by Dweck ( 2017 ), which provides the foundation for a theory of motivation, personality, and development. Dweck began with the assumption that psychological needs energize need-satisfying goals and support psychological well-being and health, and proposed there are three basic psychological needs
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An Examination of Dweck’s Psychological Needs Model in Relation to Exercise-Related Well-Being
Colin M. Wierts, Bruno D. Zumbo, Ryan E. Rhodes, Guy Faulkner, and Mark R. Beauchamp
Predicting Accelerometer-Assessed Estimates of Adolescents’ Multidimensional Physical Activity: A Self-Determination Theory Approach
Lydia G. Emm-Collison, Martyn Standage, Fiona B. Gillison, and Thomas Curran
outcomes are not automatic, but rather shaped by social contexts that support specific energizing constructs, namely the basic psychological needs for autonomy (volition, ownership, and the self-endorsement of actions; Ryan, 1995 ), competence (mastery over behavior; Ryan & Deci, 2007 ), and relatedness
Work Motivation and Job Satisfaction of Sport Management Faculty Members
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk
). This study also examines the link between tenure status (i.e., “tenured,” “tenure-track,” and “nontenure-track” faculty members) and job satisfaction level as a correlation to the presence of autonomous motivators. Research Questions Given that the relationship between basic psychological needs and
Rowing Over the Edge: Nonfunctional Overreaching and Overtraining Syndrome as Maladjustment—Diagnosis and Treatment From a Psychological Perspective
Daniel Birrer
into a multidimensional personality (see self as concept process in ACT; Hayes, 2004 ). This diversifies the sources on which one’s self-esteem is built. In Grawe’s ( 2007 ) consistency theory, the need for self-esteem enhancement or self-esteem protection is one of four basic psychological needs
Investigating the Relationships Between Perceived Mattering, Role Stress, and Psychological Need Satisfaction in Physical Education Teachers
Nicholas S. Washburn, K. Andrew R. Richards, and Oleg A. Sinelnikov
perceive satisfaction of their own basic psychological needs ( Taylor, Ntoumanis, & Standage, 2008 ). Teachers perceiving greater PNS tend to possess more autonomous motivation for teaching and utilize more need-supportive motivating styles. By contrast, teachers whose basic psychological needs are not
Letting Go of Gold: Examining the Role of Autonomy in Elite Athletes’ Disengagement from Their Athletic Careers and Well-Being in Retirement
Anne Holding, Jo-Annie Fortin, Joëlle Carpentier, Nora Hope, and Richard Koestner
motivation underlying athletic career termination, Basic Psychological Needs Theory (BPNT) is another important SDT mini-theory of relevance for understanding athletes’ retirement decision and outcomes. BPNT highlights how the needs of competence, relatedness, and autonomy are central to human wellness
Understanding Well-Being in High-Performance Coaches: A Constructivist Grounded Theory Approach
Marketa Simova, Peter Olusoga, Christopher J. Brown, and Stiliani “Ani” Chroni
studies treat well-being as a goal to achieve within a wider stress process rather than as the core of the examination. Self-determination theory ( Ryan & Deci, 2000 ), specifically its sub-theory of basic psychological needs ( Tait et al., 2020 ), is an additional lens utilised in sport well
Preservice Physical Education Teachers’ Perceptions of Health-Related Fitness Self-Testing in a Teaching Methods Course
Xiaolu Liu, Jingwen Liu, and Rachel Gurvitch
PETE context when preparing PPETs (e.g., Washburn et al., 2019 ). According to SDT, there are three basic psychological needs that need to be satisfied in order to develop self-regulated motivation, including the need for autonomy, competence, and relatedness ( Ryan & Deci, 2017 ). Specifically, the
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Kim Gammage, Erica Bennett, Matthew Bird, Jordan Blazo, Alyson Crozier, Alison Ede, Katie Hirsch, Seungmin Lee, Sascha Leisterer, Sean Locke, Eva Pila, and Matthew Stork
semester progressed, the researchers tracked changes in the participants’ physical activity, academic performance, self-reported wellness, and feelings of social connectedness using both established measures (e.g., Psychological Wellbeing Scale, Basic Psychological Needs Satisfaction in Relationships, and
Motivational Pathways to Social and Pedagogical Inclusion in Physical Education
Terese Wilhelmsen, Marit Sørensen, and Ørnulf N. Seippel
perceived likelihood of outperforming others is low, or if demonstration of low normative performance is perceived as a failure ( Nicholls, 1989 ; Parish & Treasure, 2003 ). In SDT, how we interpret the perceived relation of situations to our basic psychological needs serve as important determinants of
