On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle

By Maarten Vansteenkiste, Richard M. Ryan. 2013

1,948 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f074a78352856fae528ca387ef6734e1e7805b4c

How researchers see this paper

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

In Applied Psychology

In Clinical Psychology

In Social Psychology

Citations in the corpus

Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, neutral): “In contrast, research has begun to show that needthwarting teacher behaviors are related to controlled motivation and maladaptive student outcomes (Vansteenkiste & Ryan, 2013).”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, background): “…2012 for a meta-analysis), indeed showed that need satisfaction engenders a greater openness, receptivity, and internalization of change, while the very blocking of these same needs likely elicits defensiveness and even defiance against change (Hodgins & Knee, 2002; Vansteenkiste & Ryan, 2013).”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “As such, BPNT represents a unifying principle—linking social-contextual factors, facilitative or inhibitive of psychological need satisfaction, to the cognitive, affective, and behavioral experiences that these needs catalyze (Vansteenkiste & Ryan, 2013).”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Students experience feelings of need frustration when their psychological needs are thwarted in controlling teaching environments (Vansteenkiste & Ryan, 2013).”
Workplace Well-Being: The Role of Job Crafting and Autonomy Support (2015, background): “The three needs have been researched extensively, and substantial empirical evidence exists to support their importance for human flourishing (cf. Deci and Ryan 2000; Vansteenkiste and Ryan 2013).”
Students’ Wellbeing, Fear of Missing out, and Social Media Engagement for Leisure in Higher Education Learning Environments (2016, neutral): “Grounded in self-determination theory (SDT; Deci and Ryan 1985, 2008), Vansteenkiste and Ryan (2013) contend that satisfaction of the basic psychological needs for autonomy, competence, and relatedness could foster immediate well-being and strengthen inner resources contributing to subsequent…”
How parents contribute to children's psychological health: the critical role of psychological need support (2017, background): “…well-being, engage activities with interest and spontaneity (intrinsic motivation), more easily accept guidelines for important behaviors (internalization), display more openness in social relationships, and are more resilient when faced with adversity and distress (Vansteenkiste & Ryan, 2013).”
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation (2015, background): “…SDT researchers have increasingly argued for the existence of a separate ‘dark’ pathway activated by controlling socialization (Ryan&Deci, 2000b; Vansteenkiste & Ryan, 2013) and experiences of need frustration (e.g., Bartholomew, Ntoumanis, Ryan, Bosh, & ThøgersenNtoumani, 2011; Bartholomew,…”
Validation of the Perceived Parental Autonomy Support Scale (P-PASS) (2015, background): “Given that controlling parenting may be more strongly related to maladaptive outcomes (Vansteenkiste & Ryan, 2013), associations between controlling parenting and youth outcomes observed herein may have been limited by our choice of outcome measures.”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “To explain both optimal and non-optimal functioning, selfdetermination theorists now highlight two differentiated explanatory processes (Haerens et al., 2015; Ryan & Deci, 2000b; Vansteenkiste & Ryan, 2013).”