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Let's explore needs and wants
\"Young readers will learn to distinguish between the things they really need (food and clothing) and the things they want (toys) in this ... look at wants and needs\"--Publisher marketing.
Book
A cross sectional assessment of basic needs insecurity prevalence and associated factors among college students enrolled at a large, public university in the Southeastern U.S
Background
There is increasing evidence of problematic rates of food insecurity among college students, yet few studies have gone beyond this to examine housing insecurity rates or rates of basic need insecurity (BNI), which is defined as having both food and housing insecurity, among the postsecondary population. BNI may have significant impacts on the mental and social health, and academic outcomes of college students, yet remains understudied. The researchers of this study are among the first to assess the prevalence of food insecurity, housing insecurity, and basic needs insecurity among college students enrolled at a large, public university in the Southeast and to identify factors associated with experiencing food, housing, and basic needs insecurity.
Methods
A cross-sectional online survey was conducted at a large, public university in the Southeast United States. All eligible, enrolled students (
n
= 23,444) were asked to complete an online survey, 2634 responded (11.2% response rate). Multivariate logistic regression models were used to assess relationships between demographic and financial factors and the outcomes of interest (food, housing, and basic needs insecurity).
Results
High rates of food insecurity (48.5%), housing insecurity (66.1%), and basic needs insecurity (37.1%) were identified. After controlling for confounders, factors that were significantly associated with increased odds of students having basic needs insecurity included previous food insecurity (
p
< 0.001; Odds Ratio (OR) = 3.36; Confidence Interval (CI) = 2.64–4.28), being employed (
p
< 0.001, OR = 1.70; CI = 1.34–2.17), not receiving family financial support (
p
< 0.001, OR = 1.61; CI = 1.30–2.00), and living off-campus (
p
< 0.001, OR = 1.67; CI = 1.25–2.22). Juniors (
p
< 0.001, OR = 1.78; CI = 1.31–2.42), seniors (
p
< 0.001, OR = 2.06; CI = 1.52–2.78), Masters (
p
= 0.004, OR = 1.68; CI = 1.18–2.40), and PhD or EdD (
p
= 0.029, OR = 1.55; CI = 1.05–2.31) students were significantly more likely to experience basic needs insecurity than sophomore students.
Conclusions
This research identifies high rates of food, housing, and basic needs insecurity among college students enrolled at a large, public university. Financial factors such as being food insecure prior to attending college, working during college, and not having familial financial support were all related to BNI in this sample. Students who were more advanced in their education experienced more BNI than less advanced students. Innovative interventions with enhanced BNI measures, for example, partnering with financial aid offices to screen and refer students to food resources, are likely needed to address this multi-faceted problem.
Journal Article
Measuring justice : primary goods and capabilities
\"This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and complementary to one another. Their essays evaluate the two approaches in the light of particular issues of social justice - education, health policy, disability, children, gender justice - and the volume concludes with an essay by Amartya Sen, who originated the capabilities approach\"--Provided by publisher.
Book
Overparenting and psychological well‐being of emerging adult children in the United States and China
Objective This study aimed to investigate (a) the association between overparenting and emerging‐adult children's psychological maladjustment through basic psychological needs satisfaction (autonomy, competence, and relatedness) and (b) whether the associations, particularly the associations between overparenting and needs satisfaction, vary by cultures. Background Research in Western countries suggests that overparenting may undermine emerging‐adult children's psychological well‐being. This raises the question of whether overparenting influences emerging adults in a similar way in the collectivistic cultures in Eastern countries where overparenting may be perceived differently. Method Survey data were obtained from college students in the United States (N = 414, Mage = 20.38) and China (N = 612, Mage = 20.21). Results Structural equation modeling yielded two major findings. First, largely in line with the view of cultural universalism, in both the United States and China, overparenting was linked to emerging adults' psychological maladjustment through lower basic needs satisfaction. Second, supporting the view of cultural relativism, the negative relations between maternal overparenting and needs satisfaction were stronger in the United States than in China. Conclusion Overparenting was associated with emerging‐adult children's lower basic needs satisfaction and more well‐being problems; however, the strength of the association between overparenting and needs satisfaction varied across cultures. Implications. The principle of universalism without uniformity applies to overparenting.
Journal Article
Uncovering relationships between formal and informal learning: unveiling the mediating role of basic need satisfaction and challenge-seeking behavior
Purpose
Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.
Design/methodology/approach
The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.
Findings
The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.
Practical implications
First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.
Originality/value
This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.
Journal Article
Negative school gossip and prosocial behavior among high school students: mediated by basic psychological needs satisfaction and moderated by self-compassion
Negative gossip is prevalent in schools, yet there is limited research on the relationship between negative school gossip and prosocial behavior, as well as the underlying mechanisms. The present study examined the moderated mediation model to validate the mediating role of basic psychological needs satisfaction and the moderating effect of self-compassion in this relationship. A total of 854 Chinese high school students (
M
age
=16.89,
SD
= 1.07) were asked to complete a questionnaire consisting of a negative school gossip scale, a prosocial behavior measure, a basic psychological needs scale, and a self-compassion Scale. The PROCESS macro in SPSS was applied to examine the moderated mediation model. The results showed that, first, negative school gossip negatively predicted prosocial behavior among high school students. Second, basic psychological needs satisfaction mediated the link between negative school gossip and prosocial behavior. Third, self-compassion moderated the indirect link between negative school gossip and prosocial behavior. Self-compassion buffered the effect of negative school gossip on basic psychological needs satisfaction but enhanced basic psychological needs satisfaction on prosocial behavior. The study examined the negative predicting effect of negative school gossip on prosocial behavior among Chinese high school students. These results highlight the importance for educators to focus on the adverse effects of negative gossip on prosocial behavior among adolescents in school. It also emphasizes the importance of fulfilling student’s basic psychological needs and strengthening their self-compassion abilities.
Journal Article
The basic minimum : a welfarist approach
\"A common presupposition in contemporary moral and political philosophy is that individuals should be provided with some basic threshold of goods, capabilities, or well-being. But if there is such a basic minimum, how should this be understood? Dale Dorsey offers an underexplored answer: that the basic minimum should be characterized not as the achievement of a set of capabilities, or as access to some specified bundle of resources, but as the maintenance of a minimal threshold of human welfare. In addition, Dorsey argues that though political institutions should be committed to the promotion of this minimal threshold, we should reject approaches that seek to cast the basic minimum as a human right. His book will be important for all who are interested in theories of political morality\"-- Provided by publisher.
Book
How do transformational leaders foster positive employee outcomes? A self-determination-based analysis of employees' needs as mediating links
Although followers' needs are a central aspect of transformational leadership theory, little is known about their role as mediating mechanisms for this leadership style. The present research thus seeks to integrate and extend theorizing on transformational leadership and self-determination. In particular, we propose that the satisfaction of followers' basic needs (autonomy, competence, and relatedness) mediates the relationship between transformational leadership and employee outcomes (job satisfaction, self-efficacy, and commitment to the leader). We tested this model in two studies involving employees from a broad spectrum of organizations in Germany (N=410) and in Switzerland (N=442). Results revealed largely consistent patterns across both studies. The need for competence fulfillment solely mediated the link between transformational leadership and occupational self-efficacy; the need for relatedness fulfillment solely mediated the link between transformational leadership and commitment to the leader. The mediating pattern for the link between transformational leadership and job satisfaction varied slightly across studies. In Study 1, only the need for autonomy fulfillment was a significant mediator, whereas in Study 2, all three needs mediated mis relationship. Taken together, our study integrates theorizing on transformational leadership and self-determination by corroborating that need fulfillment indeed is a central mechanism behind transformational leadership.
Journal Article