Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains

By M. Milyavskaya, R. Koestner. 2011

440 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/93719504c9c5b71fa82d32bcaacd73efbe132c54

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In Applied Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “A vast body of research underpins this assumption (Milyavskaya & Koestner, 2011; Van den Broeck, Vansteenkiste, De Witte, & Lens, 2008; for an overview, see also Ryan & Deci, 2000).”
Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport (2019, background): “…occur when autonomy, competence, and relatedness needs are satisfied and individuals engage in activities because they enjoy them or find them inherently interesting (i.e., intrinsic motivation) or valuable (i.e., identified regulation; e.g., Markland and Tobin 2010; Milyavskaya and Koestner 2011).”
Psychological need satisfaction across levels of experience: Their organization and contribution to general well-being (2013, background): “Furthermore, need satisfaction experienced in a multitude of specific domains, such as school, work, relationships, and leisure, has also been linked both to domain-specific and to general well-being (Deci & Ryan, 2008; Milyavskaya & Koestner, 2011; Patrick, Knee, Canevello, & Lonsbary, 2007).”
On the psychological and motivational processes linking job characteristics to employee functioning: Insights from self-determination theory (2015, background): “Thus, future studies investigating work motivation would benefit from investigating such concept through its two distinct forms instead of using a relative index, as in previous studies (e.g. Milyavskaya & Koestner, 2011; Richer et al., 2002).”
Goal contents, motivation, psychological need satisfaction, well-being and physical activity: A test of self-determination theory over 6 months (2014, background): “Across multiple domains, Milyavskaya and Koestner (2011) found only partial support for the mediating role of motivational regulations and these authors acknowledged that psychological need satisfaction may not require a mechanism to increase well-being.”
The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “…for competence, autonomy, and social relatedness intrinsic motivation – with all its positive academic consequences (e.g. grades or well-being; cf. Cerasoli, nicklin, & Ford, 2014; Milyavskaya & Koestner, 2011; Taylor et al., 2014) – can be properly maintained throughout students’ school careers.”
Teachers’ Innovative Behaviour: The Importance of Basic Psychological Need Satisfaction, Intrinsic Motivation, and Occupational Self-Efficacy (2018, background): “…to which autonomy, competence, and relatedness separately influence intrinsic motivation, the use of one overall score for the three basic psychological needs is not uncommon (e.g., De Cooman, Stynen, Van den Broeck, Sels, & De Witte, 2013; Milyavskaya & Koestner, 2011; Vansteenkiste et al., 2007).”
The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction (2015, background): “Basic needs are defined as inner resources (Grolnick et al. 1991) or motivational resources (Hardré and Reeve 2009) that are universal and critical “nutriments” necessary for well-being and growth (Deci and Moller 2005; Deci and Ryan 2002; Milyavskaya and Koestner 2011; Ryan and Deci 2009).”