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The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
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.
... A TAD é uma macroteoria psicológica da motivação que examina o impacto de comportamentos autônomos versus não autônomos na motivação (DECI; RYAN, 1985;. Originada de uma perspectiva humanista, portanto fundamentalmente centrada na satisfação das necessidades, na autorrealização e na realização do potencial humano, a TAD é uma macroteoria abrangente e em evolução da personalidade humana e do comportamento motivado (DECI; RYAN, 2000). O conceito base da teoria é construído a partir da sustentação de que o ser humano, naturalmente, é inato para a aprendizagem, o crescimento e o desenvolvimento, sendo dotado de características que lhe permitem superar as adversidades e com potencial de ter plena saúde psicológica e social. ...
... Ryan e Frederick (1997) apontam que se essas três necessidades forem satisfeitas ao longo da vida os indivíduos tenderão a experimentar um senso contínuo de integridade e bemestar ou "eudaimonia", estado pleno de felicidade. Dessa forma, quando o ambiente social promove a satisfação das necessidades psicológicas básicas, o bem-estar psicológico tende a ser experimentado, facilitando a motivação intrínseca e assim levando ao comportamento autodeterminado (VALLERAND, 2017;RYAN, 2000). Nesse sentido, a TAD oferece insights ao considerar o continuum de regulação motivacional, sugerindo que o atendimento das necessidades psicológicas básicas possibilita a internalização progressiva de RYAN, 2000). ...
... Dessa forma, quando o ambiente social promove a satisfação das necessidades psicológicas básicas, o bem-estar psicológico tende a ser experimentado, facilitando a motivação intrínseca e assim levando ao comportamento autodeterminado (VALLERAND, 2017;RYAN, 2000). Nesse sentido, a TAD oferece insights ao considerar o continuum de regulação motivacional, sugerindo que o atendimento das necessidades psicológicas básicas possibilita a internalização progressiva de RYAN, 2000). Teixeira et al. (2012) apontam que a motivação é um fator crítico no apoio ao exercício sustentado, que por sua vez, está associado a importantes desfechos de saúde. ...
Motivação, autorregulação e autocontrole: orientações para a prática do profissional do exercício físico ResumoBuscando entender os fatores que implicam na falta de engajamento e desistência em programas de exercícios, muitas pessoas apontam a falta de interesse pela atividade ou eleição de outras prioridades, indicando déficits na motivação, percepção de prazer e falta de tempo como os motivos mais comuns. A literatura vem contribuindo com diversas hipóteses, modelos e teorias para auxiliar na compreensão desses fatores, e considerando que o comportamento ativo envolve uma interação multifatorial, buscar compreender os diferentes tipos de motivação e os mecanismos envolvidos na autorregulação e autocontrole, pode fornecer insights importantes. Nesse sentido propomos nesse ensaio explanar e discutir os fatores psicossociais da motivação, autorregulação e autocontrole em comportamento de atividade física/exercício, como também sugerir estratégias de intervenção para a prática dos profissionais do exercício de forma a auxiliar na adoção/adesão do comportamento ativo.Palavras-chave: Motivação. Autorregulação. Autocontrole. Exercício. Motivation, self-regulation and self-control: guidelines for the practice of physical exercise professionals AbstractSeeking to understand the factors that imply the lack of engagement and withdrawal from exercise programs, many people point to the lack of interest in the activity or choice of other priorities, pointing to deficits in motivation, perception of pleasure and lack of time as the most common reasons. The literature has contributed with several hypotheses, models and theories to help understand these factors, and considering that active behavior involves a multifactorial interaction, seek to understand how the different types of motivation and the mechanisms involved in self-regulation and self-control can provide important insights. In this sense, we propose in this essay to explain and discuss the psychosocial factors of motivation, self-regulation and self-control in physical activity/exercise behavior, as well as suggest intervention strategies for the practice of exercise professionals in order to assist in the adoption/adherence of active behavior.Keywords: Motivation. Self-Regulation. Self-Control. Exercise. Motivación, autorregulación y autocontrol: directrices para la práctica de profesionales del ejercicio físico ResumenBuscando comprender los factores que implican la falta de compromiso y abandono de los programas de ejercicio, muchas personas señalan la falta de interés en la actividad o la elección de otras prioridades, indicando déficits en la motivación, la percepción de placer y la falta de tiempo como los factores más comunes. La literatura ha aportado diversas hipótesis, modelos y teorías para ayudar a comprender estos factores, y considerando que la conducta activa implica una interacción multifactorial, buscar comprender los diferentes tipos de motivación y los mecanismos implicados en la autorregulación y el autocontrol puede proporcionar ideas importantes. En este sentido, nos proponemos en este ensayo explicar y discutir los factores psicosociales de la motivación, la autorregulación y el autocontrol en la conducta de actividad/ejercicio físico, así como sugerir estrategias de intervención para la práctica de los profesionales del ejercicio con el fin de ayudar en la adopción/adherencia de un comportamiento activo.Palabras clave: Motivación. Autorregulación. Autocontrol. Ejercicio.
... Exploring intern psychologists as employable IOPs is based on the premises of the SDT of human behaviour (Deci & Ryan, 2000). To qualify as a registered IOP, an intern psychologist must find intrinsic motivation and drive to practise independently as a professional registered with the HPCSA and offering behavioural consulting services for workplaces and society (Veldsman, 2020). ...
... To qualify as a registered IOP, an intern psychologist must find intrinsic motivation and drive to practise independently as a professional registered with the HPCSA and offering behavioural consulting services for workplaces and society (Veldsman, 2020). Based on SDT (Deci & Ryan, 2000), autonomy, relatedness and competence constitute the necessary conditions for autonomous motivation, optimal human psychological functioning, wellbeing, and satisfaction of psychological needs. Intern psychologists' sense of competence, relatedness and autonomy are innate psychological growth-oriented needs that direct their engagement in meaningful, purposeful pursuits and allow them to exercise their capacities autonomously (volitionally) and to build satisfactory connections within social groups (Deci & Ryan, 2000;Deci et al., 2017). ...
... Based on SDT (Deci & Ryan, 2000), autonomy, relatedness and competence constitute the necessary conditions for autonomous motivation, optimal human psychological functioning, wellbeing, and satisfaction of psychological needs. Intern psychologists' sense of competence, relatedness and autonomy are innate psychological growth-oriented needs that direct their engagement in meaningful, purposeful pursuits and allow them to exercise their capacities autonomously (volitionally) and to build satisfactory connections within social groups (Deci & Ryan, 2000;Deci et al., 2017). ...
Orientation: The general goal of the professional industrial and organisational psychology (IOP) master’s coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design.
Research purpose: The study explored the perceived effectiveness of the professional IOP master’s coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs).
Motivation for the study: Internships are a practical way for intern psychologists to
operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings.
Research approach/design and method: The sample involved South African intern
psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed.
Main findings: Guided by self-determination theory, the findings suggested that the IOP master’s coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP’s role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged.
Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master’s coursework and internship programmes.
Contribution/value-add: The study especially emphasised the need to enhance the
effectiveness and support offered within the professional IOP master’s coursework and internship programmes by incorporating the principles of self-determination theory.
... A partir des années 1950, certains chercheurs comme Harlow ou White commencent à douter du fait que le comportement ne soit attribuable qu'à un processus de renforcement, et développent l'idée que les comportements tels que la curiosité, l'intérêt, l'exploration et le jeu sont des tendances psychologiques innées (White, 1959). Dès lors, la motivation intrinsèque (MI) va être définie comme étant le fait de s'engager dans une activité pour la satisfaction qu'elle procure en elle-même, et non pour une conséquence quelconque qui en découlerait (Deci & Ryan, 2000). L'engagement est spontané, nourri par l'intérêt, la curiosité, ou le défi que véhicule l'activité. ...
... Le phénomène de MI est une tendance naturelle -héritée d'un long processus de sélection naturelle -permettant aux hommes, et plus globalement aux mammifères, de développer leurs compétences et leurs capacités afin de mieux s'adapter à leur environnement (Di Domenico & Ryan, 2017). A contrario, la motivation extrinsèque (ME) correspond, à tout engagement dans une activité dans le but d'atteindre un résultat quelconque qui lui est associé (Deci & Ryan, 2000). C'est une forme de motivation que l'on peut qualifier « d'instrumentale », car l'activité ou l'objet n'est qu'un moyen, ou un instrument, pour atteindre autre chose. ...
... Comme les comportements associés à une régulation introjectée n'ont été que partiellement internalisée, ils demeurent instables (Deci & Ryan, 2000). Le comportement demande donc effort et énergie pour être produit, ce qui n'est pas systématique. ...
Construite progressivement à partir des données empiriques, la TAD est une théorie intégrative de la motivation humaine qui articule six mini-théories. Chacune d’elles constitue une partie du puzzle global que représente le cadre intégrateur de la TAD (Sarrazin et al., 2011). L’ensemble des éléments constitutifs de la TAD sont développés dans ce chapitre à travers la présentation de ces 6 mini-théories.
... However, Igou et al. (2021) explicitly pointed out that future studies should explicitly explore whether psychological need satisfaction accounts for this association, which is very enlightening for the present research. Based on selfdetermination theory (Deci & Ryan, 2000), we hypothesized that PBJW and GBJW might influence meaning in life through the satisfaction of basic psychological needs. Self-determination theory identifies three innate psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000). ...
... Based on selfdetermination theory (Deci & Ryan, 2000), we hypothesized that PBJW and GBJW might influence meaning in life through the satisfaction of basic psychological needs. Self-determination theory identifies three innate psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000). Autonomy refers to an individual's desire to have control over their experiences and behaviors, aligning them with their overall self-awareness. ...
... First, during adolescence, individuals focus more on personal growth and development, which may explain why basic psychological need satisfaction is more influential in the link between PBJW and meaning in life (Wehmeyer & Shogren, 2017). Another explanation could be that basic psychological need satisfaction is more closely related to selforiented beliefs about justice than to other-oriented beliefs, thus explaining its greater impact on the linkage between PBJW and meaning in life (Deci & Ryan, 2000;Gagné, 2003;Weinstein et al., 2012). However, these explanations are speculative, and further research is needed for conclusive evidence. ...
Previous literature has shown that adults with higher belief in a just world (BJW) experience greater meaning in life than those with less pronounced BJW. However, the role of BJW in adolescent meaning in life and the associated psychological mechanisms remain unclear. Thus, two studies were conducted to explore the roles of personal belief in a just world (PBJW) and general belief in a just world (GBJW) in meaning in life as well as the explanatory role of basic psychological need satisfaction among Chinese adolescents. Study 1 offered cross-sectional evidence that individuals higher in PBJW and GBJW displayed greater meaning in life, and basic psychological need satisfaction accounted for these associations. Study 2 provided longitudinal evidence that individuals higher in PBJW and GBJW at Time 1 exhibited greater meaning in life six months later (Time 2), wherein basic psychological need satisfaction at Time 1 served as a mediator. These findings contribute to understanding the adaptive benefits of PBJW and GBJW in meaning in life during adolescence and point to a crucial channel connecting BJW and meaning in life.
... Indeed, these educations should always consider the individual psychophysical characteristics and act in agreement with actual body condition (Birnbaumer et al., 2022). Only with this awareness, individuals could independently choose appropriate activities through lifespan (Deci and Ryan, 2000;Finch and Owen, 2001;Invernizzi et al., 2022). ...
... Teaching how to perceive could educate people to manage their bodies and adequately use physical exercise for health. Furthermore, educating on good practices and the proper use of the body increase autonomy and the sense of competence, which could bring positive transfer to people's life as a result of the increasing motivation, as evidenced in many motivational theories (Deci and Ryan, 2000;Teixeira et al., 2012). ...
Work and intellectually fatiguing environments can significantly influence the health of individuals, which is strictly bound to motor efficiency. In particular, desk workers and university students may have a sedentary lifestyle and a condition of mental fatigue caused by daily routine, which could impair motor efficiency. The assessment is a starting point for enhancing awareness of the individual’s psychophysical condition through the perception of one’s body motor efficiency, motivating to move towards improvement. This way, a submaximal test based on perceived exertion was developed (Cubo Fitness Test, CFT) and validated in previous studies. Hence, two further studies were employed to enhance the consistency and accuracy of this instrument in different conditions. The first study investigated the internal responsiveness of CFT, evaluating if mental fatigue could affect motor efficiency. The second study investigated which perceived intensity (weak, moderate, strong, or absolute maximum) could be more reliable for applying the CFT (as previous research focused the investigation only on moderate intensity). In the first investigation, participants assessed two stimuli (mental fatigue induced with a Stroop color-word task and a neutral condition based on the vision of a documentary) lasting 60 min each. The quality of psychophysical recovery (total quality recovery) and the mood state (Italian Mood State questionnaire) were evaluated before the stimuli. After the fatiguing or the neutral task, the mood state was newly assessed, together with the evaluation of the workload’s characteristics (Nasa TLX) and the CFT motor efficiency. In the second investigation, participants had to perform CFT twice for each at different intensities of Borg’s Scale of perceived exertion. Researchers successfully requested to fill out the NASA TLX questionnaire regarding the perceived workload characteristics of CFT, and the reliability of each intensity was assessed. Results seem to enhance the consistency and the accuracy of the instrument. Indeed, findings evidenced that CFT is not influenced by mental fatigue conditions typical of the intellectual work of desk workers and university students for which this test was specifically conceived. Moreover, moderate and strong perceived intensity are the most adequate conditions to assess motor efficiency in these populations.
... This study investigates how received gratitude and apologies influence perceptions of a Japanese benefactor regarding their psychological needs. This research specifically focuses on needs of face and competency based on theoretical frameworks such as politeness theory (Brown & Levinson, 1987) and self-determination theory (Deci & Ryan, 2000). The current study also examines the effect of the amount of a benefac tor's effort on the effectiveness of gratitude and apologies as literature suggests that the perceived high imposition on the benefactor influences the beneficiary's gratitude experiences and expressions (McCullough & Tsang, 2004). ...
... Other important needs that gratitude and apologies could meet are competence needs. Based on self-determination theory developed by Deci and Ryan (2000), there are three psychological needs people desire to meet: the needs for competence, relatedness, and autonomy, all of which are essential for ongoing psychological growth, integrity, and well-being. The needs for competence are a motivation to have an effect on the environ ment as well as attain valued outcomes within it. ...
In Japan, when a beneficiary receives benefits from a benefactor, it is not unusual for the beneficiary to use apologies to express gratitude. However, literature has not fully investigated how received gratitude and apologies impact Japanese benefactors’ perceptions. This experimental study examined how received gratitude and apologies influenced 671 Japanese participants’ (benefactors) negative and positive face as well as their self-efficacy. The results showed that the participants who received a message with gratitude or both gratitude and apologies perceived that their negative and positive face were less threatened than those in a control condition. Contrary to literature, those who received gratitude did not have high levels of self-efficacy. However, their self-efficacy was high after they received apologies only when they put more effort into helping a beneficiary. This study revealed unique roles of gratitude and apologies in meeting various psychological needs of Japanese.
... This PhD research study will use two psychological theories to understand the factors that shape individuals' motivation to engage in, and their experience of, positive solitude in public open spaces. Self-determination theory (SDT) (Deci & Ryan, 2000) helps to explain an individual's motivation. This theory specifies intrinsic and diverse extrinsic sources of motivation and describes the relative roles of intrinsic and extrinsic motivation in cognitive and social development and individual variation. ...
... SDT suggests that three factors affect a person's motivation: (1) autonomy, (2) competence and (3) relatedness. Conditions that promote an individual's feeling of autonomy, competence and relatedness tend to encourage the most volitional and high-quality kinds of motivation and engagement in activities (Deci & Ryan, 2000). PERMA theory (Seligman, 2011;Seligman, 2018) is a psychological framework designed to describe well-being. ...
Environmental design to facilitate positive solitude (PS) has been increasingly emphasised. This PhD research will examine the concept of positive solitude and its relevance to public open space design in densely populated urban areas, with a focus on Hong Kong. More than half of Hong Kong residents visit public open spaces on a solitary basis, but there is a lack of appropriate public space design to support and improve the quality of solitary activities. This research will develop a theoretical framework combining self-determination theory and PERMA theory that can assist designers in supporting and improving the quality of solitary activities in such spaces. A mixed-methods approach is planned involving direct observation, on-site interviews, on-site questionnaires and spatial analysis. The PhD research will generate design recommendations and guides, provide new perspectives on public open space design and help designers cater to the diverse needs of users.
... • Anticipation: a search for answers, resources, or alternatives to confront conflicts. At this point, it should be noted that the aim of this research is not to trigger or induce emotions as is done via mood management theory [17], which suggests that an individual will select products or experiences for entertainment to regulate their moods, especially when moods are affected via external stimuli [36,37]. In the context of this study, which is focused on a video game trailer showing concept art, narrative, and game mechanics, visual attention is used as a central mechanism to control information processing through orientation, alertness, and concentration. ...
... Step 2: Exploration phase; At this point, it should be noted that the aim of this research is not to trigger or induce emotions as is done via mood management theory [17], which suggests that an individual will select products or experiences for entertainment to regulate their moods, especially when moods are affected via external stimuli [36,37]. In the context of this study, which is focused on a video game trailer showing concept art, narrative, and game mechanics, visual attention is used as a central mechanism to control information processing through orientation, alertness, and concentration. ...
Video game trailers are very useful tools for attracting potential players. This research focuses on analyzing the emotions that arise while viewing video game trailers and the link between these emotions and storytelling and visual attention. The methodology consisted of a three-step task test with potential users: the first step was to identify the perception of indie games; the second step was to use the eyetracking device (gaze plot, heat map, and fixation points) and link them to fixation points (attention), viewing patterns, and non-visible areas; the third step was to interview users to understand impressions and questionnaires of emotions related to the trailer’s storytelling and expectations. The results show an effective assessment of visual attention together with visualization patterns, non-visible areas that may affect game expectations, fixation points linked to very specific emotions, and perceived narratives based on the gaze plot. The innovation in the mixed methodological approach has made it possible to obtain relevant data regarding the link between the emotions perceived by the user and the areas of attention collected with the device. The proposed methodology enables developers to understand the strengths and weaknesses of the information being conveyed so that they can tailor the trailer to the expectations of potential players.
... The majority of earlier readings have found a constructive association between interpersonal connections and academic success. The self-determination theory (SDT) contends that positive interpersonal connections can satisfy students' fundamental psychological desire for social connection (Deci & Ryan, 2000). Adolescents who have this essential met impression linked to their professors and peers, which increases their willingness to act in generally acceptable conducts and focus on their studies. ...
Peer relations shows a pivotal role in the academic journey of university students, encompassing both supportive relations and the influence of peer pressure. This study delves into the connections among peer relations, peer pressure, and the academic achievements of university students. Its primary objective is to investigate the links between the quality of peer interactions and the degree of peer pressure with academic performance. This study adopts a quantitative research design, survey design with random sampling and tries to investigate how these peer-related characteristics affect students' performance. Random sampling will be utilised to pick a representative sample of 600 university students from diverse faculties and academic years. The research is based on data obtained, and the following significant conclusions were observed: the analysis of the data revealed a positive association between peer relations and peer pressure, showing that as peer relations improve, peer pressure tends to grow. Positive link is found in the study involving peer pressure and academic achievement, suggesting that students confronting complicated degrees of peer pressure tended to perform better academically. This conclusion urges additional inquiry into the mechanisms by which peer pressure can contribute to improved academic achievement. Positive social relations can be considered as a vital benefit for academic performance, while the function of peer pressure in determining academic outcomes is an exciting subject for further research. Understanding the complexities of peer interactions and their impact on academic performance is crucial for educators, politicians, and students alike. Further research is needed to delve deeper into the intricacies of these relationships and to explore potential interventions and strategies that can enhance the overall university experience for students.
... In addition, TMT decision-making is always influenced by performance stress in the CSR strategic orientation that balances economic and social benefits (Mo et al., 2022). Performance stress perception affects the degree to which individuals satisfy their autonomy, competence, and relationship needs and the work passion derived from them (Deci and Ryan, 2000). It is inferred that performance stress may play a moderating role between ethical leadership and TMT work passion. ...
This study examines the impact of ethical leadership on top management team (TMT) decision-making regarding corporate social responsibility (CSR), considering the mediating role of TMT passion and the moderating role of performance stress. The study distinguishes between TMT harmonious and obsessive work passion and categorizes CSR as proactive and reactive. The findings reveal the following: (1) Ethical leadership positively influences proactive CSR, with TMT harmonious work passion acting as a positive mediator and TMT obsessive work passion playing a negative mediating role; (2) ethical leadership positively affects reactive CSR, with both TMT harmonious and obsessive work passion serving as positive mediators; (3) performance stress diminishes the impact of ethical leadership on TMT harmonious work passion; however, it amplifies the effect on TMT obsessive work passion. Consequently, the mediating effect of TMT harmonious work passion weakens, while the mediating effect of TMT obsessive work passion strengthens. This study emphasizes the significant role of TMT in CSR strategic decision-making and proposes a novel mediating mechanism through which ethical leadership drives CSR decision-making by considering TMT work passion. These findings reconcile the theoretical-practical conflict and have important theoretical and practical implications for enterprises in fulfilling their social responsibility.
... Motivation involves all aspects of activation and intention (Deci & Ryan, 2000), which has been recognized as the key to the success of second language learning (Dörnyei, 1998;. Motivation orientation is one of the most widely discussed topics in second language acquisition literature, and the theoretical framework associated with it is extensive. ...
The importance of "willingness to communicate" (WTC) in foreign language learning has been widely discussed. However , the current research on WTC mainly focuses on traditional classrooms, and there is insufficient attention to WTC in L3 online learning. This study explored the psychological process among motivation, WTC, foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), and perceived positive language interaction (PPLI). Based on data collected from 492 college students who were taking the online L3 course, results showed that: (1) L3 learners were somewhat willing to use L3 for communicating in online classes; (2) motivation was positively related to WTC; (3) FLE and FLCA mediated the relationship between motivation and WTC differently; (4) PPLI had moderating effects on both the relationship between FLE and WTC and between FLCA and WTC. Implications of online foreign language learning were discussed. K E Y W O R D S foreign language enjoyment, motivation, online language teaching and learning, third language (L3), willingness to communicate (WTC) Int J Appl Linguist. 2023;1-19.
... According to SDT, individuals pursue healthy lifestyles more persistently when autonomous motivation is at play (Ryan and Deci, 2002;Deci and Ryan, 2000b). Autonomous motivation means that individuals engage in an activity because they find it satisfying or they value the outcomes. ...
Purpose – Physical activity (PA) has been widely studied for its individual and societal benefits, but research
on how organisations can effectively promote workplace physical activity (WPA) programmes is lacking. This
article aims to examine the organisational-level benefits and value drivers of corporate PA programmes whilst
also exploring the factors that motivate employees to participate in these programmes.
Design/methodology/approach – The authors used the self-determination theory (SDT) and the Hungarian
Sport Motivation Scale (H-SMS) – which was modified and validated from the original English SMS scale,
which is one of the six most highly cited motivation questionnaires in sports – to assess employees’ motivation
towards sports. In conjunction, in-depth interviews with company representatives were conducted to create a
mind map outlining the impacts and advantages of WPA programmes. The study involved interviews with 13
managers in Hungary and a survey completed by 728 employees.
Findings – The findings of the authors’ study indicate that WPA programmes had positive effects on
employee engagement, turnover reduction and absenteeism. However, the authors’ results also revealed that
employee motivation to participate in these programmes was primarily driven by external factors, such as
identified and introjected regulators, indicating a low level of intrinsic motivation for sports in the workplace.
It is important to classify employees based on their motivation and behaviour to design and promote effective
PA programmes in the workplace and to increase participation rates.
Originality/value – The authors’ findings indicate the importance of aligning WPA programme promotion
with employee motivation. This can encourage organisations to initiate their programmes, address
participation challenges and strive for higher engagement rates. Further research on employee motivation
can support the development of more effective communication strategies for companies in this context.
Keywords Workplace physical activity (WPA), Sport motivation, Self-determination theory,
Managers’ perspective, Employee perspective
... Research has indicated that the development of MPA behavior is associated with various adverse consequences, including detrimental mental and physical well-being, academic underachievement, and interpersonal di culties [11,12]. Speci cally, individuals at the college level often encounter signi cant challenges in their daily lives, such as interpersonal and academic hurdles. ...
Background
Recent studies have shown that regular physical activity (PA) can positively influence mobile phone addiction (MPA) behaviors in college students. However, it remains unknown whether this effect is mediated by other factors. Evidence suggests that resilience and interaction anxiousness may be candidate mediators that partly explain the positive effect of PA on MPA. This study aims to explore the impact of PA on MPA through a mediation model, and the role of resilience and interaction anxiousness in this relationship.
Methods
The participants were 590 college students (272 males; mean age = 19.67) who completed a psychosocial battery, including the international physical activity questionnaire—short form (IPAQ-SF), the connor - davidson resilience scale (CD-RISC), the interaction anxiousness scale (IAS), and the mobile phone addiction index (MPAI). Correlations of variables were computed using Pearson’s test. Mediation models were tested using SPSSS PROCESS macro with the regression bootstrapping method.
Results
PA were negatively associated with MPA behavior. Resilience and interaction anxiousness moderated the relationship between PA and MPA. More importantly, PA could also influence MPA through the chain-mediating effects of resilience and interaction anxiousness.
Conclusion
It is essential to improve resilience and reduce interaction anxiousness to reduce MPA problems through regular engagement in PA among college students.
... Self-determination theory (Deci and Ryan, 1985;Ryan and Deci, 2017) is one of the most influential theories in psychology regarding motivation (Hagger and Hamilton, 2021). At its core, the theory explains the inherent growth tendencies and the will to act according to free choice (Deci and Ryan, 2000;Ryan and Deci, 2017). This natural tendency reflects the central concept of self-determination, which refers to autonomous functioning, meaning that individuals would seek to undertake activities congruent with their self and regulate their behavior voluntarily and without coercion. ...
Introduction and method
Building on self-determination theory, this study aims to advance the happy-productive worker thesis by examining a sequential mediation linking trait mindfulness to task performance through basic psychological need satisfaction and psychological wellbeing at work. Whereas most of the papers published on the topic stem from USA and Europe, we tested our model in a Canadian sample of 283 French-speaking workers.
Results
Based on structural equation modeling, results show that the three need satisfactions at work mediate the relationship between trait mindfulness and psychological wellbeing at work. Rather than observing a sequential mediation, we find an indirect effect of trait mindfulness on task performance through the satisfaction for one of the basic psychological need (i.e., competence).
Discussion
The present research goes beyond previous studies by exploring a new pair of happy construct-productive criteria alongside an emergent intrapersonal factor contributing to this relationship.
... Previous literature detected a possible association between prosocial traits and artistic creation (Kou et al., 2020). Intrinsic values nurtured on the job can guide subsequent behavior (Deci and Ryan, 2000;Grant, 2008;Spreitzer, 1995), and artistic professions usually have high intrinsic motivations (Amabile et al., 1994). As far as social work is concerned, the results highlight the differences between public and private sectors settings when it comes to volunteering. ...
People are largely heterogeneous when it comes to their motivations to volunteer. Previous research explained this heterogeneity by individual predispositions and contextual factors. In this paper, we investigate the extent to which peoples' occupations can explain differences in their volunteering motivations. Our empirical analysis relies upon 7,725 open texts written by volunteers living in France about why they want to volunteer. Our results reveal that providing resources and skills is a significant motivation to volunteer all occupations combined. However, altruistic and social motives differ between occupations. After eliciting these results for each occupation, we discuss their implications for NPO's volunteer management. Abstract People are largely heterogeneous when it comes to their motivations to volunteer. Previous research explained this heterogeneity by individual predispositions and contextual factors. In this paper, we investigate the extent to which peoples' occupations can explain differences in their volunteering motivations. Our empirical analysis relies upon 7,725 open texts written by volunteers living in France about why they wish to volunteer. Our results reveal that providing resources and skills is a significant motivation to volunteer, all occupations combined. However, altruistic and social motives differ between occupations. After eliciting these results for each occupation, we discuss their implications for NPO's volunteer management.
... Moreover, the concept of learning independence is central to educational theories such as self-determination theory (Deci & Ryan, 2000). This theory posits that learners are motivated when they have a sense of autonomy, competence, and relatedness. ...
This study aims to determine the validity of video tutorials based on Contextual Teaching and Learning for independent learning. To know the practicality of video tutorials based on Contextual Teaching and Learning for independent learning. To find out the effectiveness of video tutorials based on Contextual Teaching and Learning for independent learning seen from the responses of students. The type of research used in this research is research and development (Research and Development). The development model used in this research is the development model according to Isman in 2011 which consists of five stages, namely input, process, output, feedback and learning. The subjects in this study were class VIII students of SMP Negeri 4 Sungai Full in the odd semester of the 2021/2022 academic year. Field trials were carried out in one class, namely class VIII D. The results showed that the validity of the media was 1.00 and the validity of the material was 1.00. Based on the results of the practicality analysis, video tutorial media based on Contextual Teaching and Learning for independent learning is said to be practical with a practical result of video tutorial media of 10.75 with a percentage of 83% in the practical category. The effectiveness of the video tutorial media developed is said to be effective for observing student learning independence. It can be seen from the students' responses to learning mathematics using video tutorial media based on Contextual Teaching and Learning for learning .independence fulfilling the "effective" criteria with a percentage value of 83% so that it can be categorized in positive response or can be said independently
... In her review of the literature, Shoss (2017) identified several theoretical lenses through which researchers have investigated job insecurity's impact on a variety of work, health, and well-being outcomes. First, job insecurity can be viewed as a stressor threatening one's resources (Hobfoll 1989), latent and manifest benefits associated with work ( Jahoda 1982), work-related "vitamins" (Warr 1987), and fundamental psychological needs (Deci & Ryan 2000). Within the Transactional Model of Stress and Coping (Lazarus & Folkman 1984), cognitive job insecurity could be viewed as the primary appraisal of a potential threat, whereas affective job insecurity occurs during the secondary appraisal process. ...
Economic sources of stress are some of the most pervasive and significant in adults’ working lives. However, while the link between economic stress and health is well established, some forms of economic stress have received disproportionately less attention than they warrant in organizational psychology and organizational behavior scholarship. In this review, we identify five important domains of economic stress: financial stress, financial deprivation, unemployment, underemployment, and job insecurity. We review each area of literature, focusing on its antecedents, theoretical mechanisms, and consequences. We then highlight an emerging body of research that studies economic stress as a multilevel phenomenon and present a framework for economic stress interventions that discusses primary, secondary, and tertiary interventions at the individual, organizational, and community levels. We conclude by identifying several important directions for future economic stress research.
Expected final online publication date for the Annual Review of Organizational Psychology and Organizational Behavior, Volume 11 is January 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.
... Self-determination Theory (Deci and Ryan 2000) Three driving forces of human behaviour are the need for competence, the need for autonomy and the need for relatedness. ...
... In general, solvers who are motivated by monetary rewards are willing to perform well to receive a prize or avoid negative consequences (Deci and Ryan, 2000). In contrast, solvers who are motivated by non-monetary rewards perform based on giving privileges and public recognition. ...
In practice, many firms launch winner-take-all crowdsourcing contests on a self-built or an intermediary platform to harness the wisdom of open crowds. In this study, we analyze the optimal choice of crowdsourcing mode for a contest seeker. Using game theory and auction theory approaches, we model a game between the seeker and participating solvers and derive the equilibrium decisions and payoffs under each mode. The results first show that on the self-built platform, the seeker benefits from controlling the number of solvers and providing the combination of monetary and non-monetary rewards, which meets the different preferences of solvers. Second, a large pool of solvers on the intermediary platform is not always beneficial for the seeker, such that a free-entry contest is less likely to be optimal. Moreover, some high-ability solvers will exert more effort but obtain less expected surplus when facing increased competition. Finally, we present conditions under which one of the two modes is optimal for the firm. Our findings provide firms with an appropriate mode in hosting the crowdsourcing contest.
... Multiple factors have affected teachers' motivation in a school context, such as the school or class atmosphere, instructional and educational process, attitude toward working and collaborating, and social life (Pelletier & Rocchi, 2016). Moreover, according to self-determination theory (SDT), motivation can also be a natural tendency for students and teachers to flourish and engage in continuous useful experiences (Deci & Ryan, 2000;Ryan & Deci, 2009). Furthermore, social interactions among community members can be valuable experiences that motivate people interdependently and interpersonally. ...
Teachers' professional development has been a widely discussed matter in the literature. Thus, a diverse range of frameworks was introduced to enhance teachers' knowledge, experience, and skills. One such significant tool to boost teachers' knowledge and competence can be collaborative action research (CAR). Although action research and collaborative professional development received sufficient scholarly investigation separately, CAR, which is not been explored in Iran, can have numerous implications and benefits. The current study explored Iranian in-service language teachers' perceptions of the implementation of CAR, motivating them to reflect in a professional community of practice (CoP). Thus, ten teachers were selected through purposive sampling, and data were analyzed thematically. The result indicated that teachers gained personal, social, and professional benefits from CAR in a CoP and became motivated to reflect on their practices regularly through CAR. Moreover, teachers became systematic, reflective, collaborative, creative, curious, supportive, agentic, engaged, and conscious, which can be the foundations for motivating reflective practices. This study encourages teachers, teacher educators, and stakeholders to incorporate CAR in a CoP in order to motivate teachers' reflective practices for professional development.
... 51,52 Although self-efficacy is closely related to experiences, such as the social evaluation of self, emotional experiences and control experience during the activity, the essence of self-efficacy is derived from the basic need of competence, which is a motivational function to a certain extent. 53,54 In learning activities, due to the content and valence of achievement goal orientations, there are different self content experiences and self competence standards, which are precisely important sources of self-efficacy. The self-efficacy built on these sources will further affect learning engagement by self experinces and evaluatons such as self confidence,self control and self belief. ...
Background
Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades.
Methods
Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement.
Results
The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students’ academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies.
Conclusion
As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.
Purpose: This is a study to confirm the mediating effect of positive psychological capital in the relationship between the self-determination and grit of nursing students.Methods: The subjects of the study were 122 university nursing department students in their junior and senior years. The data were collected from December 1 to 23, 2022. The collected data were analyzed by descriptive statistics, an independent t-test, Mann–Whitney U-test, Pearson’s correlation, and a hierarchical multiple regression analysis using IBM SPSS statistics version 26.0.Results: A statistically significant correlation was observed between self-determination, positive psychological capital and grit ( p <.001). The positive psychological capital had full mediation effects on the relationship between self-determination and grit. In other words, the higher levels of positive psychological capital were associated with better levels of grit among nursing students.Conclusion: The study showed that positive psychological capital and self-determination have important effects on grit. To enhance the grit of nursing students, it is essential to implement educational programs aimed at improving self-determination and positive psychological capital.
One of the most critical developmental tasks during the university years is to develop close romantic relationships. The quality of the relationship established is as important as the existence of these relationships. In this study, a model that examines the mediating role of openness in the association of autonomy need satisfaction and perceived romantic relationship quality among emerging adults was tested. The study group consisted of 510 university students. A personal information form, the Fulfillment Scale of the Needs in Romantic Relationships, the Relationship Maintenance Strategies Scale, and the Perceived Romantic Relationship Quality Scale were used to collect data. The initial analyses showed that there were positive and significant correlations between autonomy needs satisfaction, openness, and perceived relationship quality. In addition, the emerging adults whose autonomy needs were met were more open in their close relationships and, as a result, had a higher level of perceived romantic relationship quality.
En el marco de la Teoría de la Autodeterminación (SDT), la satisfacción y frustración de las necesidades psicológicas básicas contribuyen al tipo y grado de motivación hacia la práctica regular de ejercicio. Se realizó una revisión sistemática para analizar las propiedades psicométricas de las escalas que evalúan las necesidades psicológicas básicas en el contexto del ejercicio físico. Siguiendo las directrices PRISMA, se utilizaron las bases de datos Scopus, Dialnet y Scielo, identificando doce artículos instrumentales en el período de tiempo 2006-2020. En términos generales, las escalas revisadas aportan evidencias de validez (contenido, estructura interna, estudios de invarianza y relación con otras variables) y confiabilidad (consistencia interna y estabilidad temporal). Se concluye que, en concordancia con otros contextos, en el ejercicio físico se replica la cantidad de dimensiones que constituyen la satisfacción y frustración en su carácter universal, distintivo y correlacionado, así como sus consecuencias diferenciales para conductas adaptativas y desadaptativas.
The Self-Determination Theory (SDT) is a universal macro-theory that comprehensively explains the mechanism of arousing and sustaining intrinsic motivation through six mini-theories. International research conducted for more than four decades indicates the applicability of the assumptions of SDT in educational practice, providing a multifaceted inspiration, both in the education and upbringing of the younger generation. The article presents the results of empirical explorations, verifying the theory's assumptions. In addition, tools developed on the basis of SDT that can be applied in the context of teaching-learning have been discussed. Potential challenges in the process of implementing the assumptions of SDT into the practice of education and upbringing have been also presented.
In the field of artificial intelligence-based fitness apps, the effective integration of behavior change techniques (BCTs) is critical for promoting physical activity and improving health outcomes. However, the specific BCTs employed by apps and their impact on user engagement and behavior change are not explored sufficiently. This study investigates the Freeletics fitness app through a mixed-methods approach to evaluate the use of BCTs. In the quantitative analysis, fifteen unique BCTs were identified based on the Behavior Change Technique Taxonomy (V1). In the qualitative analysis, user reviews (n=400) were examined to understand perspectives on the app’s effectiveness in promoting behavior change. Goal setting, action planning, self-monitoring of behavior, and social support were among the most prevalent BCTs identified in the Freeletics app, and their effectiveness in enhancing user engagement and promoting behavior change was also highlighted by user reviews. Among the areas of improvement identified in the study were the need for simplifying personalization options and addressing user concerns regarding the specificity of feedback. The study underscores the importance of integrating BCTs effectively within AI-based fitness apps to drive user engagement and facilitate behavior change. It contributes valuable insights into the design and implementation of BCTs in fitness apps and offers recommendations for developers, emphasizing the significance of goal setting, feedback mechanisms, self-monitoring, and social support. By understanding the impact of specific BCTs on user behavior and addressing user concerns, developers can create more effective fitness apps, ultimately promoting healthier lifestyles and positive behavior change.
The Canadian and American teaching profession is known to be stressful, leading to burnout and other mental health issues for teachers. This chapter proposes an AI-assisted teacher wellness theory (AI TeachWell) and a supporting product/feedback/learning (PFL) framework for increased teacher well-being through the strategic use of AI chatbot technology. The theory emphasizes the use of resources that offset the demands of teaching, the importance of reducing cognitive load, and the increase of autonomy, efficacy, and relatedness. This chapter highlights the reasons that have led to increased teacher workloads, such as demands on teacher performance, administrative tasks, and professional development. It also highlights the effects of a lack of resources, time, and self-efficacy on teacher stress and burnout. The chapter concludes by offering innovative and proactive solutions for teachers to prioritize their health while fostering engaging and effective learning environments for their students, as well as the future implications of this theory.
Cross-sectional studies from Eastern Asia have indicated a positive association between parental phubbing (snubbing via smartphones) and adolescent problematic gaming (PG). Longitudinal research is needed to evaluate the specific impact of maternal and paternal phubbing on adolescent PG in Europe.
This study used a two-wave longitudinal design (with a six-month time interval) to test a theoretical model in which maternal and paternal phubbing at Wave 1 (W1) predicted adolescent PG at Wave 2 (W2), with maternal and paternal indifference (W2) as mediators. Gender differences in the hypothesized associations were also explored.
Data were collected in Italy via online surveys, and the sample comprised 557 adolescent gamers (Mage = 15.62 ± 1.54; 69% males). The mediation model was tested using path analysis, and multi-group comparisons were performed.
The results showed that parental phubbing (W1) increased parental indifference (W2) in both mothers and fathers. Maternal phubbing (W1) indirectly predicted adolescent PG (W2) via increased maternal indifference (W2) in both males and females, whereas paternal phubbing (W1) directly and indirectly predicted adolescent PG (W2) via paternal indifference (W2) only in females.
Parents and adolescents should be aware of the potentially detrimental effects associated with the dysfunctional use of digital technology.
Purpose
The purpose of this study was to investigate how to generate innovative work behaviors among Millennial and Generation Z sport employees and its impact on their career satisfaction and psychological well-being.
Design/methodology/approach
The authors used structural equation modeling to examine the relationships among predictors of job engagement, innovative work behaviors, career satisfaction and psychological well-being. The model was tested across managerial sport employees of Division I athletics departments ( N = 224).
Findings
The highlights of the study include job engagement's positive relationship with innovative work behaviors and the positive influence of innovative work behavior on career satisfaction and psychological well-being.
Originality/value
These findings signify the importance of considering job engagement and innovative work behaviors to develop a positive work experience for Millennial and Generation Z sport employees. Doing so is thought to be a critical step in cultivating an organizational competitive advantage via younger generations of sport employees.
Frozen assets in the country may be alleviated via wasiyyah services, which has long been considered a possible solution in Malaysia. However, despite the relevance of wasiyyah services in Malaysia, the penetration rate remains low. Self-determination and satisfaction in patronizing wasiyyah services are the focus of this research. There was also an investigation into how religiosity moderates the relationship between self-determination and satisfaction. The research framework consists of 8 hypotheses that predict four direct relationships and four moderation effects. The model used the principle of self-determination to explain the relationships. This research focuses on Muslim consumers in Malaysia who have already patronized wasiyyahservices. The data was gathered using an online survey, and 180 valid data were used to validate the study model. Data analysis was conducted using SPSS v27 and SmartPLS 4.0. The results stated that SDT constructs which are autonomy and relatedness have significant and positive and influence over satisfaction in patronizing wasiyyah services. However, competence did not have positive and significant influence over satisfaction. Furthermore, no moderation effect of religiosity could be found in this study. Findings suggest that religiosity has not moderated the relationship between SDT constructs and satisfaction. It is intended that this research can provide insights for industry players to enhance and develop sustainable marketing strategies to entice more Muslims to utilize the wasiyyah services, which might ultimately help in resolving the frozen asset problems.
Zusammenfassung
In dieser Studie analysieren wir den Beitrag von Experimentalpraktika zur Entwicklung der professionellen Kompetenz angehender Lehrkräfte des Faches Physik. Experimentalpraktika verfolgen verschiedene Ziele, die sowohl das fachliche Lernen als auch die Entwicklung positiver motivationaler Orientierungen adressieren. Beide Aspekte sind zentrale Facetten der professionellen Handlungskompetenz von Lehrkräften. Während in einzelnen Laborstudien die Wirksamkeit von lehramtsspezifischen Praktika gezeigt werden konnte, ist der Beitrag dieses Lehrveranstaltungsformat für die Entwicklung der angehenden Lehrkräfte im Feld noch weitgehend unklar. Zur Untersuchung der Qualität von Experimentalpraktika wurden daher N = 105 Qualitätseinschätzungen Physiklehramtsstudierenden analysiert und gleichsam deren Bedeutung für die Entwicklung im Fachwissen, Interesse und Selbstwirksamkeitserwartungen im Laufe eines Studienjahres untersucht. Die Ergebnisse zeigen, dass Lehramtsstudierende der Physik die Qualität von Experimentalpraktika als relativ hoch bewerten. Mit Hilfe von linearen Regressionsgleichungen konnte zudem gezeigt werden, dass ein Zuwachs im Bereich der Selbstwirksamkeitserwartungen beim Planen und Durchführen von Experimenten für den Physikunterricht nach Besuch eines qualitativ hochwertigen Experimentalpraktikums erfolgt. Demgegenüber konnte kein signifikanter Einfluss auf den Fachwissenserwerb und die Interessensentwicklung gefunden werden.
Kuh's (2008) High-Impact Educational Practices define scholarly teaching and learning practices that positively impact students. This study examined university student perceptions of mentoring and whether high-impact practices increased mentoring opportunities. The study data found most students in the sample had a positive perception of mentorship. Respondents who reported not having a mentor also had a positive perception of mentoring and stated they could have stayed on track if they had a mentor while enrolled in college. The data also found students believed high-impact practices provided greater exposure to more mentoring opportunities.
An understanding of differences in nonmonetary work conditions is fundamental for a complete characterization of individuals’ well-being at work. Thus, to fully characterize gender inequalities in the labor market, scholars have begun to explore gender differences in nonmonetary work conditions. We examine one such condition—meaningful work—using nationally representative survey data linked with worker and employer administrative data. We document a large and expanding gender gap in meaningful work, wherein women experience their jobs as more meaningful than men do. We then explore patterns underlying this difference. We find little correlation between women’s higher experience of meaningful work and either labor market decisions related to first parenthood or women’s underrepresentation in leadership jobs. Instead, the gender gap appears to be highly correlated with the sorting of more women into occupations with a high level of beneficence: the sense of having a prosocial impact. Though both women and men experience such jobs as more meaningful, women do so by a larger margin. Next, we consider the relationship between the gender difference in meaningful work and the gender wage gap, contributing to the discussion on compensating differentials in work amenities. We find that, whereas the gender gap in meaningful work closes a substantial part of the wage gap in lower paid jobs, it does little to close the gap in higher paid jobs in which the gender wage gap is largest.
This paper was accepted by Yan Chen, behavioral economics and decision analysis.
Funding: J. Rickne received financial support from the Wallenberg Academy Fellow Grant, the Swedish Research Council for Health, Working Life, and Welfare 2019-01251. O. Folke received financial support from the Swedish Research Council 2018-00703_VR, The Swedish Research Council for Health, Working Life, and Welfare 2019-01251.
Supplemental Material: The online appendix and data are available at https://doi.org/10.1287/mnsc.2022.01807 .
Risk-taking in the ‘work’ domain constitutes a fundamental building block for a wide range of important decisions (e.g., investment) and behaviors (e.g., creativity) of individuals, groups, and organizations. Yet, what remains unknown is the neurofunctional basis of work-domain risk-taking (WRT) and how these brain substrates act as mediators in relating individual personality traits such as regulatory focus and the Big Five to WRT. This study, with a sample of 201 healthy full-time employees, investigated the above questions using resting-state fMRI. The results indicated that individuals who engage more in WRT showed increased brain activity (indicated by fALFF) in the right medial frontal gyrus (MFG) and right insula brain areas involved in goal-directed and self-regulated functions, therefore providing unique neuroimaging evidence for the notion that risk-taking is highly domain specific. More importantly, we found that fALFF in the right MFG and right insula areas has a significant mediating role in relating promotion focus and neuroticism to WRT, respectively, suggesting that these traits might have more important roles in associating with WRT, and the brain activity of the two regions (i.e., right MFG and right insula) may act as the underlying mediating mechanisms. Managerial implications are discussed.
The spread and proliferation of short video applications (like TikTok) equip older adults more opportunities to obtain information and pleasure, especially in the COVID-19 pandemic. However, research on the use of TikTok among older adults is limited. In this exploratory study, we conducted interviews and on-site observations with 11 older adults aged 50 years or older who had experience using TikTok. This study explored the experience of TikTok’s specific features for older adults from a need-affordance-features perspective, including the needs met and challenges encountered by older users. The findings show that older users’ perceptions of the affordances provided by TikTok can be divided into two categories of egocentric affordance and allocentric affordance, totaling nine. We also identified three perceived constraints, including user interface design, privacy and security, and operability. The study extends the understanding of social media affordances from the perspective of older adults and also provides practical insights for the design and service improvement of short video applications.
In the Japanese philosophy of life, ‘ikigai’ broadly refers to having a ‘reason for living’, or a purpose in life. From a phenomenological and empirical viewpoint, ikigai is reported to increase human well-being and even life expectancy. However, it remains difficult to translate, define and formalize with regard to contemporary psychological theories. In this respect, the aim of this paper is twofold: to capture as accurately as possible what ikigai is, and to examine whether the concept applies to a professional context. We first offer a comprehensive overview of ikigai, bridge the gap between this specific body of literature and related psychological theoretical frameworks, such as those addressing motivation, well-being, and attention. On this basis, we conceptualize an integrated cognitive-motivational model of ikigai using an IPO (Input-Process-Output) framework: we organize dispositional or situational factors supposedly supporting ikigai as inputs, fueling the core process of ikigai (mainly built from motivational and attentional mechanisms), which produce outcomes (including well-being). A feedback loop completes the model and allows the process to maintain over time. This conceptual proposal is a first step towards applying and testing the model in professional contexts, in order to renew our approach of engagement, well-being, and performance at work as well as inspire workplace evolution.
3D of Happiness shows that the failure in finding happiness in modern times is largely due to the mistake of limiting the search for happiness to the hedonic (pleasure) dimension. It delves into the meaning and spiritual dimensions of happiness in order to help individuals increase their levels of happiness.
3D of Happiness covers a personal and scientific journey of searching for happiness through pleasure, meaning, and spirituality. It is the story of a former shepherd, Necati Aydin, who was at the bottom 1% of the world’s population, living in complete poverty and deprivation. He managed to acquire two PhDs and climbed to the top 1% in terms of possessions and position. Nonetheless, he failed to achieve happiness along the way. In 3D of Happiness, Necati shares his journey of having, doing, and being which turned out to be a cycle of deprivation, emulation, accomplishment, and disappointment. He reveals his success in finally finding happiness through a converging path of science, philosophy, and spirituality.
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.
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.
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.
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.
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.
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)
The goals of this study were, first, to operationalize the notion of activism by using self-reported behaviors and, second, to propose and test a model of environmental activism. The results show that the Activism Scale is an acceptable measure of environmental activism. Furthermore, the proposed motivational model of environmental activism was supported by a path analysis of the data. Within the model, individuals' levels of autonomous motivation predicted the perceived responsibility of different organizations to prevent health risks, the amount of information people obtain from various sources, and the perceived importance of problems in the environment. In rum, those latter variables predicted the perception of environmental health risks. Finally, the perception of environmental health risks predicted environmental activism. The model demonstrates the importance of autonomous motivation in the prediction of environmental activists' behaviors and the central role perceived ecological risks play in the determination of environmental activism.
Yoked pairs of subjects solved puzzles such that one member of each pair was given choice about what puzzles to work on and how much time to allot to each, while the yoked subject was assigned the same puzzles and time allotments as those chosen by the first subject. It was predicted and found that subjects who chose the activities and time allotments -in other words, who had additional self-determination--would be more intrinsically motivated than subjects doing the same activity without choice.
This book presents a thorough overview of a model of human functioning based on the idea that behavior is goal-directed and regulated by feedback control processes. It describes feedback processes and their application to behavior, considers goals and the idea that goals are organized hierarchically, examines affect as deriving from a different kind of feedback process, and analyzes how success expectancies influence whether people keep trying to attain goals or disengage. Later sections consider a series of emerging themes, including dynamic systems as a model for shifting among goals, catastrophe theory as a model for persistence, and the question of whether behavior is controlled or instead 'emerges'. Three chapters consider the implications of these various ideas for understanding maladaptive behavior, and the closing chapter asks whether goals are a necessity of life. Throughout, theory is presented in the context of diverse issues that link the theory to other literatures.
This important new book develops a new concept of autonomy. The notion of autonomy has emerged as central to contemporary moral and political philosophy, particularly in the area of applied ethics. professor Dworkin examines the nature and value of autonomy and uses the concept to analyse various practical moral issues such as proxy consent in the medical context, paternalism, and entrapment by law enforcement officials.
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.
Intrinsic motivation is based in the human need to be competent and self-determining in relation to the environment. We now look at how this develops and evolves. In so doing we will consider both how intrinsic motivation affects development and how intrinsic motivation develops.
Self-determination theory was applied to explore the motivational basis of adherence to long-term medication prescriptions. Adult outpatients with various diagnoses who had been on a medication for at least 1 month and expected to continue (a) completed questionnaires that assessed their autonomous regulation, other motivation variables, and perceptions of their physicians' support of their autonomy by hearing their concerns and offering choice; (b) provided subjective ratings of their adherence and a 2-day retrospective pill count during an interview with a clinical psychologist; and (c) provided a 14-day prospective pill count during a subsequent, brief telephone survey. LISREL analyses supported the self-determination model for adherence by confirming that patients' autonomous motivation for adherence did mediate the relation between patients' perceptions of their physicians' autonomy support and their own medication adherence.
Social-motivational processes and socialization experiences can play a critical role in students' academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The Ist section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students' social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. New directions for theoretical and empirical inquiry are presented.
This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8-12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children.
The learned helplessness hypothesis is criticized and reformulated. The old hypothesis, when applied to learned helplessness in humans, has two major problems: (a) It does not distinguish between cases in which outcomes are uncontrollable for all people and cases in which they are uncontrollable only for some people (univervsal vs. personal helplessness), and (b) it does not explain when helplessness is general and when specific, or when chronic and when acute. A reformulation based on a revision of attribution theory is proposed to resolve these inadequacies. According to the reformulation, once people perceive noncontingency, they attribute their helplessness to a cause. This cause can be stable or unstable, global or specific, and internal or external. The attribution chosen influences whether expectation of future helplessness will be chronic or acute, broad or narrow, and whether helplessness will lower self-esteem or not. The implications of this reformulation of human helplessness for the learned helplessness model of depression are outlined.
In the last two decades, an approach to the study of motivation has emerged that focuses on specific cognitive and affective mediators of behaviour, in contrast to more general traits or motives. This 'social-cognitive' approach grants goal-oriented motivation its own role in shaping cognition, emotion and behaviour, rather than reducing goal-directed behaviour to cold-blooded information processing or to an enactment of a personality type. This book adds to this process-oriented approach a developmental perspective. Critical elements of motivational systems can be specified and their inter-relations understood by charting the origins and the developmental course of motivational processes. Moreover, a process-oriented approach helps to identify critical transitions and effective developmental interventions. The chapters in this book cover various age groups throughout the life span and stem from four big traditions in motivational psychology: achievement motivation, action theory, the psychology of causal attribution and perceived control, and the psychology of personal causation and intrinsic motivation.
To test the reliability of children's reporting as compared with that of their mothers, a highly structured psychiatric diagnostic interview was used with 307 subjects, ages 6 through 16. Another interviewer gave each mother a similar interview about the child. Responses of each mother-child pair to 168 questions were compared using the kappa statistic. Highest agreement was found on questions concerning symptoms that are concrete, observable, severe, and unambiguous. Mothers tended to report significantly more behavioral symptoms, and children more subjective symptoms. Reasons for low kappas and asymmetrical reporting of symptoms are discussed.
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence.
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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.
• We evaluated the Children's Global Assessment Scale (CGAS), an adaptation of the Global Assessment Scale for adults. Our findings indicate that the CGAS can be a useful measure of overall severity of disturbance. It was found to be reliable between raters and across time. Moreover, it demonstrated both discriminant and concurrent validity. Given these favorable psychometric properties and its relative simplicity, the CGAS is recommended to both clinicians and researchers as a complement to syndrome-specific scales.
This paper explores some conceptual and methodological issues in contemporary developmental psychology. It is suggested that, at present, we essentially lack a science of natural developmental processes because few studies are concerned with development as it transpires in naturalistic environments and because we rarely actually collect or analyze truly developmental data. This problem is believed to derive from the veneration of manipulative experimental methods, which have come to dictate rather than serve research questions. The wholesale denigration of nearly all longitudinal methods as either hopelessly confounded or beyond the financial and time commitments of our discipline and a lack of experience with methods of analysis that might reveal the diverse forms of ontogenetic change that probably characterize most development also contribute to this situation. Such attitudes are extreme and unjustified, and alternative strategies are offered.
We propose that the capacity for a symbolic self (a flexible and multifaceted cognitive representation of an organism's own attributes) in humans is a product of evolution. In pursuing this argument, we note that some primates possess rudimentary elements of a self (an objectified self) and that the symbolic self (a) is a trait that is widely shared among humans, (b) serves adaptive functions, and (c) could have evolved in response to environmental pressures, with ecological and social pressures being of particular relevance. We suggest that these two environmental pressures caused the symbolic self to emerge in the Pleistocene epoch as an adaptation for Homo erectus, and we review the possible functions served by such an adaptation.