Individual experience of basic human needs satisfaction in times of lockdown - findings and implications for policy and teaching — ASN Events
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Individual experience of basic human needs satisfaction in times of lockdown - findings and implications for policy and teaching (#152)

Michaela Brohm-Badry 1
  1. Learning and Instruction, University of Trier, Trier, Germany

Background

During the March/April 2020 lockdown in Germany, we investigated the elements of self-determination theory (SDT: autonomy, the experience of competence, and relatedness) as well as well-being and achievement motivation in a nationwide online survey (n = 422). 

Aims

We aimed to find out how people experience the satisfaction of their basic needs during the hard lockdown.

Method

We used the Basic Psychological Need Satisfaction and Frustration Scale (BPNSNF), a selection from the PERMA Profiler, and the Achievement Motivation Inventory (Schuler/Prochaska).

Results

  • Eighty-two percent of respondents reported being satisfied with their relationships. Of the PERMA items, relationships was ranked highest in importance.
  • Performance motivation and effectiveness, on the other hand, played a subordinate role for the vast majority of respondents (15.3%). Of the five elements of well-being, it ranked lowest.
  • The need for autonomy was felt to be frustrated by only 12%, despite the deep encroachments on freedom of action. However, almost one-third (32%) said they experienced themselves as acting autonomously despite the restrictions. 
  • Relationship satisfaction was statistically significantly associated with well-being (.56), autonomy satisfaction (.49), achievement motivation (.33), and competence satisfaction (.38).

Conclusion

The research highlights the importance of close relationships, especially in times of crisis such as this period of lockdown.

On the other hand, despite limitations regarding autonomous action, many people apparently did not feel these limitations very strongly. Autonomy research shows that when people understand the restrictions on their freedom of action (e.g., speed controls on highways), they are more likely to feel that they have imposed these restrictions on themselves (Ryan/Deci 2018, Deci/Ryan 1985). Possibly, during the pandemic, they succeeded in activating this capacity for insight.

The findings suggest that in political and educational contexts, for example, the meaning of autonomy-restricting measures (e.g., regulations, laws, requirements) should be communicated as transparently and comprehensibly as possible in order to give room to the human need for autonomy and to strengthen trust in political and educational structures.

  1. Brohm-Badry, M. (2021): Aufbrechen – Die Freiheit zur Selbstentfaltung gewinnen. Weinheim, Basel: Beltz.
  2. Deci, Edward L.&Ryan, Richard M. (1985): Intrinsic motivation and self-determination in human behavior. New Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
  3. Ryan, Richard M., & Deci, Edward L. (2017, Paperback 2018): Self- determination theory. Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
  • Please select up to 3 keywords from the following list to best describe your submission content: Coping and Emotion Regulation, Education, Self-Care
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