Psychological

Communication

Biosci. Biotech. Res. Comm. 10(3): 346-353 (2017)

Resilience and basic psychological needs among

Palestinian school students

Shadi Khalil Abualkibash

and Maria Jose Lera

Faculty of Psychology Education Universidad de 2 Santiago de Compostela

Faculty of Psychology, Seville University, Seville, Spain

ABSTRACT

The purpose of this study is to explore the relationship between Basic Psychological Needs including Autonomy,

Competence and Relatedness (Deci and Ryan, 2000) and factors predicting resilience (American Psychological, 2010)

among Palestinian school students who are living under adversity in the West Bank. The participants were 537

students 13 and 14 years old (45% male and 55% female) representing both urban and rural areas of the northern

West Bank. All participants completed the CYRM-28 Psychological Resilience Questionnaire (Liebenberg etal., 2012)

and The Basic Psychological Needs Scale-General Version (Ilardi etal., 1993). Structural Equation Modeling (SEM)

analysis results showed that the BPN model adequately explained variable variance (MOD FIT/CFI = 0.998) and that

satisfying Basic Psychological Needs had positive and signi cant effect on resilience factors of Caregiving (Physical

and Psychological Caregiving), Individual (Personal Skills, Peer Support, and Social Skills), and Context (Spiritual,

Education and Cultural Context). The role of (BPN) was signi cant ( = 0.297, p < 0.001), ( = 0.409, p < 0.001), and

( = 0.241, p < 0.001) respectively Caregiving, Individual, and Context, factors were high (0.711, 0.706, and 0.80)

respectively, which in turn indicated that (BPN) plays strong role in explaining the variance of Caregiving, Individual,

and Context factors. Based on these  ndings, (SDT) can predict Resilience factors in case of satisfying (BPN). Findings

of the study support that educational and family practices focusing on satisfying psychological needs are related to

childhood resilience in the face of adversity.

KEY WORDS: RESILIENCE, SELF-DETERMINATION (SDT), AND BASIC PSYCHOLOGICAL NEEDS (BPN)

346

ARTICLE INFORMATION:

*Corresponding Author: shadi.k@najah.edu

Received 3

July, 2017

Accepted after revision 25

Sep, 2017

BBRC Print ISSN: 0974-6455

Online ISSN: 2321-4007 CODEN: USA BBRCBA

Thomson Reuters ISI ESC and Crossref Indexed Journal

NAAS Journal Score 2017: 4.31 Cosmos IF: 4.006

reserved.

Online Contents Available at: http//www.bbrc.in/

DOI: 10.21786/bbrc/10.3/2

Shadi Khalil Abualkibash and Maria Jose Lera

BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS RESILIENCE AND BASIC PSYCHOLOGICAL NEEDS AMONG PALESTINIAN SCHOOL STUDENTS 347

INTRODUCTION

Palestine is a nation in a unique geo-political situation

where violence imposed by armed forces and/or mili-

tary violence as well as with restriction of movement

through checkpoints, closures and curfews, and acts of

individual and communal threat and humiliation occur

regularly. Traumatic events such as shootings, bomb-

ings, destruction of houses, physical assaults and deaths

occur in some areas on a daily basis Rytter etal., 2006,

Abdeen et al., 2008, Soares et al., 2007, Qouta et al.,

2008a, Thabet etal., 2016, Thabet, 2015, Mousa Thabet

and Vostanis, 2017, Al-Sheikh and Thabet, 2017).

Numerous studies have noted distinct psychological

and behavioral impacts of traumatic experiences dur-

ing situations of political unrest on youth, related to

psychological health, well-being, and long term out-

comes, including increased risk of suffering from mental

health problems, such as; PTSD, insomnia, depression,

low feeling of self-ef cacy and self-esteem, anxiety and

depressive symptoms, cognitive distortions, and behav-

ioral disturbances (Worden, 1996, Saigh et al., 1995,

Chimienti et al., 1989, Foa et al., 1999, Baker, 1990,

Stubbs and Soroya, 1996, Garbarino and Kostelny, 1993,

Moro etal., 1998, Clarke etal., 1993).

It has also been demonstrated that youth in pro-

tracted con ict zones exhibit increased dif culties in

social relationships, fear of the dark, phobias, bedwet-

ting, social withdrawal, negative social-interaction,

aggressive behavior, insecure attachment, forgetfulness,

somatic disorders and psychosocial behavioral prob-

lems, fear, anger, sadness, humiliation, guilt, nightmares

and emotional disregulation (Giaconia et al., 1995,

Punamäki, 1997, Foa etal., 1999, Vila etal., 1999, Qouta

et al., 2008b), as well as academic challenges such as

low grades, concentration dif culties, and truancy from

school (Qouta and El-Sarraj, 2004, Kanninen etal., 2003,

Thabet and Vostanis, 2000, Altawil, 2008). These indica-

tors reveal how dif cult it is for children residing in high

con ict zones, such as Palestine, to have a normal devel-

opmental trajectory and the high risk for negative lifes-

pan risks related to childhood trauma. Given the high

number or young people exposed to traumatic events in

Palestine, it is necessary for individual, community, and

national well-being and progress to identify protective

factors to reduce the potentially negative impacts of this

currently inevitable exposure to violence (Hobfoll etal.,

2011, Nguyen-Gillham etal., 2008, Thabet and Thabet,

2015a, Thabet and Thabet, 2015b).

Deci and Ryan (2000) Proposes that the relationship

between the social contextual environment and people’s

well-being is critical for positive human development

in Self-Determination Theory (SDT). Self-Determination

Theory is based on the tenant that the ful llment of three

Basic Psychological Needs (BPN) including autonomy,

competence and relatedness, is essential for positive

functioning and when these basic psychological needs

are ful lled, optimal psychological well-being should

occur (Gunnell etal., 2013). Ryan and Deci (2000) argue

that satisfaction of the (BPN) for autonomy, competence,

and relatedness improves well-being, and strengthens

inner resources related to resilience, whereas frustration

in these three areas increased vulnerability for defense

mechanisms and psychopathology (Weinstein and Ryan,

2011, Vansteenkiste and Ryan, 2013). Weinstein and

Ryan (2011), proposed that psychological need satisfac-

tion acts as a buffer in times of stress, reducing both ini-

tial appraisals of stress and encouraging adaptive coping

after stress-related events occur.

The model of motivational resilience used in this

study is based on Self-Determination Theory (SDT) (Deci

and Ryan, 1985), and organized around the assumption

that all individuals aim to satisfy the basic psychologi-

cal needs of competence, relatedness, and autonomy.

According to this perspective, humans inherently seek to

explore opportunities to satisfy these needs. Individuals

feel energized and joyful during interactions in which

their needs are satis ed, and frustrated when they are

thwarted. Based on their history of experiences in par-

ticular situations, people construct views of themselves

and the world in relation to these needs. Over time, these

expectations come to shape their participation in their

environment (Skinner etal., 2014).

The construct of resilience has been broadened from

those experiencing severe environmental disruption to

include the general population with everyday stressors

and dif culties (Timmerman, 2014, Martin and Marsh,

2008). Resilience is intricately related to behavioral

autonomy, self-realization, self-regulation, and psy-

chological empowerment (Weston and Parkin, 2010).

Resilient individuals exhibit behavioral autonomy in

taking responsibility for their actions. Individuals who

are resilient are most likely to possess high levels of

self-realization and self-ef cacy (Timmerman, 2014).

Moreover, resilient individuals do not shy away from

challenging tasks but exert even more effort, use more

effective strategies, and approach dif cult tasks with

persistence. Resilient individuals self-regulate by plan-

ning for and setting goals and consequently monitoring

their progress toward these goals. People who exhibit

self-realization are aware of their strengths and abili-

ties, re ect upon their past successes with challenging

events, develop self-ef cacious beliefs in their abili-

ties, and demonstrate greater capacities for responding

to future events with resilience (Timmerman, 2014). In

addition, research shows a strong association between

psychological empowerment and resilience (Pines etal.,

2012).

Shadi Khalil Abualkibash and Maria Jose Lera

348 RESILIENCE AND BASIC PSYCHOLOGICAL NEEDS AMONG PALESTINIAN SCHOOL STUDENTS BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS

Numerous scholars have noted the bond between

resilience and self-determination. Spreitzer (1995) stated

that, persons who are empowered or self-determined

demonstrate greater resilience. Empowered individuals

display resilience, self-determination, power, control,

ability, competence, self-ef cacy, autonomy, knowledge,

and development (Uner and Turan, 2010).

Based on the previous research, the satisfaction of

basic psychological needs, facilitated by supportive

social contexts, appears to foster both a sense of well-

ness and leads to the building of inner resources that

underlie subsequently demonstrated resilience.

The current study was designed to explore the asso-

ciation between factors of resilience factors and the sat-

isfaction of Basic Psychological Needs among Palestin-

ian youth in West-Bank Directorates by using structural

equation modeling including:

- The association between (BPN) and Resilience

MATERIAL AND METHODS

PARTICIPANTS AND PROCEDURE

The sample consisted of 537 Palestinian public school

student’s 13 and 14 years old living in the West Bank

(OPT Occupied Palestinian Territories). They were 55%

girls and 45% boys. About two thirds (64%) were from

rural areas and (36%) from urban areas. For the study,

25 schools were randomly selected as representative of

schools in the North directorate of the West Bank. At

each school 10 students from 8th grade and 10 students

from 9th grade, were randomly selected. The High Min-

istry of Education provided the permission to access the

public schools, and then researcher informed the pupils,

their parents, and headmaster about the purpose of

study, obtaining their verbal consent for participation.

MEASURES

The Child and Youth Resilience Measure [CYRM]

(Liebenberg etal., 2012) is a comprehensive instrument

composed of three sub-scales, which re ect the major

categories of resilience. The  rst sub-scale is “Individual

Factors” that included personal skills (5 items), peer sup-

port (2 items) and social skills (4 items). The second sub-

scale is labeled “Family Support”, as re ected in physi-

cal/material support (2 items) as well as psychological

care giving (5 items). The third sub- scale is “Contextual

Components” which are environmental characteristics

that facilitate a sense of belonging in youth, including

spirituality (3 items), culture (5 items), and education (2

items). All responses were measured on a Likert Scale

from 1 to 5 (1 = “never” and 5 = “always”), (Liebenberg

etal., 2012). The Cronbach alpha coef cients were cal-

culated for each dimension in the CYRM-28, (individual

factors, family support, and contextual components)

0.80, 0.78 and 0.84 respectively. Cronbach’s alpha for

the total scale (28 items) was 0.92.

The (BPN) Scale-General Version contains 21 items

and is adapted from the (BPN) -work version (Ilardi

etal., 1993). Responses for all items were indicated on a

Likert Scale from 1 (not true at all) to 7 (de nitely true)

(Ryan and Deci, 2000). The instrument includes three

sub-scale scores, measuring the degree to which the per-

son experiences satisfaction of each of the three needs.

DATA ANALYSIS

Structural equation modeling (SEM) using Analysis of

Moment Structure (AMOS) (SPSS Version 21) was used

to analyze the data. Con rmatory Factor Analysis [CFA]

and Path Analysis were used to test psychological resil-

ience related to the factors of individual characteristics,

caregiving, contextual components and the Basic Psy-

chological Needs related to autonomy, competence, and

relatedness. This study anticipated a positive path from

(BPN) to factors of Psychological Resilience (Clauss-

Ehlers, 2008, Pines etal., 2012, Ruban etal., 2003, Deci

and Ryan, 2000, Skinner et al., 2014, Spreitzer, 1995,

Timmerman, 2014, Uner and Turan, 2010, Wehmeyer,

1996, Weston and Parkin, 2010, Tuckman, 2003).

Figure 1, shows the proposed model:

: There is positive path from (BPN) to factors indi-

cating Psychological Resilience including individual

characteristics, caregiving, and context. (See Figure1).

Table 1. Demographic Characteristics for the Participants

Demographic variables

(n = 537)

Frequencies (Valid Percentage

n = 537)

Gender

Males 242 45

Females 295 55

Age

13 268 50

14 269 50

Place of residence

City 196 34

Village 341 66

Shadi Khalil Abualkibash and Maria Jose Lera

BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS RESILIENCE AND BASIC PSYCHOLOGICAL NEEDS AMONG PALESTINIAN SCHOOL STUDENTS 349

FIGURE 1. Theoretical model psychological resilience factors and its relationship with satisfaction of BPNS among

the Palestinian basic school students in West-Bank.

RESULTS AND DISCUSSION

DESCRIPTION OF (BPN) AND RESILIENCE

The researchers computed means and SD for (BPN) and

its domains (Autonomy, Competence, and Relatedness)

and for Resilience and its subscales (Individual Charac-

teristics, Caregiving, and Context), (see table 2).

CONFIRMATORY FACTOR ANALYSIS OF THE

COMPONENTS OF (BPN) AND RESILIENCE

The results indicate that factor loadings were higher

than .50, ranging from 0.66 to 0.7 for the (BPN), and

higher for the Resilience components from 0.73 to 0.86,

At the construct level, the results demonstrate that the

reliabilities of all of the constructs ranged from 0.70 to

0.86 (higher than the recommended cut-off of 0.70 for

this measure).

THE ASSOCIATION BETWEEN (BPN) AND

RESILIENCE COMPONENTS

The present study utilizes SEM to test the hypothesized

model regarding the relationship between the compo-

nent variables of (BPN) and Resilience factors including:

Individual Characteristics, Caregiving, and Context. The

model predicts a positive path from (BPN) to Individ-

ual Characteristics, Caregiving, and Context, (the pre-

identi ed components of resilience). Table 4 presents the

data on statistical  t for the hypothesized model, using

standardized paths coef cients (Beta), and the estimate

of variance explained (R

The 

value was 8.489 (d.f. = 6, p = 0.204). Therefore,

the relative 

was (CMIN/df = 1.415). The RMSEA esti-

mate of 0.028 provided support for the general model.

Bentler’s CFI was 0.998 indicating that the proposed

model  t the data according to this index.

Table 2. Means and standard deviations of total

resilience and resilience factors of children (N = 537)

Descriptive Statistics

Constructs Mean Std. Deviation N

BPNS 5.1485 .68308 537

Autonomy 4.9327 .90893 537

Competence 5.0636 .83385 537

Relatedness 5.4493 .80478 537

RESILIENCE 3.7956 .67234 537

Individual Factors 3.4708 .62142 537

Caregiving Factors 4.0093 .81419 537

Context Factors 3.9067 .79080 537

Table 3. Standardized Path Coef cient and P value

Parameter Description

Standardized Path

Coef cient () P Value

Relatedness from BPNS 0.666** 0.000

Competence from BPNS 0.640* 0.000

Autonomy from BPNS 0.749** 0.000

Context from Resilience 0.861** 0.000

Individual from Resilience 0.734** 0.000

Caregiving from Resilience 0.789** 0.000

Shadi Khalil Abualkibash and Maria Jose Lera

350 RESILIENCE AND BASIC PSYCHOLOGICAL NEEDS AMONG PALESTINIAN SCHOOL STUDENTS BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS

The goodness of  t index (GFI), adjusted GFI (AGFI),

and Normed  t index (NFI) for the measure were 0.995,

0.982, and 0.994 respectively; demonstrating general  t.

Path coef cients from (BPN) to INDIVIDUAL, CAREGIV-

ING, and CONTEXT as well as total Resilience were sig-

ni cant (see Table 4 and 5).

As shown in table 4 and 5, the standardized path

coef cient of caregiving factors from (BPN) was signi -

cant ( = 0.297, p < 0.001), R

(0.711), indicating that

(BPN) plays a strong role in explaining the variance of

caregiving.

Perditions from Individual Characteristics to (BPN) it

was signi cant ( = 0.409, p < 0.001), R

for individual

factors was high (0.706), which in turn indicated that

(BPN) plays strong role in explaining the variance of

individual factors; (Individual Personal Skills, Individual

Peer Support, and Individual Social Skills).

The variability of Context factors explained by (BPN)

it was signi cant ( = 0.241, p < 0.001). R

(0.80), which

in turn indicated that (BPN) plays strong role in explain-

ing the variance of context factors.

To conclude,  gure 2 shows SEM for Resilience fac-

tors and their relationship with satisfaction of (BPN).

As shown in the pervious model and tables 4 and 5,

the results revealed that basic psychological needs were

signi cantly and positively associated with the fac-

tors of resilience; (individual, caregiving, and context)

among the participants.

DISCUSSION

The study aimed to explore whether the satisfaction of

basic psychological needs (BPN) affected resilience fac-

tors, in a sample of middle-school students living under

situations of geo-political adversity, in Palestine.

Results of the current investigation revealed that the

general level of Resilience and (BPN) measures in the

sample was high. Additionally, the results revealed that

there is signi cant relationship between (BPN) and the

selected factors of Resilience (individual characteristics

caregiving, and context), especially between BPN and

Individual Characteristics.

The results demonstrate that satisfying basic psycho-

logical needs of youth in high con ict environments, has

positive effect on resilience and well-being. By review-

ing these results it can be supposed that satisfying basic

psychological needs positively predicts resilience which

is consistent with the explanation offered under self-

determination theory (Baard etal., 2004) in which they

propose that satisfying basic psychological needs, has a

positive effect on resilience and well-being.

Additionally the results of this study are consistent

with previous  ndings that explored (Baard etal., 2004,

Deci and Ryan, 2000, Kaydkhorde, 2014), relationships

between the children and their families and environ-

mental context as supporting and contributing to sat-

isfaction of basic needs, leading to the facilitation of

mental adaptation, resilience and well-being.

Meeting the Basic Psychological Needs of autonomy,

competence and relatedness provide essential condi-

tions for positive development and growth, consistency

and well-being, (Deci etal., 2001), and may determine a

large variance in behavioral functioning (Deci and Ryan,

2017, Sheldon etal., 1996) (Deci and Ryan, 2017).

Table 4. Model Fit Indices and Recommended Values

for SEM Analysis (Kline, 2005)

Model Fit Index

Model Fit

summery

Recommended

Values

CMIN (Chi-square p value) 0.204 > .05

CMIN /df 1.145 ≤ 3

CFI 0.998 ≥ .90

GFI 0.995 ≥ .90

AGFI 0.982 ≥ .90

NFI 0.994 ≥ .90

RMSEA 0.028 ≤ .05

Table 5. Model Fit Indices, Recommended Values for SEM Analysis, and the Observed Values for the Proposed Model

Model Fit

Index

Observed

Values Parameter Description

Standardized Path

Coef cient () P Value R2

Chi-square value 8.489 Relatedness from BPNS 0.666** 0.000 CAREGIVING = 0.711

d.f. 6 Competence from BPNS 0.640* 0.000 INDIVIDUAL = 0.706

CMIN (p value) 0.204 Autonomy from BPNS 0.749** 0.000 CONTEXT= 0.800

CMIN /df 1.145 Context from Resilience 0.861** 0.000 AUTONOMY = 0.561

CFI 0.998 Individual from Resilience 0.734** 0.000 COMPETENCE = 0.409

GFI 0.995 Caregiving from Resilience 0.789** 0.000 RELATEDNESS = 0.443

AGFI 0.982 Caregiving from BPNS 0.297** 0.000

NFI 0.994 Individual from BPNS 0.409** 0.000

RMSEA 0.028 Context from BPNS 0.241** 0.000

Shadi Khalil Abualkibash and Maria Jose Lera

BIOSCIENCE BIOTECHNOLOGY RESEARCH COMMUNICATIONS RESILIENCE AND BASIC PSYCHOLOGICAL NEEDS AMONG PALESTINIAN SCHOOL STUDENTS 351

In conclusion, Self-Determination Theory (SDT) is

organized around the satisfaction of three basic psy-

chological needs (BPN) including autonomy, compe-

tence, and relatedness. Students’ histories of experiences

with family, school, and the community; including their

interactions with parents, teachers, and peers who sup-

port or undermine their needs, cumulatively shape their

academic identities, or their personal convictions about

whether they truly belong (relatedness), have what it

takes to succeed (competence), and genuinely endorse

the goals and values of schooling (autonomy) Cleary

de ne their resilience, especially in adversive environ-

ments. These self-system processes, along with the nature

of the academic work students are given (i.e., whether it

is authentic, relevant, purposeful, and important) are the

proximal predictors of students’ motivational resilience

(or vulnerability), including their engagement, coping,

and re-engagement (Skinner etal., 2014).

In general, an individual with the skills and char-

acteristics of resilience paired with the traits of self-

determined behavior best prepares one to adapt to new

environments and increases the utilization of personal

responsibility to address pressures they encounter in

the environment (Timmerman, 2014). Individuals who

capably demonstrate self-determined behaviors and

resilience are better able to consistently work toward

achieving challenging goals without losing interest or

lessening their effort despite hitting a plateau or expe-

riencing outright failure on their  rst attempt (Timmer-

man, 2014).

In order to improve resilience among Palestinian

children, individual skills factors (personal skills, peer

support, and social skills), context factors (spiritually,

education and culture) and caregiving factors (physical

and psychological) fostering and building suitable edu-

cational and academic interventions may be key based

on self-determination theory and the current  ndings.

Collective interventions, either at community level or

school level may be the best way to effectively address

these issues for Palestinean youth and the full range of

the population (Rabaia etal., 2010, Pieters, 2016, Hoge

etal., 2007).

LIMITATIONS

Despite demonstrating (BPN) effects, it is uncertain that

the directionality of the effects is in accordance with

the model. To further examine these hypotheses and to

provide conclusions with respect to the direction of the

effect, it is recommended that future research include

longitudinal data and school-change interventions.

Further limitations of the current investigation is

the self-report nature of the instruments utilized, it was

not possible to know exactly how the students inter-

preted the constructs and whether they viewed the con-

structs in ways that the researcher intended. While this

is a limitation of all survey self-report research of this

nature, it should be noted that the con rmatory factor

analysis did provide some support that the students were

responding as expected. Future research could overcome

this limitation by including a mixed methods approach.

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FIGURE 2. SEM for psychological resilience factors and its relationship with satisfaction of BPNS among the Palestin-

ian basic school students in West-Bank.

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