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The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

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Abstract

Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

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... Three well known of esthetic principles are the Unity in Variety principle Post [35] , the MAYA principle Most advanced, yet acceptable Hekkert [18] , Loewy, 1951)social esthetic principle 'Autonomous, yet Connected Blijlevens [7] and which explain esthetic appreciation as a result from maximizing three seemingly contradictory(safety and risk) dimensions both positively related to esthetic pleasure, respectively typicality and novelty, unity and variety, connectedness and autonomy. The Unified Model of Aesthetics (Hekkert [17] ) state that our aesthetic preferences depend upon a continuous battle between two evolutionary complementary, motivational drives and that the aesthetic sense has evolved to identify and value prospects for safety and accomplishment. The principles of unity-in-variety, most advanced yet-acceptable and autonomous yet-connected are considered manifestations of these conflicting urges at separate levels of stimulus processing, further, the principles are found to operate independently and jointly unity-in-variety has the strongest impact on aesthetic pleasure (Berghman and Hekkert [4] ). ...
... The principles of unity-in-variety, most advanced yet-acceptable and autonomous yet-connected are considered manifestations of these conflicting urges at separate levels of stimulus processing, further, the principles are found to operate independently and jointly unity-in-variety has the strongest impact on aesthetic pleasure (Berghman and Hekkert [4] ). The theory that has been put forward in the literature for the workings of these types of maximization esthetic principles is the evolutionary psychological perspective on esthetic appreciation (Hekkert [17] ) that esthetic appreciation directs beneficial behavior for people's survival (Lindgaard and Whitfield [26] , tooby and cosmides [45] which we adapt to guide the development of our aesthetic principle. ...
... The principle of unity-in-variety define as: the maximization of both unity and variety, to achieve a balance which interdependent and suppress each other's effect that offers the greatest aesthetic appreciation (Post [35] that from the sensory processing of a stimulus for its own sake (Hekkert [17] ). According to Project UMA model (Hekkert [17] ), the trade-off between the needs for safety and accomplishment could form an underlying explanation for the unity-in-variety principle those humans seek both safety and accomplishment Whereas unity facilitates perceptual understanding can thereby fulfill a need for safety, perceiving variety bears the prospect of mastering new information, thereby fulfilling a need for accomplishment that the conditions of safety and risk will drive product preferences towards unity and variety, respectively (Post [35] ). ...
... Self-Determination Theory (SDT) is a psychological framework that emphasizes the role of basic psychological needs in driving human motivation and well-being (Deci & Ryan, 1980, 2000. Despite its relevance, SDT has received very limited attention from technostress scholars (Kotek & Vranjes, 2022). ...
... In the context of SDT, autonomy, competence, and relatedness are identified as the three universal psychological needs essential for an individual's overall well-being and must be met through supportive environments to foster both intrinsic and extrinsic motivation, which are crucial for healthy psychological development Deci & Ryan, 2000. To thrive, stay motivated, and perform optimally in both life and work, it is necessary to fulfill these basic needs . ...
... It reflects the desire to make choices freely and act according to one's own will, with the assurance that these actions are truly self-determined (Ciyin & Erturan-İlker, 2014;Hu et al., 2021;Wall et al., 2013). This need for autonomy is closely tied to the desire for control over one's behaviors and goals, as well as the subjective experience of psychological freedom and the ability to make independent choices (Deci & Ryan, 2000;Vansteenkiste et al., 2020). According to Salikhova et al. (2020), within educational settings, digital technologies provide significant opportunities to meet the need for autonomy, but they also pose challenges to satisfying the need for relatedness. ...
Article
This literature review explores the influence of technostress creators on basic psychological needs of accounting lecturers, specifically autonomy, competence, and relatedness, as outlined by Self-Determination Theory (SDT). The rapid integration of technology into educational environments, accelerated by the COVID-19 pandemic, has significantly altered the teaching process, presenting both opportunities and challenges (Adarkwah, 2021; Afshan & Ahmed, 2020; Akmal et al., 2021). The increasing reliance on technology has also led to increased technostress among educators (Ab Wahab et al., 2022; Li & Wang, 2021), particularly accounting lecturers, who must continuously adapt to evolving technologies. Technostress creators, including techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty, disrupt the fulfillment of these psychological needs, impacting motivation, well-being, and satisfaction. This review synthesizes existing research to highlight how these stressors undermine lecturers' autonomy, competence, and relatedness. Additionally, it offers recommendations for mitigating technostress by fostering environments that support these basic psychological needs. The findings underscore the importance of addressing technostress in educational settings to enhance lecturers' motivation, performance, and well-being.
... A sense of skills utilization (Organ et al., 2006) and work accomplishment (Deci and Ryan, 2000) have also been found to engender a higher level of voluntaristic, OCB-related behavior. Recognition for these outcomes has also been shown to motivate greater voluntaristic effort (Deci and Ryan, 2000). ...
... A sense of skills utilization (Organ et al., 2006) and work accomplishment (Deci and Ryan, 2000) have also been found to engender a higher level of voluntaristic, OCB-related behavior. Recognition for these outcomes has also been shown to motivate greater voluntaristic effort (Deci and Ryan, 2000). Similar outcomes exist driven by job inspiration (Bakker and Demerouti, 2008). ...
... When employees are intrinsically motivated, they gain satisfaction from the work itself and not from external rewards. This results in them being more inclined towards going the extra mile and engaging in acts of voluntarism to obtain this satisfaction (Deci and Ryan, 2000). This suggests that employees who derive intrinsic satisfaction from their work tend to be more likely to engage in voluntary behaviors. ...
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This research intends to investigate the impact of employee age and innovative work climate on the relationship between supportive supervisory roles and employee acts of voluntarism. Using a large cross-sectional survey of the Australian Public Service we find that the influence of supportive supervisors on employees’ acts of voluntarism and extra role behaviors at work is higher amongst younger employees. This indicates that younger employees are more likely to engage in acts of voluntarism as a result of supportive supervisory roles. Findings also indicate that innovative work climate accentuates the relationship between supportive supervisory behaviors and acts of voluntarism. Employees who experience high levels of innovative work climate and high levels of support from supervisors tend to display higher levels of voluntarism and extra role behaviors at work. These findings have several theoretical and practical implications.
... Various theories have been developed to explain why people engage in certain activities, such as hiking. One of the most widely recognized theories is Self Determination Theory, which differentiates between intrinsic and extrinsic motivations [23]. Intrinsic motivation refers to the act of doing something for its inherent enjoyment or satisfaction. ...
... General purpose hikers may engage in hiking for various reasons, including social gathering, physical exercise, and general recreation, without any particular strong preference for one motive over another. This segment reflects the concept of multi-motivation, where individuals partake in activities that satisfy various needs simultaneously [23]. ...
... Hiking tourists who are driven by strong motivations, such as the desire for mental refreshment, social interaction, or physical challenge, are more likely to experience satisfaction during their hiking trips. This is because motivations are closely aligned with personal fulfillment and psychological needs, as described by Self Determination Theory [23]. When these motivations are met, hiking tourists will likely feel a sense of accomplishment, enjoyment, and well-being. ...
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Hiking is one of the most popular and significant recreational activities in natural settings, yet hiking tourists are often not distinguished from the broader population of nature-based tourists. This study aimed to identify distinct segments of hiking tourists based on their motivations and to explore the relationship between segmentation, motivations, and their satisfaction with the hiking experience. Using a questionnaire survey of 262 hiking tourists in Taiwan and multivariate statistical techniques, four hiking motives-"relaxation", "social interaction", "competence and exploration", and "mental refreshment"-were identified, and four segments of hiking tourists-"mental refreshment seekers", "social hikers", "challenge seekers", and "general purpose hikers"-were classified, respectively. While all segments reported high levels of satisfaction, their satisfaction was influenced by different motives. This study enhances the theoretical understanding of hiking motives and provides practical recommendations for enhancing hiking experiences and nature conservation.
... These pro les not only re ect the diversity and complexity of students' perceived teacher support but also provide the groundwork for further investigation into the underlying in uences [6]. Building upon this foundation, and grounded in self-development theory, we further analyzed the speci c relationship and mechanism of in uence between different perceived teacher support pro les and these variables to elucidate how different perceived teacher support pro les impact students' mathematics learning [11]. Therefore, the ndings from this study offer person-centered insights into the role of perceived teacher support in mathematics learning and contribute to the development of differentiated strategies and support mechanisms to enhance students' mathematical learning e cacy. ...
... Self-determination theory provides a comprehensive theoretical framework for our understanding of its role. The theory emphasizes that students' needs for ability development, autonomy, and social relevance are the core to promote their learning motivation and effectiveness [11,15]. Teachers provide the necessary support through active interaction, addressing students' needs across multiple dimensions to enhance mathematics learning effectiveness [2,17,18]. ...
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Background The critical role of perceived teacher support in mathematics learning has been widely recognized, but individual student differences have often been overlooked in previous studies. Methods This study adopts a person-centered approach to study the perceived teacher support in the process of mathematics learning, uses latent profile analysis to classify 1314 students, and uses one-way analysis of variance to explore the differences between students with different profiles. Further, a mediation model is established to explore the relationship between different perceived teacher support profiles and and mathematics engagement, mathematics anxiety, and mathematics attitude. Results Latent profile analysis identified three profiles: low (5.78%), medium (44.29%), and high perceived teacher support (49.93%). There were no significant differences in gender or grade among students with different profiles. But they show significant differences in mathematics engagement, mathematics anxiety, and mathematics attitude. Further analysis revealed that there are differences in behavioral engagement, cognitive engagement, emotional engagement, classroom anxiety, learning motivation, and learning strategies. The mediation effect analysis showed that students with higher perceived teacher support exhibited stronger mathematics attitudes, which in turn increased their mathematics engagement. However, mathematics anxiety did not serve as a mediating factor. Conclusion The study showed that individual differences in perceived teacher support affect students’ mathematics engagement mathematics anxiety, and mathematics attitudes. Students who perceive a higher level of teacher support show a more positive attitude toward mathematics, which promotes mathematics engagement. This study provides empirical evidence for teachers to implement personalized support.
... Balance ability tests and ankle instability questionnaires were evaluated at week 0 and week 4. The Intrinsic Motivation Level (IML) questionnaire was assessed each week over the course of the 4-week program [34]. ...
... The Intrinsic Motivation Inventory (IMI) is a multidimensional questionnaire used to assess the participant's subjective perception of a target activity [34,40]. It uses a 7-point Likert scale (ranging from 1=strongly agree to 7=strongly disagree) [41]. ...
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Background: Children with chronic ankle instability (CAI) frequently experience ankle unsteadiness, causing trips, falls, and ankle sprain injuries resulting in poor quality of life. A specific exercise program focused on physical and psychological purposes in children with CAI is needed. Objective: The purpose of this study was to investigate the feasibility of a 4-week home-based exercise training program using active video games (AVGs) for balance, motor proficiency, foot and ankle ability, and intrinsic motivation in children with CAI. Methods: Sixty children with CAI (mean age 10, SD 2 years) were randomly assigned to an experimental group (AVG group; n=30) or a control group (CG; n=30). The AVG group played 2 selected video games, Catching Fish and Russian Block, while the CG received the traditional exercise program for CAI. Both programs were scheduled for 30 minutes per day, 3 times per week, for 4 weeks at home. The single-leg stance test was used to assess static balance. The walking forward on a line and standing long jump tests were used to assess motor proficiency. The Foot and Ankle Ability Measure (FAAM) and the Intrinsic Motivation Inventory questionnaire were used to assess foot and ankle ability and intrinsic motivation, respectively. Assessments were conducted at baseline and after 4 weeks. Results: In the AVG group, the single-leg stand test (eyes open; on floor and on foam conditions), the FAAM (activities of daily living subscale), and intrinsic motivation (interest/enjoyment, pressure/tension, and value/usefulness dimensions) were improved compared with the CG (all P<.05). Motor proficiency did not differ between the 2 groups at the end of the 4-week program (P=.31 for the walking forward on a line, P=.34 for the standing long jump test). Conclusions: A 4-week home-based exercise training program using AVGs can be beneficial and may be an effective approach for improving balance, foot and ankle ability, and enhancing positive motivation by increasing the interest/enjoyment and value/usefulness dimensions and lowering the pressure/tension dimension in children with CAI that require long-term rehabilitation sessions.
... Balance ability tests and ankle instability questionnaires were evaluated at week 0 and week 4. The Intrinsic Motivation Level (IML) questionnaire was assessed each week over the course of the 4-week program [34]. ...
... The Intrinsic Motivation Inventory (IMI) is a multidimensional questionnaire used to assess the participant's subjective perception of a target activity [34,40]. It uses a 7-point Likert scale (ranging from 1=strongly agree to 7=strongly disagree) [41]. ...
... Still, authentic and integrated CSR must be a systematic and integrated part of daily operations, reflected in routine business decisions and critical leaders' attitudes/values. Other than the social exchange theory [14], the SDT [26,27] provides a multi-dimensional motivation framework emphasizing individual employees' adaptivity to internalize socio-cultural interactions, satisfying their needs for volitional choice (autonomy), impactful outcomes (competence), and meaningful connections (relatedness) [17,28]. ...
... The SDT grounds sense-making processes as an integral part of employees' selfregulation at work, as employees naturally seek meaningful connections and needssupportive experiences to grow [17,18,28]. Experiencing the need for a supportive workplace organically mixed with employees' sense-making at work [4,33]. ...
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In response to calls for research on the psychological mechanisms, such as perceptions and attitudes toward corporate citizenship, in promoting positive outcomes at work, this research presents a novel approach by empirically testing a calling conditioned path model from P perception of corporate CSR (P-CSR) to work engagement via meaningfulness under the theoretical framework of self-determination theory. Survey data collected from 224 corporate employees in the US were tested using the PROCESS plugin (version 4.3) in SPSS. The regression results supported the positive direct and indirect paths from employees’ P-CSR to meaningfulness and work engagement but not the conditioning effect of calling work orientation. This study’s unique findings, limitations, future research, and implications are discussed, expanding micro-CSR research and unboxing the management assumptions of employees as purposeful autonomous agents seeking consistent interpretations and authentic perceptions of organizational CSR activities during their sense-making processes. Non-confirming of the calling conditioning the path model shed light on it being a dynamic multi-dimensional and multi-level construct to be further researched.
... The aspiration for public recognition, expressed by approximately half of the students, aligns with research on extrinsic motivation. Deci and Ryan (2000) proposed the self-determination theory, which suggests that individuals have intrinsic and extrinsic motivations that influence their behavior. Extrinsic motivation, such as seeking public recognition or rewards, can shape individuals' career aspirations and choices. ...
... Their work emphasises the importance of interest and selfefficacy beliefs in career decision-making, suggesting that a strong interest in sciencerelated activities can cultivate students' confidence in their ability to succeed in science careers and heighten their positive expectations for outcomes. This aligns with the principles of self-determination theory, which suggests that intrinsic motivation and personal interest play a vital role in shaping career choices (Ryan & Deci, 2000). This theory suggests that students with a genuine interest and passion for science-related activities are more likely to pursue careers in the science domain due to internal motivations. ...
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The declining interest in STEM careers in the United Kingdom has raised concerns, prompting this study to explore the intricate relationship between social, cultural, and scientific identities and their impact on students’ inclination towards science and technology career pathways. Additionally, the study examines the associations between gender, gender-related job preferences, and career choices. Data were collected from 1,618 primary and secondary students in the UK. Descriptive and inferential statistics, including regression analysis and multivariate analysis, were employed for analysis. The key findings revealed a significant interaction effect between gender and gender-related job preferences. Social factors were identified as significant mediators, amplifying the influence of gender on career decisions and shaping gender-related job preferences. Cultural factors, particularly related to ethnicity, were found to shape job preferences, while religious affiliation did not exhibit a significant effect. Students’ perceptions of science, stereotypes associated with science professionals, and engagement in science extracurricular activities were positively correlated with a greater likelihood of expressing interest in STEM careers, demonstrating the influential impact of science factors on forming students’ STEM career choices. Interestingly, the type of education (primary or secondary) did not significantly impact job preferences, suggesting that preferences may become more refined or influenced by external factors as students progress in their education.
... habilidades blandas. Para mitigar estos riesgos, es recomendable combinar elementos competitivos con actividades colaborativas, creando un entorno donde los jóvenes y adultos puedan apoyarse mutuamente mientras avanzan en su aprendizaje (Deci & Ryan, 2000). ...
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A pesar de los numerosos beneficios que la gamificación puede ofrecer en educación, su implementación no está exenta de desafíos y consideraciones críticas. Es fundamental abordar estos aspectos para garantizar que la gamificación sea efectiva y contribuya positivamente al proceso de aprendizaje, y no fallar en el intento. Riesgo de superficialidad Uno de los principales desafíos de la gamificación es el riesgo de que las actividades gamificadas se perciban como superficiales o triviales.
... Therefore, the nature of potential stressors and incompetence in response to disaster events may influence individuals' commitment to attend the site. 13,26 Disaster preparedness cannot control or suppress the occurrence of natural disasters. However, efficient disaster preparedness can reduce the potential effects of future disasters on human life, health, and property. ...
Article
Objectives This study was conducted to determine the relationships between nurses’ competency, motivation, and stress levels in disaster management, as well as to shed light on the establishment of effective disaster management programs. Methods In our research we used a correlational, descriptive, cross-sectional design. The sample of the study was composed of 498 nurses working in Turkey. The “Descriptive and Professional Characteristics and Disaster Experiences of Nurses” form, the “Competencies for Disaster Nursing Management Questionnaire,” the “Perceived Stress Scale,” and the “Nurses Job Motivation Scale” were used in data collection. Results Nurses’ disaster management competency and motivation levels were found to be adequate, and their stress levels were found to be moderate. A weak positive correlation was found between disaster management competency and motivation, but a weak negative correlation was found between stress levels. Age, education level, experience level, training in disaster nursing, and knowledge of duties and responsibilities in disasters were associated with significant differences in terms of disaster competency and its dimensions, motivation, and stress levels. Conclusions The study found that nurses’ disaster experiences impacted their competency, feeling of preparedness, and stress and motivation levels, and motivation was found to be a predictor of increasing competency.
... Motivation is a crucial driver of learning, and its impact on second language acquisition has been extensively investigated (Dörnyei, 2001). Research consistently shows that learners who are intrinsically motivated, meaning their desire to learn comes from internal sources like enjoyment, interest, or a sense of accomplishment, are more likely to achieve success in language learning (Deci & Ryan, 2000). ...
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This qualitative case study, guided by Social Cognitive Theory, investigated the interplay of technological self-efficacy, intrinsic motivation, and e-learning strategies among three advanced university students enrolled in an online English language program in the Middle East. The study found that technological self-efficacy, particularly related to digital literacy and confidence in using online tools, significantly influenced students' e-learning strategy choices. Intrinsic motivation, driven by a desire for personal growth and future opportunities, was a key driver of proactive engagement and strategy implementation. The study also highlighted the importance of contextual factors, including curriculum design, assessment practices, virtual classroom instruction, and opportunities for peer interaction, in shaping successful e-learning experiences. Findings emphasized the need for educators in this region to prioritize the development of technological self-efficacy, foster intrinsic motivation, and design learning environments that encourage diverse e-learning strategies, promote learner agency, and create a supportive learning community. Future research should explore these factors within larger student populations to identify patterns and developmental trajectories in diverse e-learning contexts.
... Memberikan otonomi dan pilihan kepada siswa adalah salah satu cara efektif untuk meningkatkan motivasi intrinsik mereka. Ketika siswa diberi kesempatan untuk memilih topik proyek, metode penyelesaian tugas, atau materi yang mereka minati, mereka merasa lebih terlibat dan bertanggung jawab atas pembelajaran mereka sendiri (Deci & Ryan, 2000). Otonomi ini tidak hanya meningkatkan minat siswa tetapi juga membantu mereka mengembangkan keterampilan pengambilan keputusan dan manajemen diri. ...
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Guru profesional adalah individu yang tidak hanya memiliki pengetahuan dan keterampilan yang mendalam dalam mata pelajaran yang mereka ajarkan, tetapi juga menunjukkan dedikasi yang tinggi terhadap profesi mereka, serta kemampuan untuk terus berkembang dan beradaptasi dalam dunia pendidikan yang dinamis. Seorang guru profesional memahami bahwa pendidikan adalah proses yang berkelanjutan, dan mereka berkomitmen untuk terus belajar dan memperbarui diri agar dapat memberikan pengajaran yang terbaik bagi siswa mereka. Guru profesional menunjukkan kompetensi pedagogik yang tinggi, yang mencakup kemampuan untuk merancang dan melaksanakan strategi pengajaran yang efektif, mengelola kelas dengan baik, serta memberikan umpan balik yang konstruktif kepada siswa. Mereka juga menguasai kompetensi kepribadian, yang tercermin dalam sikap etis, integritas, serta kemampuan untuk menjadi panutan yang positif bagi siswa. Kompetensi sosial juga menjadi bagian penting dari profesionalisme guru. Dalam kompetensi sosial, guru harus mampu menjalin hubungan yang baik dengan siswa, orang tua, dan kolega, serta berkontribusi dalam membangun komunitas sekolah yang inklusif dan suportif. Selain itu, guru profesional memiliki kompetensi profesional yang mencakup pengetahuan mendalam tentang materi pelajaran yang diajarkan, serta kemampuan untuk menerapkan metode dan teknologi terbaru dalam proses pembelajaran. Mereka tidak hanya mengajar, tetapi juga menginspirasi dan membimbing siswa untuk mencapai potensi penuh mereka. Guru profesional juga berperan sebagai pemimpin dalam komunitas sekolah. Dalam komunitas sekolah, guru sering kali terlibat dalam pengembangan kurikulum, pelatihan guru, dan inisiatif peningkatan mutu pendidikan. Guru profesional juga memahami pentingnya pengembangan profesional berkelanjutan. Mereka terus mencari peluang untuk belajar, baik melalui pelatihan formal, kolaborasi dengan rekan sejawat, maupun refleksi diri. Dengan demikian, mereka dapat terus memperbarui keterampilan dan pengetahuan mereka untuk menghadapi tantangan-tantangan baru dalam pendidikan. Sikap ini mencerminkan komitmen mereka terhadap kualitas pendidikan yang tinggi dan kesiapan untuk beradaptasi dengan perubahan.
... Social support is an important factor in lowering stress and improving coping mechanisms when dealing with stressful circumstances (Teoh et al.,2021). A number of studies have found a positive correlation between having a network of people who care about you and your wellbeing and a lower risk of experiencing stress, melancholy, and other mental health issues (Deci et al., 2000). Abraham Maslow proposed a hierarchy of requirements, labeling the stages of this hierarchy as follows: Physiological, safety, belonging, transcendence, esteem, self-actualization, and love. ...
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The purpose of this research was to learn how social support can help international pupils feel less lonely and stressed out. The study relied on secondary sources to summarize and evaluate prior research. One study done at Buea's university began with the assumption that students' already-complicated lives are rife with academic stressors, many of which can also trigger a mental health crisis. It was argued that students' mental health and resilience could be greatly aided by having a strong social support system in place. We postulated that the mental health of academically stressed students might improve if they had access to social support systems like loving parents and siblings, a friendly social group, encouraging instructors, and adequate learning materials. In this study, 374 students who reported experiencing scholastic stress were randomly selected from a larger population using the purposive sampling method. Data was gathered with the help of questionnaires. The information was analyzed using Spearman's association. The findings indicated that college students' mental health was affected by their parents' and families' acceptance of them (r=0.160; P=0.000), their peers' acceptance of them (r=0.140; P=0.000), their teachers' involvement in their education (r=0.205; P=0.000), and their access to learning tools (r=0.417; P=0.000). It was discovered that students' social networks account for a large portion of the variance in their psychological well-being when they are academically anxious. It is important for parents and significant others to listen to their children's concerns and provide them with emotional support and counseling when necessary. Because it fosters a feeling of belonging and aids in promoting and decreasing stress, social support is crucial for students. There are many various kinds of social support, both material and immaterial. Emotional assistance is helpful in managing stress.
... In well-functioning organizations and teams, directors and management promote employee engagement by supporting them in their work. Motivation and job satisfaction are increased if basic psychological needs such as connectedness, autonomy and recognition of competence are met (Schutz, 1966;Deci & Ryan, 2000;Gerbeth & Mulder, 2023). When performing tasks, team members reflect with each other and develop together. ...
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... The controlling aspect external events will influence the self-dependence need. The element of this theory believes that people demand two inborn needs, "independence" and "competence" (Deci and Ryan, 2000). Independence means that, one him or herself decides and believes in him or herself and competence means that someone has this ability to influence the important problems (Stone et al., 2009: 77) in terms of intrinsic motivation level of independence and competence feels when people have deciding authority (Deciand and Ryan, 2012). ...
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The aim of this inquiry is to investigate the effect of corporate governance on fraud contingency in the cognitive valuation theory that has evaluated fraud contingency in 158 companies of Tehran stock exchange from 2011 to 2015. Logistic regression test has been used to verify the hypotheses. Results of the inquiry have shown that there isn't any meaningful relationship between external corporate governance (institutional ownership) and the likelihood of fraud. Institutional ownership cannot affect the likelihood of fraud through more inspections on managers in order to control opportunistic demeanor and decreasing agency. One reason for above conclusion is cognitive evaluation theory because cognitive evaluation theory claims that, external pressure and control may excite the internal motives caused by managers independence and leads them to committee fraud in financial statements, in this way, pressure and control eliminate fraud contingency even it can have inverse effect. The other results of this inquiry are lack of relationship between domestic corporate governance (size of the headboard, percentage of non-obligated managers and the role of headboard dichotomy) and fraud contingency. But there is relationship between headboard's reward and fraud contingency , based on the cognitive evaluation theory external rewards may increase fraud contingency in companies.
... The findings highlight the importance of intrinsic motivation in driving employee performance, supporting Herzberg's Two-Factor Theory, which posits that motivators such as achievement and recognition are critical for job satisfaction and performance. This study's results are consistent with Deci and Ryan's (2000) Self-Determination Theory, which emphasizes the role of intrinsic motivation in achieving high levels of performance and job satisfaction. Employees who find their work fulfilling and are recognized for their efforts are more likely to perform well. ...
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Employee performance in the hospitality industry is significantly influenced by leadership style, motivation, and job training. The KRU, as a luxury destination in Bali, needs to understand these factors to enhance employee performance and guest services. This study aims to analyse the impact of leadership style, motivation, and job training on employee performance at The KRU. This research employs a quantitative method with a survey approach. Data was collected through questionnaires distributed to the resort's employees. Data analysis utilized descriptive statistics and regression analysis to assess the relationships between variables. The analysis results indicate that supportive leadership styles and high motivation significantly affect employee performance improvement. Additionally, effective job training contributes to enhanced skills and productivity among employees. Leadership style, motivation, and job training have a significant positive impact on employee performance. Recommendations are provided to enhance leadership approaches and training programs to maximize employee performance.
... -Encouraging the freedom to learn on one's own, promoting critical thinking, proposing problem solving by themselves, and supporting the independent thinking tendencies of the intellectually gifted (Demir & Cetinbas, 2023). Deci and Ryan (2000) suggest that autonomy is an essential aspect of the psychological needs of intellectually gifted children. -Encouraging the development of consciousness, for example, from the multilevel perspective proposed by Dabrowski (1964) in his theory of positive disintegration, which would mean seeing existential crises as moments that allow one to rethink and expand one's vital schemes, to look beyond oneself, and even for spiritual development. ...
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The purpose of this article is to review the relevance of spirituality in the intellectually gifted and to derive a proposal for helping and guiding them in their spiritual concerns based on their psychological characteristics that may influence the way they experience spirituality. Based on their characteristics a practical approach is proposed for educators and psychotherapists to support both the development of their potential in the spiritual domain and to provide guidance regarding any challenges they may encounter in this area. To this end, the article suggests focusing on three aspects that can be part of the spiritual life: the inner self, the outer life, and the integration of both, and explains some practices that can be used for the spiritual development of gifted individuals.
... The theoretical basis for gamification in education is grounded in motivation theory, particularly Self-Determination Theory (SDT), which posits that individuals are motivated by three fundamental psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000). Gamification taps into these needs by providing students with opportunities to make choices, achieve mastery, and connect with peers . ...
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Gamification in education has emerged as a transformative approach to enhancing student engagement and improving learning outcomes. By integrating game design elements into educational environments, educators can create dynamic and interactive experiences that motivate learners to participate actively in their studies. This study explores the theoretical foundations of gamification, highlighting its psychological underpinnings, such as intrinsic motivation and the flow state, which contribute to enhanced engagement. The paper examines various gamification strategies, including point systems, leaderboards, and badges, and their impact on student motivation, collaboration, and retention of knowledge. Furthermore, this study analyzes the effectiveness of gamification across different educational settings and age groups, illustrating how these techniques can be tailored to diverse learning contexts. Empirical evidence is presented, showcasing significant improvements in student performance and engagement levels when gamified elements are incorporated into traditional curricula. Challenges associated with implementing gamification, such as the potential for fostering unhealthy competition and the need for careful design to align with educational goals, are also discussed. Ultimately, this paper posits that gamification is not merely a trend but a fundamental shift in pedagogical practice that harnesses the motivational power of games to foster deeper learning. By creating a more engaging and enjoyable learning environment, educators can leverage gamification to meet the diverse needs of students, encouraging them to take ownership of their learning journey. The findings underscore the importance of ongoing research to refine gamification strategies and explore their long-term impacts on educational outcomes.
... Notably, Zhang and colleagues [9] reported that most of the digital behavioral interventions on reducing sedentary behavior and promoting physical activity in adults with diabetes were theory-driven, with Social Cognitive Theory [12,13] being the most commonly reported. Likewise, Kompf and Rhodes [10] also found Social Cognitive Theory [12,13] to be the most used theory in their review of interventions to change resistance training followed by Self-Determination Theory [14,15]. ...
... Furthermore, from the perspective of self-determination theory, individuals' need for autonomy, relatedness and competence shall be met for personal development. If not, students are prone to negative emotions [26] . Chinese teachers and parents often carry high expectations for students in various aspects; when expectations exceed students' abilities, students under significant pressure often suffer from negative emotions [27] . ...
... On the other hand, we expect teachers' need frustration to be associated with higher use of demotivating styles of control and chaos which will in turn be associated with higher levels of emotional exhaustion (see Figure 1). Although the main tenants of selfdetermination theory seem to be universal (see Ryan et al., 2022 for a synthesis of meta-analytical research), it can be beneficial to test the assumed relationships in different cultural and educational contexts (Deci & Ryan, 2000), which we do in this study conducted in a central and eastern European country. ...
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In this study we adopt the lens of self-determination theory to examine the interplay between teachers’ basic psychological needs, behaviors, and well-being. We investigate teachers’ classroom behavior in the form of their (de)motivating styles as mediators between their need satisfaction/frustration and levels of their emotional exhaustion and job satisfaction. A total of 365 Croatian teachers completed an online survey filling out the Situations-in-School Questionnaire, Basic psychological need satisfaction and frustration scale, Short Index of Job Satisfaction and Emotional exhaustion scale. In line with the bright pathway, results showed that teachers with higher need satisfaction used more autonomy-supportive and structuring motivating styles and were more satisfied with their job. Teachers who used autonomy-supportive style were also more satisfied with their job, and this style partially mediated the relationship between need satisfaction and job satisfaction. In line with the dark pathway, teachers whose basic needs were more frustrated used more controlling and chaotic demotivating styles and reported higher levels of emotional exhaustion. Control and chaos as demotivating styles were not significant mediators between need frustration and emotional exhaustion, while teachers who used higher levels of the chaotic style reported lower levels of emotional exhaustion.
... In terms of relevancy to the current topic, all included studies measured ANS or ANF defined broadly as one's experience of having, or not having, autonomy. Common scales used to measure ANS and ANF included the Basic Psychological Need Satisfaction and Frustration Scales and the Basic Psychological Need Satisfaction Scale (BPNS) (Chen et al., 2015;Deci & Ryan, 2000;Gagné, 2003). Although many studies operationalized autonomy in line with SDT, any study that measured an individual's perceptions of experiences relating to autonomy was included. ...
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Childhood and adolescence are pivotal developmental stages for psychological health. An understanding of psychological mechanisms related to well-being is important for promoting positive life outcomes for youth. Research generally shows that the basic psychological need for autonomy is significantly associated with well-being. To examine the magnitude and sources of variation in this relationship, we conducted a meta-analysis of 90 reports to analyze the average effect of autonomy need satisfaction (ANS) and frustration (ANF) on indicators of psychological well- and ill-being for K-12 (Kindergarten to 12th grade) youth. Results indicated that ANS was positively associated with psychological well-being and negatively associated with psychological ill-being among youth. Further, ANF was negatively associated with psychological well-being and positively associated with psychological ill-being. Moderator analyses indicated that the association between ANS and well-being was stronger for studies conducted with children and adolescents in East Asian countries compared to studies conducted in the USA, Canada, or Northern Europe when controlling for publication status and measurement reliability. Results also showed that the average correlation between ANS and well-being was stronger for studies located in more collectivistic countries compared to individualistic countries when controlling for publication status and measurement reliability. The relationship between ANS and ill-being was stronger for studies conducted in the USA and Canada compared to East Asian and European contexts. Together, results suggest that autonomy satisfaction is related to the well- and ill-being of youth across cultural contexts, but that there is cultural variation in the association between experiences of autonomy and well-being.
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A central concern of behavior change is the identification of practical behavior change techniques from the fields of nutrition, exercise, and health, which contribute to the maintenance of a sustainable lifestyle. To determine these, three sub-studies were conducted: firstly, qualitative, guideline-based interviews with experts from the health sector, and secondly, interviews with those affected themselves. Thirdly, based on the interviews, prototypes for concrete, practical measures for sustainable lifestyle change were developed in a Design Thinking workshop with representatives from the health ecosystem. These include “goal setting and monitoring”, “reward”, “challenge sprints”, “sponsor system”, and “emergency button” and serve as the basis for the later impact study.
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Behavioral changes are a complex interplay of cognitive and emotional processes. The stage models of behavior change describe the different stages of this process. According to the Transtheoretical Model, behavior change consists of five stages: 1) Precontemplation, 2) Contemplation, 3) Preparation, 4) Action, and 5) Maintenance. The COM-B model describes that capability, opportunity, and motivation together can explain a behavior. Processes that regulate behavior can be influenced with behavior change techniques. In addition, the type of motivation and self-management play an important role in relation to a sustainable lifestyle change.
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En la primera parte presentamos el concepto de gamificación, sus principios básicos y algunas teorías de aprendizaje relacionadas con este concepto. En esta publicación recorreremos los beneficios y desafíos que conlleva su aplicación dentro de nuestras aulas con estudiantes jóvenes y adultos. La integración de la gamificación en la educación ha demostrado ser una estrategia efectiva para mejorar diversos aspectos del aprendizaje. A continuación, destacamos los principales beneficios que han sido documentados a través de investigaciones y experiencias. Aumento de la motivación y el compromiso Uno de los beneficios más destacados de la gamificación es su capacidad para aumentar la motivación y el compromiso de los estudiantes. Los elementos de juego, como recompensas, desafíos y retroalimentación inmediata, pueden hacer que los estudiantes se sientan más involucrados y emocionados por participar en actividades educativas. Diversos estudios han demostrado que la gamificación puede transformar tareas consideradas aburridas o difíciles en experiencias más atractivas y satisfactorias (Kapp, 2012). Este aumento en la motivación intrínseca se relaciona directamente con una mayor persistencia y esfuerzo por parte de los estudiantes.
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Work passion—a motive that contains affective and cognitive components—is highly desirable and has positive consequences for individuals and organizations. We propose work passion as the missing piece that can explain unique variance in job satisfaction above and beyond the established predictor of dispositional affect. Taking a motivational approach based on the Dualistic Model of Passion and self‐determination theory, we tested how two types of work passion (harmonious and obsessive) and two types of dispositional affect (positive and negative) predicted overall job satisfaction and nine job satisfaction facets (satisfaction with pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, coworkers, the nature of work, and communication). In a two‐wave study of working adults, structural equation modeling and regression‐based relative weights analysis showed that harmonious passion predicted the largest proportion of variance in job satisfaction overall and in all nine of its facets. Together, our findings highlight the importance of harmonious passion and the utility of a motivational theoretical perspective on job satisfaction for HR scholars and practitioners.
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The aim of the present study was to investigate the relationship between perceived parental involvement, autonomy support and warmth and students' autonomous research motivation as well as to examine the mediating role of cognitive styles in this regard. In descriptive and correlational design, 317 female undergraduate students were selected using a quota sampling method from Shahid Hasheminejad Campus of Farhangian University of Mashhad. The Perception of Parents Scale (POPS), the Group Embedded Figures Test (GEFT), and the Motivation Research Scale (MRS) were used to collect the data. The path analysis demonstrated that the effect of perception of parental autonomy support and warmth, when mediated by cognitive style, has a positive impact on autonomous research motivation. The impact of parental involvement with cognitive style mediation on research autonomous motivation was found to be negative. Therefore, parents can lead their children from amotivation that is the low level of motivation to the autonomous motivation in research behaviors by satisfying the needs of autonomy support, belonging and influencing their children's cognitive style.
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This study investigates the impact of digital portfolio assessment on English as a Foreign Language (EFL) learners' critical thinking, growth mindfulness, and autonomy. Through narratives and interviews, the study explores how digital portfolios influence learners' cognitive processes, mindfulness practices, and self-directed learning behaviors. Drawing on the literature on Computer-Assisted Language Learning (CALL), portfolio assessment, critical thinking, growth mindfulness, and autonomy, the study examines the potential of digital portfolios as a pedagogical tool for enhancing language learning outcomes. The findings revealed that digital portfolio assessment facilitates the development of critical thinking skills by promoting analytical thinking, problem-solving abilities, and higher-order 605 thinking skills among EFL learners. Additionally, digital portfolios fostered growth mindfulness by increasing learners' self-awareness, attention, and intentionality in their language learning experiences. Moreover, digital portfolio assessment empowered learners by promoting self-direction, goal-setting, and self-monitoring skills, enabling them to take ownership of their learning journey. The study concludes by discussing the implications of these findings for language teachers, syllabus designers, materials developers, and policymakers, highlighting the potential of digital portfolio assessment to create inclusive, engaging, and learner-centered language learning environments in EFL education.
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This chapter presents a comprehensive framework for transitioning student workers to full-time employees, focusing on best practices in student professional development and support within higher education. The chapter outlines strategies for effectively managing and developing student workers, addressing hiring challenges, and nurturing the soft skills necessary for post-graduation employment. The authors draw from their experiences as a multidisciplinary team to provide practical insights, examples, and recommendations for integrating and developing graduate students in research projects. The framework emphasizes the importance of investing in students, recognizing their existing expertise, fostering inclusivity, and prioritizing trust and autonomy. By prioritizing student learning and success, the chapter offers valuable guidance for institutions seeking to optimize leadership and governance in higher education.
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Self Determination Theory (SDT) is an important theoretical framework used in psychological counseling to increase intrinsic motivation, strengthen psychological well-being and support behavioural changes. This study examines the applications and effects of SDT in psychological counseling in detail. Deci and Ryan SDT focuses on the needs for autonomy, competence and relatedness to increase the intrinsic motivation of individuals. Meeting these basic needs has positive effects on the psychological well-being of clients. SDT applications in psychological counseling stand out with their effectiveness in increasing client engagement and commitment to therapy. The autonomy-supportive approaches of SDT encourage clients to participate more actively in the therapy processes, which positively affects therapeutic outcomes. Research shows that SDT increases clients' intrinsic motivation and this motivation leads to high success rates in therapeutic processes. In the study, the application examples and case studies section shows how SDT is applied in various therapeutic contexts and what results it yields. The case studies illustrate how SDT supports clients' psychological well-being and is effective in behavioural change processes. Clinical research and meta-analyses provide important findings supporting the general validity and effectiveness of SDT. In conclusion, SDT is an effective approach in psychological counseling to increase clients' intrinsic motivation, strengthen their psychological well-being and support long-term changes.
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The teaching–learning process has undergone a profound transformation in recent years. The traditional lecture-based classroom model is increasingly being replaced by innovative methodologies that promote student autonomy, while still benefiting from teacher guidance and support. This shift is largely driven by the development of information and communication technologies, which provide students with immediate access to vast amounts of information. Additionally, the promotion of skills such as group work and oral communication, essential competencies within the current European framework of higher education, is emphasized. In the context of teaching Tax Law at the University of Almeria, we implemented a method involving group preparation and subsequent class presentations on various topics. To evaluate the effectiveness of this methodology, we surveyed students at the end of a four-month period, collecting 65 valid responses. The data, analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), revealed that the length of the assigned topic, the number of group members, and their formation method are critical factors, explaining 57.20% of the variance in teamwork and public presentation skills. Moreover, 76.80% of effective subject learning is explained by the time dedicated to study, the depth of study, and the level of autonomy achieved. Students identified the primary negative aspect as inequality in the level of commitment and work among group members. However, they also highlighted the benefits of learning to work collaboratively and overcoming the fear of public speaking.
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Intercultural competence consists of an understanding of the target culture combined with self-awareness—together, this comprehensive competence identifies cultural differences and reconciles them by turning opposing values into complementing values (Paige, 1993). Thus, the comprehension of values of the self and other cultures seems to be crucial in the development of intercultural competence. Further, according to the American Council on Education (ACE), one of the components of the ACE model for comprehensive internationalisation includes diversity, equity, and inclusion, whose core foundation rests on the values of the members of the institution. With this idea in mind, this second chapter of the theoretical part of this monograph presents a deep review of the theory of the ten basic universal human values (Schwartz, 1992, 2012). Starting from the premise that, in this research, human values are considered the origin of attitudes, and thus, the foundation of intercultural competence, the notion of values is first conceptualised (3.2). Next, the ten universal basic human values proposed by Schwartz (1992) are discussed (3.3). In the succeeding sections, the dynamic structure of values and the relationships among them are explained (3.4). Section 3.5 develops the common hierarchy of values across cultures, and the roots of the dynamic structure of value relations are described in Sect. 3.6. Afterwards, the relationship between attitudes, the basis of intercultural competence, and human values is discussed (3.7). Finally, the current research tendencies in the field are reviewed (3.8). The chapter closes with a summary (3.9).
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Este estudio examina la integración de mecánicas de juego y tecnologías inmersivas en atracciones de parques temáticos, específicamente Spider-Man W.E.B. Adventure, Millennium Falcon Smugglers Run y Mario Kart Ride. El objetivo es comprender cómo estos elementos transforman la experiencia del visitante de pasiva a activa. La metodología incluye un análisis comparativo de las atracciones, enfocándose en la interactividad, tecnología, experiencia del usuario y coherencia narrativa. Los resultados indican que tecnologías avanzadas como el reconocimiento de movimiento y la realidad aumentada mejoran significativamente el compromiso del visitante. Además, las características que permiten experiencias variadas en visitas repetidas aumentan la satisfacción y lealtad del visitante. El estudio destaca la importancia de la integración narrativa y las experiencias personalizadas, sugiriendo que estos elementos establecen nuevos estándares en la industria de los parques temáticos.
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The attempt to understand human infant-mother attachment in terms of evolutionary-ethological theory (Bowlby l958, l969/82) led to a major conceptual breakthrough. Infant behaviors that had previously seemed inexplicable, puzzling, or even irrational, made sense within this new framework: the infant's distress upon separation from the mother, the tendency to follow mother about, to use her as a base for exploratory excursions , to keep visual tabs on her while exploring, to retreat to her in the presence of an unfamiliar adult, and to grieve in response to long absences or loss. Human infants' attachment behavior could now be interpreted as homologous with similar behavior shown by nonhuman primate species (see Bowlby, l969; DeVore, l965). The emphasis on the biological function of attachment was important because it drew attention to the fact that the infant's tie to the primary caregiver need not be, indeed, could not be, explained solely in terms of cognitive and socio-emotional milestones. On the other hand, specifically human affective, cognitive-representational and communicative capacities presumably have a major impact on the specifically human development of attachment relations. So far this aspect of attachment has remained under-explored in infant research, but I believe that further progress in understanding the development of attachment in infancy now requires that we pay close attention to what the human ability to construct and share representations means for the development of early attachment relations. Attachment theory has been concerned with the psychological aspect of attachment, but the main focus has been on the experience of young children, adolescents and adults-not on infants (Bowlby, l973; l980). The account of attachment in infancy is primarily couched in terms of proximity-regulation to a protective figure (Bowlby, l969). Although Bowlby mentions and explains the concept of "internal working models" of the self and attachment figures in the l969 volume, is only in the second and third volumes of the attachment trilogy (l973, l980) that he elaborates on the significance of these working models for the functioning and development of attachment relationships. It is in these later writings that the reader is strongly reminded that attachment theory is concerned with some of the same issues that have long been the focus of psychoanalytic theories of (love) object relations.
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Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientations Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
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Research testing self-determination theory was discussed in terms of recent work on intrinsic motivation, participative management, and leadership. On three occasions, managers’ interpersonal orientations—toward supporting subordinates’ self-determination versus controlling their behavior—were related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers’ orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates’ self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers’ orientations, though a less conclusive radiation to subordinates.
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Three conceptual models of self-defeating behavior can be distinguished on the basis of intentionality (desiring and foreseeing harm). In primary self-destruction, the person foresees and desires harm to self; in tradeoffs, the harm is foreseen but not desired; and in counterproductive strategies, the harm is neither foreseen nor desired. We review 12 categories of self-defeating behavior patterns from the research literature in social psychology. No clear evidence of primary self-destruction is found. Several tradeoff patterns have been shown: Typically, the individual favors short-term benefits despite long-term costs and risks, especially under the influence of aversive emotional states and high self-awareness. Counterproductive strategies have also been found, usually based on misjudging self or misjudging contingencies. It is concluded that normal people do harm themselves and defeat their projects by means of poor judgments, by maladaptive responses, through unforeseen consequences of nonoptimal methods, and by disregarding costs and risks in favor of immediate pleasure or relief; however, there is no clear evidence of intentional, deliberate self-destructiveness among normal (nonclinical) individuals.
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This study examined a process model of relations among children's perceptions of their parents, their motivation, and their performance in school. Children's perceptions of their parents on dimensions of autonomy support and involvement were measured with the new children's perceptions of parents scale. Three motivation variables-control understanding, perceived competence, and perceived autonomy-were hypothesized to mediate between children's perceptions of their parents and their school performance. Analyses indicated that perceived maternal autonomy support and involvement were positively associated with perceived competence, control understanding, and perceptions of autonomy. Perceived paternal autonomy support and involvement were related to perceived competence and autonomy. In turn, the 3 motivation variables, referred to as inner resources, predicted children's performance. Structural equation modeling generally supported the mediational model.
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Conducted a field experiment with 3-5 yr old nursery school children to test the "overjustification" hypothesis suggested by self-perception theory (i.e., intrinsic interest in an activity may be decreased by inducing him to engage in that activity as an explicit means to some extrinsic goal). 51 Ss who showed intrinsic interest in a target activity during baseline observations were exposed to 1 of 3 conditions: in the expected-award condition, Ss agreed to engage in the target activity in order to obtain an extrinsic reward; in the unexpected-award condition, Ss had no knowledge of the reward until after they had finished with the activity; and in the no-award condition, Ss neither expected nor received the reward. Results support the prediction that Ss in the expected-award condition would show less subsequent intrinsic interest in the target activity than Ss in the other 2 conditions. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
Chapter
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Patterns of human self-defeating or self-destructive behavior are examined in relation to several hypothesized causes. Threatened egotism appears to be a major, pervasive cause: Self-defeating responses are especially common when people feel that others may perceive them less favorably than the people desire. Self-regulation failure is also a common element in most self-defeating behavior. Emotional distress is often a precipitating factor. Several causal processes, including foolish risk taking and escapist responses, link emotional distress to self-defeat.
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