The IBQ assesses perceptions of interpersonal behaviours of others according to Self-Determination Theory in the context of autonomy-supportive, competence-supportive, and relatedness-supportive behaviours, as well as autonomy-thwarting, competence-thwarting, and relatedness-thwarting behaviours, while the IBQ-Self assesses an individual's own report of these behaviours.
The current study suggests this may be achieved by promoting team sports which are supportive of autonomy, competence and relatedness.
Ryan and Deci argue that "[c]ontexts supportive of autonomy, competence, and relatedness were found to foster greater internalization and integration than contexts that thwart satisfaction of these needs" [ 41]:76.
One validated SDT-informed intervention technique is needs-supportive teaching techniques utilised by intervention deliverers (e.g. school teachers) who can be trained to offer participants physical activity choices (i.e. autonomy support), provide positive instructional feedback (i.e. competence support) and develop a supportive relationship (i.e. relatedness support) [16].
All hospitals with capacity and competence for supportive care of HUS and/or AKI patients were included.
A previous interview study also found that a supportive work environment and competence resulted in increased commitment to work and professional development [ 45].
Warschburger [ 7] suggested that, as a result of such peer stereotypes and stigmatization, obese children have fewer opportunities to develop social competence and supportive relationships, and thus, social well-being is negatively affected.
This would require building competence, providing supportive supervision, ensuring SBAs understand the importance of monitoring of labour, and creating a conducive environment by addressing staff shortages and ensuring women arrive at facilities in the first stage of labour.
Having a supportive work environment and competence in elderly care have been found to be important to caregivers' ability to manage their work and to supporting a feeling of security in their professional role.
Furthermore, high school students perceived substantive feedback to be more competence-supportive than comparative feedback (Rakoczy, Harks, Klieme, Blum, & Hochweber, 2013).
