Predicting the brighter and darker sides of interpersonal relationships: Does psychological need thwarting matter?

By Sebastiano Costa, Nikos Ntoumanis, Kimberley J. Bartholomew. 2015

217 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8d739d80a33608337877d94d8ff2ee2bc901ea8d

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In Applied Psychology

In Clinical Psychology

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Citations in the corpus

General Need for Autonomy and Subjective Well-Being: A Meta-Analysis of Studies in the US and East Asia (2017, unknown): “Recently, Costa et al. (2015a) empirically showed that these aspects of basic needs experiences are qualitatively different in terms of measurement and predictive validity; the differences cannot be simply attributed to wording valence.”
Associations Between Parental Psychological Control and Autonomy Support, and Psychological Outcomes in Adolescents: The Mediating Role of Need Satisfaction and Need Frustration (2015, unknown): “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).”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “In using psychological need dissatisfaction as a predictor of students’ classroom disengagement, we were trying to do what the earlier Costa et al. (2015) study was not quite able to do—that is, predict and explain unique variance in a key indicator of diminished functioning (i.e., disengagement).”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, methodology): “The BMPN has shown strong psychometric properties in previous investigations (internal consistency, factorial validity, predictive validity of students' classroom functioning; Costa et al., 2015; Unanue et al., 2014).”
Psychometric Evaluation of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) in Italy (2018, background): “The importance of considering both need satisfaction and need frustration is well recognizedwithin SDT (Bartholomew, Ntoumanis, Ryan, & Thogersen-Ntoumani, 2011; Costa et al., 2015).”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Importantly, Costa et al. (2014) showed that such differential relations are not simply due to the positive and negative wording of the items used to tap experiences of need satisfaction and need frustration, respectively, and associated positive and negative outcomes (i.e., method effects).”