Nursing is a stressful occupation, which can often lead to compassion fatigue (CF) and turnover intention (TI). When their basic psychological needs (BPN) of competence, relatedness, and autonomy are not met, registered nurses (RNs) may develop a higher propensity to experience CF and TI. Amid projected nursing shortages, the loss of these health care providers may threaten the quality of patient care. Although there is research on BPN and their relationship with well-being and functioning, research is lacking on the relationship between BPN satisfaction, CF and TI among RNs. Researchers have also not examined whether RNs' BPN satisfaction moderates the relationship between CF and TI. To examine these relationships, a quantitative study based on self-determination theory was conducted. A convenience sample of 99 RNs from a nursing association in southern Arizona completed 3 online instruments: Basic Need Satisfaction at Work Scale, Turnover Intention Scale, and Professional Quality of Life Scale Version 5. Linear, correlational, multiple, and step-wise regression analyses were used for testing the study's four hypotheses. Results showed that the BPN of autonomy and competence were related to CF, and all three BPN were related to TI. Additional analysis showed that CF and TI were only marginally related. Results from multiple regression analysis revealed that only 2 predictors, competence and autonomy, significantly predicted TI. Social change implications include the potential to recognize the significance of meeting RNs' BPN, and a consequent reduction of both CF and TI, thus potentially contributing to improved patient care as well as increased productivity and morale.

The COVID-19 pandemic has negatively affected everyone in the world, however the phenomenon of growth following intense suffering has been well-documented over the past few decades (e.g., Tedeschi et al., 2018). Less research has been able to explain why some experience growth from trauma while others do not. Drawing from Joseph and Linley’s (2005) Organismic Valuing Theory model of posttraumatic growth, we examined the role of the basic psychological needs of autonomy, competence, and relatedness (during the onset of the pandemic and currently) in fostering posttraumatic growth. Participants (N = 289) completed an online survey assessing the impact of the pandemic, basic psychological needs, and posttraumatic growth. We hypothesized that participants with greater satisfaction of basic psychological needs during the onset of the pandemic and currently would report greater posttraumatic growth. We found that current satisfaction of psychological needs significantly predicted posttraumatic growth (β = .42, p < .001) whereas satisfaction of psychological needs at onset did not. Secondary analyses of the impact of each need (current and at onset) on posttraumatic growth revealed that current autonomy support significantly predicted posttraumatic growth above and beyond the other needs across both time points (β = .29, p < .001). Interpretations of these results are discussed, and implications and limitations of the study are addressed. / Graduate / 2023-12-31

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The basic purpose of the study was to investigate the relationship of secondary school student teachers' manifest psychological needs and the accuracy of interpersonal perception and the self-concepts of students. In seeking a solution to the problem, the following subproblems were investigated: 1. The relationship of student teacher manifest psychological needs and the accuracy with which the student teacher perceived the attitudes of his students. 2. The relationship of the accuracy with which the student teacher perceived the attitudes of his students and the favorability of the students' attitudes toward the student teacher.

This study measured identity style and identity status within military and academic populations (N = 286) to investigate whether low levels of identity commitment predict dissatisfaction in meeting basic psychological needs. Analysis of identity style and identity status subscales examined the reliability of traditional measures of identity in an atypical emerging adult population. Group comparisons based on participant characteristics (identity commitment, work experience, age, combat experience) explored differences between and within institutions. Results supported the reliability of traditional identity measures in a non-traditional population. A diffuse identity status and diffuse identity style both significantly predicted lower reported levels of psychological needs satisfaction across and within institutions (p < .001). Additionally, full-time college participants who were also affiliated with military service reported significantly higher levels of identity commitment p < .001, ηp2 = .10. Findings are discussed and potential identity related research directions examined.

OBJECTIVE: This study explores psychological experiences that may influence service members’ self-concepts and future orientations. As stable, optimistic, future orientations have been associated with resilience to psychological distress and suicidality (Johnson, et al., 2011), it is worthwhile to explore how service members’ attitudes toward the future might be shaped in the context of intrapersonal and interpersonal experiences. METHOD: Data were collected from service members of the Virginia National Guard (N = 192) and included a Transportation unit, an Engineer unit, an Infantry unit and a group with no specific unit affiliation or substantive military experience. The study is a cross-sectional design that seeks support for the hypothesis that interpersonal and intrapersonal psychological needs differentially influence one’s future orienation. RESULTS: Analysis demonstrated that autonomy, competence and relatedness each play partial mediating roles with respect to the identity style-identity commitment relationship. Further analysis demonstrated that all three psychological needs also significantly predict identity commitment, but that the intrapersonal needs of autonomy and competence are stronger predictors than the interpersonal need, relatedness. The competing hypothesis that psychological needs balance would outperform the psychological needs variables as predictors of identity commitment was not confirmed. CONCLUSIONS: The data indicate that all three psychological needs variables are significantly influential (by degree and category) with regard to protective factors that involve identity-based processes and identity-based beliefs. Implications and areas for future research are discussed.

This thesis deals with the functioning of the family in connection with the physiological and psychosocial development of children. It also describes the reasons why children are taken away from the family and the options of residential care. The first option is institutional care in orphanages and therefore we mention several organisations that offer projects to help these children in particular to have an easier entry to life after the completion of institutional care. The empirical part of this study analyses the background, the habits and also the preparation of young adults to leave the orphanage in two institutions: Primary school and Orphanage Přestavlky and Orphanage Klánovice. It includes personal life stories of several children not only from the two orphanages but also from children brought up in foster care. The main goal of this thesis was to find out whether the children brought up in orphanages have different vision of the future in comparison with children raised in foster care. The results of our open- ended interview survey are presented in the final part of this paper.

In this study, authors examined basic psychological needs (namely, competence, autonomy, and relatedness) as potential mediators of the association between sexual assault and depressive symptoms in a sample of 342 college students. Results from conducting a multiple mediation test provided support for partial mediation involving the indirect effects of competence and autonomy. In contrast, no support for mediation was found involving relatedness. It is notable that sexual assault remained a significant predictor of depressive symptoms in students. Therefore, findings indicate how sexual assault may both directly and indirectly (through psychological needs) lead to greater depressive symptoms in students. Authors concluded the article with a discussion of the implications of their findings for expanding the study of basic psychological needs in college students and the need for greater efforts to prevent and treat sexual assault on campus.

We examined the role of basic psychological needs as a mediator of the association between future orientation and depressive symptoms in a sample of 202 (159 female and 43 male) multiethnoracial adults. Multiple mediation analysis with 10,000 bootstraps was conducted to test for mediation. The association between future orientation and depressive symptoms was found to be accounted for by dimensions of basic psychological needs. Specifically, future orientation was negatively related to depressive symptoms through positive associations involving autonomy and competence, but not relatedness. The present findings are the first to not only point to the importance of examining future orientation in understanding depressive symptoms in multiethnoracial adults, but they are also the first to suggest possible mechanisms by which believing in a changeable future might foster stronger satisfaction of basic psychological needs, especially autonomy and competence, that might help multiethnoracials garner greater protection when encountering stressful situations in their lives.

The aim of this study was to examine pre-service science teachers&rsquo / self-determined motivation toward environment and investigate how their basic psychological needs that support their self-determined motivation were fullfilled during the environmental course activities. The thesis includes two main parts: a quantitative part and a qualitative part. In the quantitative part of the study, PSTs&rsquo / motivation toward environment was measured before, after and five months later following the course activities. In the qualitative part of the study, how PSTs&rsquo / basic psychological needs were supported during the course activities was examined through multiple case study method. The study was implemented in an environmental science course. 33 pre-service science teachers who are taking the course participated in the study. Environmental problems which are Easter Island, Environment vs. Economy, Paper vs. Plastic, Ozone Depletion, Why Worry about Extinction?, Hasankeyf and Mamak Garbage Dump were discussed during the six course weeks. Five PSTs, who were chosen as a focus group, were interviewed each week after course discussions. The qualitative data were collected through interviews, discussion recordings, assignments and reflection papers. The results of the study illustrated that PSTs&rsquo / self determined motivation toward environment increased after the course activities and five months later following the course. PSTs&rsquo / negative capacity beliefs causing amotivation toward environment declined after the course activities and in follow up measurement. Finally, qualitative results of the study revealed that supporting cognitive and instructional features of PSTs during the course activities fullfilled their basic psychological needs and thus, fostered their self determined motivation toward environment.