences in need strength, as indexed by either need valuation (i.e., the stated importance of the need to the person) or need desire (i.e., the desire to get a need met). In Study 1, involving late adolescents from Belgium and China (total
N
= 685; Mean age = 17 years), autonomy and competence satisfaction had unique associations with well-being and individual differences in need valuation did not moderate these associations. Study 2 involved participants from four culturally diverse nations (Belgium, China, USA, and Peru; total
N
= 1,051; Mean age = 20 years). Results provided evidence for the measurement equivalence of an adapted scale tapping into both need satisfaction and need frustration. Satisfaction of each of the three needs was found to contribute uniquely to the prediction of well-being, whereas frustration of each of the three needs contributed uniquely to the prediction of ill-being. Consistent with Study 1, the effects of need satisfaction and need frustration were found to be equivalent across the four countries and were not moderated by individual differences in the desire for need satisfaction. These findings underscore BPNT’s universality claim, which states that the satisfaction of basic needs for autonomy, relatedness, and competence represent essential nutrients for optimal functioning across cultures and across individual differences in need strength.
Journal Article
Do Psychological Needs Play a Role in Times of Uncertainty? Associations with Well-Being During the COVID-19 Crisis
Across the world, measures were taken to contain the spreading of the COVID-19 virus. Many of these measures caused a sudden rupture in people’s daily routines, thereby eliciting considerable uncertainty and potentially also hampering the satisfaction of individuals’ psychological needs for autonomy, relatedness, and competence. Drawing upon Maslow’s Hierarchical Need Theory and Self-Determination Theory, this study examined the unique role of felt insecurity and the psychological needs, as well as their dynamic interplay, in the prediction of mental health. A large and heterogeneous sample of adults (N = 5118; Mage = 43.45 years) was collected during the first ten days of the lockdown period in Flanders, Belgium. A subsample (N = 835, Mage = 41.39) participated during a second wave one week later. Hierarchical regression analyses indicated that felt insecurity, need satisfaction and need frustration all independently predicted various positive (life satisfaction, sleep quality) and negative indicators depressive symptoms, anxiety) of mental health, with little systematic evidence for interactions between the predictors. The pattern of findings obtained concurrently largely held in the longitudinal analyses. Finally, results showed that associations between felt insecurity and lower concurrent and prospective mental health were partially mediated by need satisfaction and frustration, with especially psychological need frustration predicting changes in mental health over time. Overall, the findings suggest that satisfaction of the psychological needs for autonomy, competence, and relatedness is not just a ‘luxury good’. Satisfaction of these needs is important also in times of insecurity, while need frustration represents a risk factor for maladjustment during such times.
Journal Article
Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support
Due to conceptualizations of autonomy as detachment and independence, research on the parenting-autonomy relationship in adolescence has yielded inconsistent results. In the present study, self-determination is proposed as an alternative way of tapping into the construct of autonomy. An integrated model of the relationships between perceived parenting and teaching styles, self-determination in 3 life-domains (school, social competence, and job-seeking behaviors), and specific adolescent outcomes, was investigated and confirmed. In 2 samples of mid-adolescents (N = 328 and N = 285), autonomy-supportive parenting was significantly related to self-determination in all life-domains. Autonomy-supportive teaching added significantly to the prediction of self-determination in the domains of school and job-seeking behaviors. Self-determination, in turn, was positively and specifically associated with measures of adjustment in the specific life-domains under investigation. Finally, in both studies, indications were found that self-determination acts as an intervening variable in the relation between the perceived interpersonal environment and adolescent adjustment.
Journal Article
When is Parental Monitoring Effective? A Person-centered Analysis of the Role of Autonomy-supportive and Psychologically Controlling Parenting in Referred and Non-referred Adolescents
Over the last few years, the protective role of parental monitoring on adolescent adjustment (i.e., active parental efforts aimed at setting limits and tracking adolescents’ activities and whereabouts) has been challenged. Recent research has shifted attention to the conditions under which monitoring may be more or less effective. Grounded in Self-Determination Theory, this study investigated the role of parents’ autonomy-supportive and psychologically controlling parenting in effects of parental monitoring on adolescents’ adjustment. It also considered the role of adolescents’ clinical status (i.e., clinically referred vs non-referred). Adopting a person-centered approach, we aimed to identify naturally occurring profiles of monitoring, autonomy-support, and psychological control and to examine differences between these profiles in terms of life satisfaction, positive affect, and internalizing and externalizing problems. Participants included 218 referred (Mage = 14.44, 56% girls) and 218 matched adolescents from a larger sample of 1056 community (Mage = 14.83, 52.9% girls). Multigroup Latent Profile Analyses revealed five parenting profiles which were structurally equivalent in both samples: high monitoring with either high autonomy support or high psychological control, low monitoring with either high autonomy-support or high psychological control, and an average profile. Referred youth were significantly more present in the average profile and in the profiles characterized by high levels of psychological control. As hypothesized, profiles showed a differential association with adolescents’ self-reported adjustment, with the high monitoring—high autonomy support profile yielding the most optimal and the low monitoring—high psychological control profile yielding the worst outcomes. Associations between profiles and outcomes were similar for referred and non-referred adolescents. These findings highlight the importance of considering the parenting climate (i.e., autonomy-supportive versus psychologically controlling) to understand effects of parental monitoring during adolescence.
Journal Article
The role of daily need crafting in daily fluctuations in adolescents’ need-based and affective experiences
Based on self-determination theory, this diary study examined associations between adolescents’ daily need crafting and daily fluctuations in their need-based and affective experiences. We also examined the role of daily perceived autonomy-supportive parenting in adolescents’ daily need-crafting. Adolescents (N = 159; Mage = 15.56; 62% female) filled out a diary for seven consecutive days. Multilevel path analyses indicated that need crafting varied on a day-to-day basis, with daily need crafting relating positively to daily positive affect and negatively to negative affect. The benefits of daily need crafting were accounted for by higher daily need satisfaction and lower need frustration. Further, on days adolescents perceived more parental autonomy support, they reported more need satisfaction and less need frustration, an effect that was partially due to higher need crafting that day. Overall, the results suggest that need crafting represents a critical pro-active skill, with resulting benefits for adolescents’ daily need-based experiences and well-being.
Journal Article