ABSTRACT
Reports an error in "A self-support approach to satisfy basic psychological needs during difficult situations" by Behzad Behzadnia and Saeideh FatahModares (Motivation and Emotion, Advanced Online Publication, Aug 24, 2022, np). The original version of this article contained a mistake in the acknowledgements section. The correct acknowledgements section is given in the erratum. The original article has been corrected. (The following of the original article appeared in record 2022-95204-001). We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (Mage = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (M age = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice.
ABSTRACT
BACKGROUND: The rapidly spreading novel coronavirus outbreak (COVID-19) worldwide may increase fear and stress, and has a cost for people's well-being and their motivation toward activities. In this study, we applied principles from Self-Determination Theory to develop and test activities to satisfy basic psychological needs (autonomy, competence, and relatedness) to enhance the experience of need satisfaction, autonomous self-regulation, and subjective vitality, and to decrease the experience of need frustration, controlled self-regulation, amotivation, and perceived stress. METHOD: Using a 10-day experimental research design among an Iranian sample (N = 208, Mage = 23.52, SD = 5.00), we randomly allocated participants to either an experimental (basic psychological need-satisfying activities intervention, n = 98) or a control (neutral comparison group, n = 110) condition. RESULTS: Repeated measure ANCOVA showed that participants in the experimental condition reported greater psychological need satisfaction, autonomous self-regulation, subjective vitality, and lesser psychological need frustration, amotivation, and perceived stress than did participants in the control condition. CONCLUSION: We conclude that the intervention was successful in helping participants enhance their motives and well-being and reduce their stress when life is surrounded by uncertainty and during social distancing restrictions.