Autonomy Support and Need Satisfaction in the Motivation and Well-Being of Gymnasts

By Marylène Gagné. 2003

943 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/818613d58d3ad5e97811dc74862b7c277b132bd9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nikos Ntoumanis
2. Robert J. Vallerand
3. J. Duda
4. Richard M. Ryan
5. Clifford J. Mallett
6. Kimberley J. Bartholomew
7. J. Adie
8. P. Potrac

In Safety Research

1. Nikos Ntoumanis
2. Richard M. Ryan
3. Robert J. Vallerand
4. Martin S. Hagger
5. J. Duda
6. Nikos L. D. Chatzisarantis
7. Edward L. Deci
8. Kimberley J. Bartholomew

In Social Psychology

1. Robert J. Vallerand
2. Nikos Ntoumanis
3. Richard M. Ryan
4. J. Duda
5. Edward L. Deci
6. Martin S. Hagger
7. J. Reeve
8. Maarten Vansteenkiste

Citations in the corpus

• The mediating role of positive and negative affect in the situational motivation-performance relationship (2013, background): “…findings have been obtained in a variety of life domains (e.g., education, work, sport), as well as a plethora of tasks (e.g., Edmunds et al. 2007; Gagné et al. 2003; Knollman and Wild 2007; Koestner et al. 2002; Kowal and Fortier 1999; Miquelon and Vallerand 2006; Sheldon et al. 2004; Vallerand…”
• Antecedents of burnout among elite dancers: A longitudinal test of basic needs theory (2011, background): “Autonomy support has been found to relate to BPNS reported by athletes (Adie et al., 2008b; Amorose, 2007; Gagne et al., 2003), and dancers (Quested & Duda, 2010) as well as students in mainstream education settings (Reeve, 2002).”
• The Application of Coach Leadership Models to Coaching Practice: Current State and Future Directions (2010, background): “Among many others, researchers have used measures of team cohesion [16, 42], motivational climate [43-44], self-esteem [45], emotional mood state [46], and positive and negative affect [47] as outcome measures of coach leadership.”
• A test of self-determination theory in the exercise domain (2006, background): “Indeed, as evidenced and advocated by Koestner and Losier (2002), with regard to educational and political behaviors, it is likely that promoting high levels of both intrinsic motivation and identification would be most beneficial to optimal and continued behavioral engagement in exercise.”
• Energy saving behaviours: Development of a practice-based model (2013, background): “to autonomy, has been highlighted as an important agent for engagement in environmental behaviour in the Self-Determination Theory literature (Gagné, 2003; Osbaldiston and Sheldon, 2003).”
• Social psychology of exercise and sport (2005, background): “Autonomy support has also been linked with positive affect intrinsic motivation in athletes (Gagné et al. 2003).”
• Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education (2007, background): “…are similar to the ones obtained in other research using children (e.g., Ryan & Connell, 1989, in which alphas ranged from .62 to .82) and both children and adolescents (e.g. Gagne et al., 2003; Hagger et al., 2003, in which alphas ranged from .53 to .88, and from .66 to .87 respectively).”
• A model of knowledge‐sharing motivation (2009, methodology): “This technique would allow examining the effects of daily work events and daily need satisfaction on discrete acts of sharing, similar to what Gagné, Ryan, and Bargmann (2003) did with gymnasts.”
• Different motivations for knowledge sharing and hiding: The role of motivating work design (2019, background): “, 2015) to the motivation towards specific work tasks (Fernet, 2011) and motivation at a daily level (Gagné et al., 2003).”
• Perceived motivational climate, need satisfaction and indices of well-being in team sports: A longitudinal perspective (2006, background): “Recently, a diary-based study by Gagné, Ryan, and Bargman (2003) found that daily need satisfaction predicted increases in daily well-being (e.g. subjective vitality and self-esteem) among young female gymnasts in the US.”
• Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory (2008, methodology): “Grounded in basic needs theory (BNT; Ryan and Deci 2000a), research has begun to examine the mechanisms linking dimensions of the coach-created environment to positive and negative indicators of players’ welfare in the sports domain (Gagné et al. 2003; Reinboth et al. 2004).”
• Psychological need thwarting in the sport context: assessing the darker side of athletic experience. (2011, methodology): “For example, Gagné et al. (2003) found that although daily need satisfaction during practice led to increased positive affect, it was unrelated to the extent to which gymnasts experienced feelings of negative affect.”
• The Coach-Created Motivational Climate, Young Athletes' Well-Being, and Intentions to Continue Participation (2012, background): “, 2002) and psychological well-being (Balaguer et al., 2008; Gagné et al., 2003).”
• Need Satisfaction Supportive Game Features as Motivational Determinants: An Experimental Study of a Self-Determination Theory Guided Exergame (2012, background): “In addition to their effects on motivation, autonomy-supportive conditions also have been found to predict adherence to exercise in children (Chatzisarantis, Biddle, & Meek, 1997), influence young gymnasts’ attendance at practice (Gagne et al., 2003), increase engagements of moderate-intensity exerc”