Psychological need thwarting in the sport context: assessing the darker side of athletic experience.

By Kimberley J. Bartholomew, Nikos Ntoumanis, Richard M. Ryan, C. Thøgersen‐Ntoumani. Journal of Sport & Exercise Psychology (JSEP), 2011

678 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1e04885da28bcad5d77120869e582a21c1fc6830

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Citations in the corpus

Associations Between Parental Psychological Control and Autonomy Support, and Psychological Outcomes in Adolescents: The Mediating Role of Need Satisfaction and Need Frustration (2015, methodology): “Specifically, several studies (Bartholomew et al. 2011b; Costa et al. 2015a, c) posited that low scores on measures of psychological need satisfaction may simply reflect need dissatisfaction and not adequately tap the active nature and intensity of need frustration described by Deci and Ryan (2000).”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “To assess need frustration, athletes completed the 12-item Psychological Need Thwarting Scale (PNTS; Bartholomew et al., 2011), a scale that has been used successfully in published research (Gunnell, Crocker, Wilson, Mack, & Zumbo, 2013; Mallinson & Hill, 2011).”
The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model* (2019, background): “Studies have shown that supervisors tend to use both controlling and autonomy-supportive behaviours in interactions with actors but to different extents (Bartholomew et al., 2010; 2011a; Pelletier, Fortier, Vallerand, & Bri ere, 2001; Silk et al., 2003; Tessier, Sarrazin, & Ntoumanis, 2008).”
Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation (2013, background): “…controlling they are; further the correlations between these two ratings are sometimes low, which suggests that autonomy support and teacher control are somewhat independent aspects of motivating style, rather than opposites (Aelterman et al., 2012; Bartholomew et al., 2011; Tessier et al., 2008).”
Measuring Need Satisfaction and Frustration in Educational and Work Contexts: The Need Satisfaction and Frustration Scale (NSFS) (2016, methodology): “The inadequacy of currently used measures is made yet more acute by the recent findings showing that need frustration has different effects than mere lack of need satisfaction (e.g. Bartholomew et al. 2011b).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “unrealistic expectation for many students that can undermine their perception of competence (Bartholomew et al. 2011; Renshaw et al. 2010).”