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The General Causality Orientations Scale: Self-Determination in Personality
Abstract
This paper describes the development and validation of a general causality orientations scale. Causality orientations are conceptualized as relatively enduring aspects of people that characterize the source of initiation and regulation, and thus the degree of self-determination, of their behavior. Three orientations—autonomy, control, and impersonal—are measured by the three subscales of the instrument. Individuals are given a score on each orientation, thus allowing the use of the theoretically appropriate subscale (or, in some cases, a combination of subscales) to predict affects, cognitions, and behaviors. The scale was shown to have internal consistency and temporal stability. The orientations were shown to fit appropriately into a nomological network of constructs and to relate to various behaviors that were hypothesized to be theoretically relevant.
... The SDT, rooted in a humanistic approach, provides valuable insights into understanding human motivation. This theory emphasizes the importance of fulfilling three fundamental psychological needs-autonomy, competence, and relatedness-to attain optimal well-being (Deci & Ryan, 1985). introduced the SDT, positing that the satisfaction of autonomy, competence, and relatedness stands as essential prerequisites. ...
... In line with the SDT, needs are psychologically characterized as fundamental innate requisites for well-being and optimal functioning (Deci & Ryan, 1985). As mentioned earlier, the three explicitly acknowledged needs within SDT are autonomy, competence, and relatedness. ...
... Autonomy pertains to an individual's inherent need to feel motivated by their own volition and to make choices regarding their actions and outcomes in daily life (Deci & Ryan, 1985;Biondi et al., 2015). Autonomy is fulfilled by recognizing the value of specific actions, fostering a positive response, and ultimately enhancing psychological well-being Chen et al., 2015). ...
... Deci and Ryan (1985) proposed the Self-Determination Theory (SDT) to measure students' motivation in learning, which indicates autonomous learners. SDT has "a general causality orientation scale" (Deci & Ryan, 1985) to determine external, introjection, identification, and intrinsic motivations (Ryan & Connell, 1989, p. 752). ...
... Deci and Ryan (1985) proposed the Self-Determination Theory (SDT) to measure students' motivation in learning, which indicates autonomous learners. SDT has "a general causality orientation scale" (Deci & Ryan, 1985) to determine external, introjection, identification, and intrinsic motivations (Ryan & Connell, 1989, p. 752). " [SDT] posits that the regulation of behavior varies in the extent to which it is controlled versus autonomous" (Williams & Deci, 1996, p. 768). ...
... External motivation indicates controlled learners (Deci & Ryan, 1985;Williams & Deci, 1996) in which external authority (such as punishment, rule compliance, etc.) motivates students' behavior. "The control orientation involves people's behavior being organized with respect to controls in the environment or inside themselves" (Deci & Ryan, 1985). ...
Autonomy, motivation, and learning climate are significant factors in online learning. This study aims to determine the students’ motivation and autonomy in online English as a Foreign Language (EFL) classes. It also classifies the Learning Climate Support (LCS). This quantitative study used the Perceived Locus of Causality Scale for academic motivation in university (PLOC-U) and the Learning Climate Questionnaire (LCQ 15). It involved 134 students from nine universities in Java, Indonesia. The results show that most students were on a moderate level in intrinsic motivation (m=5.25), regulated identification (m=5.74), regulated introjection (m=4.85), and external motivation (m=4.95). The mean of motivation loss was at a low level of 2.73. Most students were ‘regulated identification’ learners, which showed that most students were one step closer to being intrinsic or autonomous learners. Furthermore, LCQ indicated moderate acceptance of lecturers’ empathy and engagement in classes but a lower level of students’ assertiveness. The findings suggest that students did not experience demotivation in online learning, and students’ goals highly motivated students in online learning. The perceived LCS implies the need to improve learning instructions in online classes.
... RQ2: "What roles do communication quality and communication frequency play in contextualizing the impact of ESN usage on MT and, consequently, cyberslacking?" To explore these research questions, the current study draws upon conceptual models grounded in self-determination theory (SDT) (Deci and Ryan, 1985), which elucidates the underlying mechanisms of MT, and Information Processing Theory (IPT) (Daft and Lengel, 1986), employed to conceptualize two distinct facets of communication, namely quality and frequency. Data were systematically collected through a multi-wave time-lag approach involving employees in software and IT companies in China. ...
... Sеlf-Dеtеrmination Thеory (SDT), rеcognizеd as a comprеhеnsivе framework for undеrstanding human behavior and motivation, dеlvеs into thе intricatе dynamics of how individuals intеract with and rеly on thеir surrounding еnvironmеnt (Deci and Ryan, 1985). SDT posits that individuals harbor thrее fundamеntal psychological nееds crucial for fostеring intrinsic motivation, intеgration, and ovеrall wеll-bеing ( Vansteenkiste et al., 2004). ...
... Whеn assеssing MT, concеpts such as autonomy, compеtеncе, and rеlatеdnеss bеar significant importancе. Our findings indicatе that ESN usagе еffеctivеly addrеssеs thеsе psychological nееds, thеrеby stimulating MT in еmployееs (Deci and Ryan, 1985). This hеightеnеd MT, in turn, еncouragеs constructivе thinking and a mеditativе mindset, bolstеring еmployееs' motivation to sеt and achiеvе thеir goals (Deci and Ryan, 1985). ...
The increasing reliance on information technology has generated concerns regarding employees' engagement in cyberslacking behavior. However, an existing research void exists concerning effective non-invasive strategies to mitigate this behavior. Our study draws from self-determination theory (SDT) to propose a framework aimed at augmenting employee mental toughness (MT) through the utilization of enterprise social networking (ESN) tools, with the ultimate objective of reducing cyberslacking behavior. Our research aims to examine the intricate relationship between ESN usage and the cultivation of employee MT. We particularly emphasize how this bolstered MT subsequently influences the mitigation of cyberslacking behavior. Furthermore, we incorporate information processing theory (IPT) into our investigation to scrutinize the moderating roles played by communication quality and frequency in shaping the effects of ESN on both MT and cyberslacking behavior. By conducting a multi-wave data collection initiative, we find that the strategic deployment of ESNs indeed contributes to the augmentation of employee MT, consequently leading to a reduction in their proclivity for cyberslacking behavior. Nonetheless, our study brought to light an intriguing and counterintuitive moderating effect linked to communication quality. We elucidate this phenomenon in-depth and offer nuanced insights into its implications for the intricate dynamics of ESN utilization within organizational settings.
... Other research has also suggested that the self is not the only motivational force at work, only because the self develops within the social environment: the ongoing integrative process can be nurtured, but it can also be derailed by the social context Vansteenkiste & Sheldon, 2006). As a new taxonomy of personality, General Causality Orientations (Deci & Ryan, 1985a, 1985b with the environment and personal characteristics have gained widely attention. ...
... In this paper, we will explore how General Causality Orientations (Deci & Ryan, 1985a, 1985b represent an attempt to link environment and motivation with personality. Lam and Gurland (2008) found that autonomy orientation positively predicted self-determined work motivation, which in turn predicted job outcomes, namely job satisfaction and identification commitment. ...
... Each of these orientations, if managed effectively, may contribute to both individual's work adjustment and organizational effectiveness. Ryan, 1985a). The basic assumption of the Self-Determination Theory is that individuals are active, growth-oriented organisms; with innate and natural tendencies toward developing a more elaborated and unified identity (Soenens, et al., 2005). ...
As a special taxonomy of personality, General Causality Orientations can be usefully characterized in terms of understanding the nature of causation of behavior. Researchers have used General Causality Orientations to explain various organizational phenomena. In this article, we reviewed the literature to understand General Causality Orientations and pointed out the importance of predicting behaviors in the workplace. In accordance with the environmental and personality factors, General Causality Orientations and the Five-Factor Model were distinguished. Furthermore, it was discussed how General Causality Orientations may interpret work behaviors and some implications were given for organizations.
... HGF modeling was applied to implicitly estimate each participant's evolving self-and other-efficacy beliefs, based on their behavior and patterns of received rewards. Our hypotheses tested whether one's estimates of self-efficacy (a) covary with activation within the brain's reward and salience networks, and (b) that this in turn demonstrates relationships with current depressive symptoms and measures related to one's sense of autonomy (Deci and Ryan 1985), applying partial least squares analysis to account for multicollinearity. ...
... It examines the nine key symptom groups of anhedonia, dysthymia, sleep disturbance, anergia, appetite disturbance, poor self-esteem, poor concentration, psychomotor disturbance and self-harm/suicidal thoughts, each rating current severity from 0 to 3. Total scores > = 10 have sensitivity 88% and specificity 88% for MDD (Kroenke et al. 2001). We also incorporated measures of relevance to one's sense of self-efficacy and autonomy, specifically (a) the General Causality Orientations Scale (Deci and Ryan 1985) adapted for clinical populations (GCOS-CP (Cooper et al. 2015)) which measures the degree to which the source of one's motivation and behavioral initiation comes from within (Autonomy subscale), from without (Control orientation) or is indeterminate (Impersonal orientation), as defined by Self-Determination Theory (Ryan and Deci 2017); (b) the Perceived Choice and Awareness of Self Scale (PCASS (Sheldon and Deci 1996)), which measures how much choice you have over your own behavior (Perceived choice, PC) and awareness of your inner states/sense of self (Awareness of self, AOS); and finally the Brief Resilience Scale (BRS (Smith et al. 2008)), which measures the ability to recover from adversity. ...
Major depressive disorder often originates in adolescence and is associated with long-term functional impairment. Mechanistically characterizing this heterogeneous illness could provide important leads for optimizing treatment. Importantly, reward learning is known to be disrupted in depression. In this pilot fMRI study of 21 adolescents (16–20 years), we assessed how reward network disruption impacts specifically on Bayesian belief representations of self-efficacy (SE-B) and their associated uncertainty (SE-U), using a modified instrumental learning task probing activation induced by the opportunity to choose, and an optimal Hierarchical Gaussian Filter computational model. SE-U engaged caudate, nucleus accumbens (NAcc), precuneus, posterior parietal and dorsolateral prefrontal cortex (PFWE < 0.005). Sparse partial least squares analysis identified SE-U striatal activation as associating with one’s sense of perceived choice and depressive symptoms, particularly anhedonia and negative feelings about oneself. As Bayesian uncertainty modulates belief flexibility and their capacity to steer future actions, this suggests that these striatal signals may be informative developmentally, longitudinally and in assessing response to treatment.
... This study demonstrates the moderating impact of POD payments on customer satisfaction and repurchase intention for wider implementation in developing countries The aforementioned variables have each been examined separately in the literature and are now they have been validated together resulting into one unified paradigm. Second, by including novel constructs, such as the lessvalidated POD payment method, this study adds to the body of knowledge around self-determination theory (SDT) (Deci & Ryan, 1985). Further, concept of gamification not being widely validated in the context of online shopping is an additional contribution of the present research. ...
... Self-determination theory (SDT) (Deci & Ryan, 1985) is of utmost significance in marketing literature, as it focuses on the sources of motivation that influence consumer behavior. SDT focuses on how consumers regulate their psychological needs to satisfy themselves (Gagné & Deci, 2005). ...
This research uses self-determination theory to examine gamification, virtual-try-on technology (VTO), and e-logistics service quality(e-LSQ) as antecedents of customer satisfaction in the domain of online shopping. This research further examines customer satisfaction as predictor of repurchase intentions while theorizing Pay-on-delivery (POD) as a moderator between customer satisfaction and repurchase intention. Data were gathered using a self-administered questionnaire from online shoppers. The sample comprised of 634 respondents who had purchased products using VTO. The results confirmed VTO and e-LSQ as strong antecedents of customer satisfaction, which further leads to repurchase intention. Interestingly, gamification had insignificant influence on customer satisfaction. Further, POD moderated the relationship between customer satisfaction and repurchase intentions. This study is a preliminary attempt in the online context to evaluate POD and VTO as substantial factors stimulating online purchase using the SDT as a theoretical underpinning. A theoretical relationship among e-LSQ, VTO, and customer satisfaction is further demonstrated by the study.
... Self-determination theory (SDT) is a well-established theory that explains human motivation (Cole et al., 2019;Ryan & Deci, 2000) and has been widely used across areas such as education, healthcare, management, hospitality, and tourism (Deci & Ryan, 2013;. SDT asserts that people are proactive and seek challenges in their environment to foster their growth, and three universal human needs must be satisfied to promote personal development: autonomy, competence, and relatedness (Deci & Ryan, 1985;Ntoumanis et al., 2010). Autonomy involves the desire to control one's actions and be accountable for them, whereas competence entails the need to oversee one's surroundings and produce positive results, while relatedness refers to the longing for social connections and validation from peers (Deci & Ryan, 1985Ntoumanis et al., 2010;Ryan & Deci, 2000). ...
... SDT asserts that people are proactive and seek challenges in their environment to foster their growth, and three universal human needs must be satisfied to promote personal development: autonomy, competence, and relatedness (Deci & Ryan, 1985;Ntoumanis et al., 2010). Autonomy involves the desire to control one's actions and be accountable for them, whereas competence entails the need to oversee one's surroundings and produce positive results, while relatedness refers to the longing for social connections and validation from peers (Deci & Ryan, 1985Ntoumanis et al., 2010;Ryan & Deci, 2000). The fulfillment of these psychological requirements is assumed to be influenced by one's social environment (Buzinde, 2020). ...
... This study draws theoretical support from the self-determination theory (SDT) and GST. SDT identifies that autonomy, competence, and relatedness are required for optimal growth, social development, and personal well-being (Deci and Ryan, 1985). In the current study's context, we believe that when competent employees are given autonomy and feel a sense of relatedness to the organization, they are likely to develop innovative practices, improving their overall performance. ...
... SDT is a motivational theory, focusing on how people's fundamental psychological desires for competence, autonomy, and relatedness affect their behavior (Deci and Ryan, 1985). It has been applied to supply chain operations to understand and improve employee motivation and engagement in SCM practices (Behl et al., 2022a). ...
... Self-determination theory SDT is a broad theory that analyzes personality and human motivation concerning how an individual interacts and relies on their surrounding (Ryan and Deci, 2017). SDT defines several intrinsic and extrinsic motivations and elaborates how these motivations affect the situational responses in various domains, whether in social development, personality and cognitive aspects (Deci and Ryan, 1985;Ryan, 1995). Also, SDT emphasizes internal development and motivation that will encourage individual behavior (Bakker and Oerlemans, 2019). ...
Purpose
This study aims to empirically explore several factors that encourage muzakki (zakat payers) to pay their zakat through institutions by elaborating on their extrinsic and intrinsic motivations as the composite factors regarding the attitude and intention improvement of muzakki. This study specifically studies zakat payment via digital means and categorizes the muzakki groups into two (urban and suburban) to be considered in the results.
Design/methodology/approach
Overall, this study gathers the data from 298 muzakki using a partial least squares technique the multigroup analysis to compare the analysis.
Findings
This study found that different sociodemographic aspects will result in varied performances of motivation in using technology between the two groups. Furthermore, positive preference aspects, such as muzakki’s attitude, can be a catalyst in improving their motivation to pay zakat through institutions.
Practical implications
The findings of this study can be used as a foundation to improve the technology-based services that will be more accessible and reachable. Provision of technical follow-ups regarding the utilization of technology, including community-based digital platform socializations, availability of online customer service that will respond to muzakki’s needs and synergy between stakeholders, are the primary obligations that a zakat institution must fulfill.
Originality/value
As far as the researchers are concerned, the studies focusing on the motivational factors and attitude of muzakki as an intervention in paying zakat via institutions are limited in numbers, especially studies on digital payment. In this study, however, classifying the groups into two will help gain a deeper understanding of this topic.
... Whether someone resorts to adaptive or maladaptive strategies can depend on whether they see a traumatic event as a challenge or a threat. Such events can trigger each of three basic needs, that is, the need for competence, relatedness, and autonomy (Deci & Ryan, 1985). Within the taxonomy, the authors identified 12 families of coping strategies, resulting from combining the two functions, the three needs, and considering two kinds of families for each of the six subgroups (for a more detailed description, see Zimmer-Gembeck & Skinner, 2011). ...
The COVID‐19 pandemic has had many traumatic consequences for the physical and psychological functioning of children and adolescents. Internet‐based interventions can reach a large audience and be a potentially powerful resource for promoting well‐being among young people. We tested the efficacy of the web application PandHEMOT®, developed ad hoc for increasing knowledge about pandemics, emotions, and emotion regulation. We involved a sample of 147 Italian third and seventh graders. The sample was assigned to an experimental (participating in the training) and a waitlist condition (who participated following a waitlist design). All the participants completed pretest and posttest measures. The intervention was structured into three units. The training took place between November and December 2021. Generalized linear mixed models and linear mixed models revealed that knowledge about pandemics, emotions, emotion regulation, and metacognitive awareness increased for the experimental condition. Moreover, adolescents performed better than children. The findings supported the efficacy of an Internet‐based training for increasing children and adolescents' resilience, according to the standards of evidence‐based research.
... First, previous work in the smoking field using a similar paradigm found that the "practice quit" model was only sensitive to medication efficacy in smokers with an intrinsic quit motivation and not in smokers low in intrinsic motivation to quit (Perkins and Lerman 2014). Second, motivation has been conceptualized as an important component of a person's willingness to change their substance use behaviors and may be a helpful predictor of treatment engagement and response (Deci and Ryan 1985;Rollnick and Miller 1995). Moreover, the majority of clinical trials are tested in treatment-seeking samples. ...
Screening novel medications for alcohol use disorder (AUD) requires models that are both efficient and ecologically-valid. Ideally, such models would be associated with the outcomes of a given medication in clinical trials.
To test a novel human laboratory model in which individuals with intrinsic motivation to change their drinking engage in a “practice quit” attempt consisting of 6 days of complete abstinence from alcohol.
Individuals with current AUD completed a randomized, double-blind, placebo-controlled study of naltrexone (50 mg), varenicline (2 mg bid), or matched placebo. Participants were titrated onto the study medication for 1 week prior to starting the 6-day practice quit attempt. During the practice quit attempt, participants completed daily interviews with research staff. All participants completed an alcohol cue-exposure paradigm before starting the study medication and after 2 weeks of study medication.
There were no significant medication effect on drinks per drinking day (F(2,49) = 0.66, p = 0.52) or percent days abstinent (F(2,49) = 0.14, p = 0.87) during the 6-day practice quit period. There were no medication effects on alcohol cue-reactivity (F(2,44) = 0.80, p = 0.46). Notably, participants sharply reduced their drinking during the entire 13-day medication treatment period, as compared to reducing only during the 6-day practice quit period. During the total medication period, higher levels of motivation to change was associated with higher percent days abstinent (F(1,49) = 8.12, p < 0.01).
This study reports mostly null findings, which challenges us to decompose its nuanced design to consider model refinements. Possible changes to the model include considering the requirement for intrinsic motivation for change, including a longer practice quit period, encompassing the medication administration timeframe in the practice quit period, increasing the required sample size for signal detection, and examining a post COVID-19 pandemic cohort.
... These all For example, the four factors mentioned above have varying effects on employees' intrinsic motivation. Transformational leaders use idealized influence on the organization's vision by communicating the organization's vision and providing the team with different tasks to increase the intrinsic motivation of individuals, and further Transformational leaders can increase significant results and high levels of self-interest across all team members, which could increase the gratification and job contentment for performing the related task (Ryan, 1985). Transformational leadership and intellectual stimulation could boost the confidence of team members to build more productive emotional inner feelings for tackling complicated problems by themselves, without considering any financial rewards; they would have inner motivation for performing the task and bringing an innovative solution to the table for solving and handling the complicated problems. ...
Due to unlimited consumer expectations, a changing environment, emerging new technological trends, high competition, and rivalry in the global market, companies using this challenging and uncertain era of technology need transformational leadership and work behaviors from their employees to cope successfully with uncertainties. The current research tests the effectiveness and relationships of transformational leadership and innovative work behavior with the mediating construct of intrinsic motivation. However, most recent studies in the field of creativity have mainly examined how leaders affect their team members' creativity instead of focusing on innovative work behavior. Thus, the present study concentrated on innovative work behavior through the mediating effect of intrinsic motivation for the first time in Afghanistan. The present research has applied quantitative research methodology and positivism philosophy with a deductive approach based on the available theories and concepts and used a non-probability type convenient sampling method with a maximum sample size of 210 respondents. For analysis, frequency tests, reliability tests, normality tests, and mediation analysis tests were done through SPSS. The important discoveries of the present study explored how intrinsic motivation mediates the relationship between transformational leadership and innovative work behavior in the Afghan development sector. Future researchers could use the different mediations and mediators to enlarge and clarify the association between transformational leadership and innovative work behavior in different contexts. Key Words: Transformational Leadership, Innovative Work Behavior, Intrinsic motivation.
... Amotivation is different from demotivation. Amotivation means that there is no contingency between certain behavior and outcomes (Deci and Ryan, 1985), while demotivation occurs when someone was once motivated to show a given behavior but has had a negative experience that reduced his/her motivation (Kiziltepe, 2008). For example, while an individual can have absolutely no interest in ever learning a second language, another individual confronted with the obligatory learning of a second language in high school may develop motivation to succeed, but later experience demotivation to further engage in the studies of language and literature in higher education. ...
Introduction
The first part of the worldwide lockdown starting in March 2020 forced teachers in higher education to implement emergency remote teaching (ERT) in an online learning environment. Some students appreciated the autonomy they acquired and the appeal to their self-discipline. Other students, preferring structure and guidelines, perceived these new learning circumstances as ambiguous and unclear. Pressing circumstances, such as a pandemic forcing students into a new learning environment, pose a challenge to their academic motivation. On that premise, this study suggests that the sudden change of learning environment following ERT report an impact on the fulfillment of the basic psychological needs of learners and consequently, on their motivation. More concretely, we hypothesized that this new learning environment had a demotivating effect on students' motivation. The central question in this research is therefore “To what extent did students' motivation shift with ERT.”
Methods
This embedded mixed method study, where one dataset (qualitative) plays a secondary role in a study that is primarily based on the other dataset (quantitative), consists of two measurement points: academic motivation was measured among students from the Royal Military Academy (RMA), before the WHO's declaration of the pandemic (T1, December 2019) and during the pandemic (T2, June 2020). To measure autonomous motivation, we used the Learning Self-Regulation Questionnaire (SRQ-L). To measure satisfaction and frustration for autonomy, relatedness, and competence, we used the Psychological Needs Satisfaction and Frustration Scale (BPNSFP). To identify new issues not captured in the closed questions, the survey at T2 included a qualitative second part with one open-ended question.
Results
When comparing pre-pandemic to pandemic academic motivation results by a repeated-measure analysis, we found that the first college year students' motivation was the most negatively affected, followed by that of the second college year students. In addition, by using a multiple regression, we found that ERT affected perceived competence suggesting that lower perceived competence contributes to a lower academic motivation.
Discussion
Based on these results, this study underlines the importance of assessing learners' sense of competence before immersing them into an online learning environment or changing their learning environment in any other way. This study implies that higher education teachers should provide students with the necessary knowledge to use self-regulatory strategies, encourage self-discipline to improve learning outcomes and endorse a role of helpful coach with the possibility of interaction. By doing so, higher education teachers can meet students' basic needs and can keep autonomous motivation as high as possible among learners. This study adds to the literature insights that can help to optimize educational practices and set up classroom-wide interventions during teacher training so that teachers can facilitate these skills among their students.
... There may, therefore, be an innate need to experience feelings of similarity to foster social connections and peer acceptance in some disability populations [22]. In line with the tenets of SDT [65], the large positive correlations observed in this study for the independent relationships between the three basic psychological needs and mental health support the notion that autonomy, competence, and relatedness are inherently linked with wellbeing (i.e., flourishing) [66,67]. For adults with disabilities, social participation and quality of life are associated with self-determination [68,69]. ...
... • Another theory, called the cognitive evaluation theory (Deci & Ryan, 1985), proposes that happiness and well-being are affected by how individuals perceive the causes behind their actions and their perceived competence in those actions. This theory suggests that intrinsic motivation and autonomy support can enhance happiness and well-being, whereas extrinsic motivation and external control can diminish them; ...
Extensive research has been conducted on the complex and multidimensional nature of happiness across various fields of study, employing different theoretical and empirical approaches. This comprehensive review aims to integrate findings on the definition and measurement of happiness, focusing on hedonic subjective experience versus eudaimonic self-actualization, as well as global versus domain-specific assessments. In this review, influential theories are explored, including set point genetics, adaptation contrast, positive emotions, motivation needs, goal self-concordance, homeostasis regulation capabilities opportunity and social connection. Additionally, discussed are individual predictors such as personality traits (e.g., extraversion and neuroticism), a wide range of emotions from joy to sadness, values related to self-transcendence versus self-enhancement religious faith and spirituality beliefs family dynamics social relationships income health environmental factors cultural dimensions reflecting individualism-collectivism masculinity-femininity. The implications for policy practice education are also addressed in this discussion. It emphasizes the importance of incorporating indicators that measure well-being into policies practices educational systems implementing interventions aimed at fostering positive experiences integrating happiness-related content into curricula. Future research could involve the creation of more refined and reliable measures, carrying out thorough comparative experiments on various theories, analyzing complex relationships between multiple predictors, developing participatory applications that are customized for specific local contexts, and conducting comprehensive assessments to determine the impacts and outcomes of interventions. By adopting an interdisciplinary and culturally sensitive approach based on evidence, we can continue to advance the field of happiness science and promote greater human well-being.
... At the same time he initiated research work in some relevant fields, having created an informal research group focusing on the issues of self-determination and personality potential at the department of Psychology of Lomonosov Moscow State University, where five Ph.D. theses on these topics were defended between 2004 and 2007. The group also developed Russian versions of a number of popular assessment tools, including Satisfaction with Life Scale (Diener et al., 1985), Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), VIA inventory of strengths (Peterson & Seligman, 2004), General Causality Orientations Scale (Deci & Ryan, 1985), Hardiness Personal Views Survey (Maddi & Khoshaba, 2001), Attributional Style Questionnaire (Peterson et al., 1982), Life Orientation Test (Scheier & Carver, 1985) and others. Some tools have been adapted by other scholars, e.g. ...
... Self-determination theory (SDT) is centered around several sub-theories [1,2]: cognitive appraisal theory [3], causal orientations theory [4], organismic integration theory [5], and basic needs theory [6], each addressing specific theoretical features, yet connected by the concept of basic psychological needs and an organismic and dialectic meta-theory Standage [7]. Deci and Ryan [8] suggest that the intrinsic motivated behavior is related to the satisfaction of the three basic psychological needs. ...
Background
Satisfaction of fundamental needs is an important concept in sport, but currently there is no tool in Arabic to measure this construct. Basic needs are often linked to high rates of motivation and performance. It is necessary to develop tools to assess psychological needs in the sport context.
Aim
This study aimed to validate the Basic Needs Satisfaction in Sport Scale (BNSSS) in Arabic language across Tunisian athletes, and to test its psychometric properties (factorial structure, internal reliability, construct validity, and sensitivity).
Methods
Athletes in various sports participated in this study (370 men, 146 women; mean age 18.35) and voluntarily completed the Arabic version of the BNSSS-20. Both exploratory (EFA, N = 294; males: 68%; females: 32%; [14–18] = 182; [19–28] = 112) and confirmatory (CFA; N = 222; males: 76.6%; females: 23.4%; [14–18] = 103; [19–28] = 119) factor analyses were examined.
Results
Results from the EFA suggest that the BNSSS scale reflects the theoretical model well, with good internal consistency for all factors. All 20 items of BNSSS revealed excellent reliability (McDonald’s omega = 0.773, Cronbach’s α = 0.886, Gutmann’s λ6 = 0.970) and good temporal stability (ICC = 0.84, 95% CI = 0.55–0.93) over a 4-week period. Likewise, the CFA fit indices were excellent.
Conclusion
The BNSSS presented excellent fit to the theoretical model for all indices, confirming the factorial structure and providing validity of the instrument for Tunisian athletes.
... Motivation theory underscores the pivotal role of individual motivation in determining participation in crowdsourcing initiatives and idea competitions (Deci and Ryan, 1985). A significant portion of the research literature zeros in on motivation, recognising that comprehending the driving forces behind participation is instrumental for the successful execution of crowdsourcing endeavours (Chris Zhao and Zhu, 2014;Vu et al., 2022;Zheng et al., 2011). ...
In a dynamic business environment, the roles of contests and crowd-sourcing are increasingly acknowledged. However, the factors driving sustained participation in these arenas remain incompletely understood. To address this gap, our study investigates the factors that influence the ongoing engagement intentions of users on contest collection portals. We focus on the interplay between goal-congruent outcomes (GCO), search intention, and various motivational elements. We collected responses from 291 individuals between March 18 and 27, 2022, and conducted an analysis based on partial least squares structural equation modelling (PLS-SEM). Our analysis indicates that utilitarian motivation positively impacts both GCO and search intention. Career promotion specifically influences GCO, while rewards serve as key determinants of both GCO and search intention. Importantly, our findings underscore the role of GCO and search intention in shaping users’ intentions to continue participating. These insights offer significant implications for businesses and platform designers, emphasising the need to understand and cater to the diverse motivations of users to sustain their interest and engagement.
... Three complementary theoretical elements were used to guide the present study: (1) the psychological needs satisfaction mini-theory from self-determination theory (37,38), (2) the National Institute of Minority Health and Health Disparities' Research Framework (22), and (3) the biopsychosocial model (39). The psychological needs satisfaction mini theory proposes that enhancing a child's well-being can be achieved by promoting autonomy, competence, and relatedness (40,41). ...
Introduction
Physical activity yields significant benefits, yet fewer than 1 in 4 youth meet federal guidelines. Children in rural areas from low socioeconomic (SES) backgrounds face unique physical activity contextual challenges. In line with Stage 0 with the NIH Stage Model for Behavioral Intervention Development, the objective of the present study was to conduct a community-engaged needs assessment survey with middle school children and adults to identify perceptions, barriers, and facilitators of physical activity, sport, psychological needs, and nutrition from a multi-level lens.
Methods
A cross-sectional survey data collection was conducted with children ( n = 39) and adults ( n = 63) from one middle school community in the Midwestern United States. The child sample was 33% 6th grade; 51% 7th grade and was 49% female. The adult sample was primarily between 30 and 39 years old (70%) and comprised predominantly of females (85%). Multi-level survey design was guided by the psychological needs mini-theory within self-determination theory and aimed to identify individual perceptions, barriers, and facilitators in line with the unique context of the community.
Results
At the individual level, 71.8% of children and 82.2% of the overall sample (children and adults) were interested in new physical activity/sport programming for their school. Likewise, 89.7% of children and 96.8% of adults agree that PA is good for physical health. For basic psychological needs in the overall sample, relatedness was significantly greater than the autonomy and competence subscales. Children’s fruit and vegetable intake were below recommended levels, yet only 43.6% of children were interested in nutritional programming. Conversely, 61.5% indicated interest at increasing leadership skills. At the policy-systems-environmental level, the respondents’ feedback indicated that the condition and availability of equipment are areas in need of improvement to encourage more physical activity. Qualitative responses are presented within for physical activity-related school policy changes.
Discussion
Interventions addressing children’s physical activity lack sustainability, scalability, and impact due to limited stakeholder involvement and often neglect early behavioral intervention stages. The present study identified perspectives, barriers, and facilitators of physical activity, sport, psychological needs, and nutrition in a multi-level context and forms the initial campus-community partnership between scientists and community stakeholders.
... Cognitive evaluation theory is another micro theory that emerged from SDT that was developed to predict the positive and negative effects of extrinsic goals on intrinsic motivation Causality orientation theory is the fifth offshoot of SDT that identifies individual differences among students in terms of their motivation and engagement. It also reflects on the fact that some students prefer autonomy, whereas others perform better in a controlled environment [44]. ...
What are the effects of parenting styles on academic performance and how unequal are these effects on secondary school students from different gender and socioeconomic status families constitute the theme of this paper. A cross-sectional and purposive sampling technique was adopted to gather information from a sample of 448 students on a Likert scale. Chi-square, Kendall’s Tau-c tests and hierarchical multiple regression analyses were used to determine the extent of the relationship among the variables. Chi-square and Kendall’s Tau-c (T c ) test results established that the socioeconomic status of the respondent’s family explained variation in children’s academic performance due to parenting style; however, no significant difference was observed in the academic performance of students based on gender. Furthermore, hierarchal multiple regression analysis established that the family’s socioeconomic status, authoritative parenting, permissive parenting, the interaction of socioeconomic status and authoritative parenting, and the interaction of socioeconomic status and permissive parenting were significant predictors (P<0.05) of students’ academic performance. These predictor variables explained 59.3 percent variation in the academic performance of children (R2 = 0.593). Results of hierarchal multiple regression analysis in this study ranked ordered the most significant predictors of the academic performance of children in the following order. Family socioeconomic status alone was the strongest predictor (β = 18.25), interaction of socioeconomic status and authoritative parenting was the second important predictor (β = 14.18), authoritative parenting alone was third in importance (β = 13.38), the interaction of socioeconomic status and permissive parenting stood at fourth place in importance (β = 11.46), and permissive parenting was fifth (β = 9.2) in influencing academic performance of children in the study area. Children who experienced authoritative parenting and were from higher socioeconomic status families perform better as compared to children who experienced authoritarian and permissive parenting and were from low socioeconomic status families.
... However, the perceived (vs. "objective") characteristics in particular, as captured by the Likert scales, are central for employees' work motivation and behaviour (Bakker & Demerouti, 2017;Deci & Ryan, 1985). Second, due to our convenience sampling process and approaching teachers through their headmasters, our sample is not representative of the German nor international teacher population. ...
... They distinguish five factors: Relatedness, Autonomy, Competence, Immersion, and Fun. The three first factors are directly linked to the three universal needs identified in the Self-Determination Theory [26], [27] and are more general than just for games. The other two factors (immersion and fun) are not at the same level, and according to the authors could mediate the effect between the three first factors and gameplay enjoyment and appreciation. ...
Many studies have investigated how interpersonal differences between users influence their experience in Virtual Reality (VR) and it is now well recognized that user's subjective experiences and responses to the same VR environment can vary widely. In this study, we focus on player traits, which correspond to users' preferences for game mechanics, arguing that players react differently when experiencing VR scenarios. We developed three scenarios in the same VR environment that rely on different game mechanics, and evaluate the influence of the scenarios, the player traits and the time of practice of the VR environment on users' perceived flow. Our results show that 1) the type of scenario has an impact on specific dimensions of flow; 2) the scenarios have different effects on flow depending on the order they are performed, the flow preconditions being stronger when performed at last; 3) almost all dimensions of flow are influenced by the player traits, these influences depending on the scenario, 4) the Aesthetic trait has the most influences in the three scenarios. We finally discuss the findings and limitations of the present study that we believe have strong implications for the design of scenarios in VR experiences.
... In this line, contextual measures would have varying effects because each individual can understand and interpret them differently and this shapes the decisions they make and how they behave when confronted with competing activities. Accordingly, causality orientation theory (COT), another sub-theory of SDT, explains three ways in which individuals generally react to contexts and prioritize activities (Deci & Ryan, 1985b). First, autonomous orientation, which occurs in people who choose what they do and how they act based on the analysis of the activities, the context, and their personal preferences and capacities. ...
What motivates academics to pursue technology and knowledge transfer has been a growing area of research with recent calls for a deeper understanding of this issue. Technology and knowledge transfer are being positioned by policymakers and universities as part of the wider research impact agenda. Against this background, the purpose of this paper is to explore at a micro level the motivational diversity among academics in pursuing research impact. Set in a business school context, our study uses self-determination theory and an interpretive approach. We focus on the main motivations to be an academic in terms of the core psychological needs of autonomy, competence, and relatedness, the consequent intrinsic or extrinsic motivations for research impact, and the attitudes towards institutional measures for this practice. We identified six research impact groups, practice-oriented researchers, business seekers, instrumentalists, compliers, theoreticians, and relationship facilitators. We also found some friction between the motivations to be an academic and for research impact.
... године Хупер и сарадни-Наташа З. Лалић-Вучетић, Снежана И. Мирков ци су се ослонили на теорију самодетерминације да би описали мотивациони конструкт који је примењен у циклусима истраживања ТИМСС 2015 и 2019 (Hooper, Mullis and Martin, 2013;Hooper et al., 2017). Весић, Џиновић и Мирков (Vesić, Džinović i Mirkov, 2021) наводе да је у истраживању ТИМСС 2015 мотивација операционализована као интринзични доживљај уживања (Mullis et al., 2016a), што је у великој мери у складу са теоријом самодетерминације (Deci and Ryan, 1985a;Deci and Ryan, 1985b;Ryan and Deci, 2022). ...
Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students' interest in science and technology. In this paper, the relationships between intrinsic motivation, Self-Concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students' attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students' attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of Self-Concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of Self-Concept. A higher level of Self-Concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of selfconcept in these areas also have a higher level of achievement. The influence of mathematical selfconcept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, Self-Concept, and mathematical achievement, as well as that other constructs, including Self-Concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students' motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.
... Learning interest (LI), defined as a content-specific motivational characteristic that guides intrinsic motivation (Deci & Ryan, 1985), can be categorized into personal interest and situational interest. Personal interest is a person's preference for a certain behavior or activity; thus, it is difficult to change, while situational interest is the effect of the characteristics of the activity or learning task on the student's attraction (Chen et al., 1999). ...
Virtual reality learning environment (VRLE), which allow students to transcend time and space and provide them with a sense of immersion, is becoming more common in education. Although many studies have explored the effects of VRLE on learners’ learning outcomes as well as learning experiences, the results of these studies indicate that the effects of VRLE on learning outcomes and cognitive load are mixed. This is influenced by multiple factors that can be broadly grouped into two categories: learner characteristics and VRLE features. This study aimed to investigate how the autonomy of VRLE and learner characteristics affect learning in the VRLE. 94 volunteered students (aged 18 to 26) were randomly assigned to a high-autonomy VRLE (N = 47) or a low-autonomy VRLE (N = 47). We did a fuzzy-set qualitative comparative analysis (fsQCA) and discovered that VRLE is not good for all students but only for those with particular features. According to the findings, teachers should personalize their use of instructional technology depending on the profiles of their students.
... A 15-min video was self-selected from a list of 17 television shows (e.g., BBC Planet Earth) (65). Given potentially blunted reward sensitivity for non-drug stimuli in PWUC (66), this method was used to facilitate interest by alleviating a key condition for boredom -psychological constraint (67,68). ...
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.
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 .
The chapter aims to underline the importance of considering ‘Empowerment of creativity and feedback’, one of the dimensions in Chou’s Octalysis framework, when developing digital learning game-based activities. A proposal of an app which aims at cataloguing and evaluating digital educational games is described, emphasising the design process used during its creation. The chapter is organised in four parts: the first underlies the theme and addresses the benefits of game-based learning in teaching and the obstacles encountered by teachers when selecting games for using during classes; the second seeks to give an overview of the Octalysis framework and highlights its dimension ‘Empowerment of creativity and feedback’; in the third part, the steps of the Communicative Design Paradigm are explored, which allowed, through a participatory design approach, the collection of the functional requirements for the proposed model; finally, it is clarified how ‘Empowerment of creativity and feedback’ was used to scaffold the proposal of an app for cataloguing and evaluating digital educational games, highlighting the role that such an app can have in surpassing teachers’ barriers when selecting educational games.
Penelitian ini adalah penelitian eksperimen desain penelitian one group pretestposttest design yang bertujuan untuk : 1) mengetahui gambaran hasil belajar IPS siswa kelas V SD Inpres 6/75 Biru Kecamatan Tanete Riattang Kabupaten Bone sebelum menggunakan metode permainan Treasure hunt, 2) mengetahui gambaran hasil belajar IPS siswa kelas V SD Inpres 6/75 Biru Kecamatan Tanete Riattang Kabupaten Bone setelah menggunakan metode permainan Treasure hunt, 3) mengetahui pengaruh yang signifikan penggunaan metode permainan Treasure hunt terhadap hasil belajar IPS siswa kelas V SD Inpres 6/75 Bitu Kecamatan Tanete Riattang Kabupaten Bone. Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Inpres 6/75 Biru Kecamatan Tanete Riattang Kabupaten Bone sebanyak 28 siswa, sampel dalam penelitian ini adalah sampel jenuh. Data hasil penelitian diperoleh dengan memberikan tes hasil belajar IPS berupa Pretest dan Posttest. Teknik analisis data yang digunakan adalah teknik analisis statistik deskriptif dan teknik analisis statistik inferensial. Berdasarkan hasil analisis statistik deskriptif diperoleh nilai rata-rata hasil pretest 51,07 dan nilai presentase 39,3% berada pada kategori sedang, sedangkan rata-rata hasil posttest 70,71 dan nilai presentase 50% berada pada kategori baik. Kemudian berdasarkan hasil analisis statistik inferensial diperoleh nilai thitung (4,371) lebih besar (>) dari ttabel(1,70614) dengan demikian Ho ditolak dan Ha diterima. Hal ini dapat disimpulkan bahwa metode permainan treasure hunt berpengaruh terhadap hasil belajar IPS siswa kelas V SD Inpres 6/75 Biru Kecamatan Tanete Riattang Kabupaten Bone.
Much progress has been made with respect to improving our understanding of organizational learning. However, important gaps remain with respect to understanding barriers to learning flows that are rooted in bounded rationality and how such barriers can be reduced. We show how manifestations of bounded rationality in the form of framing effects and cognitive biases can act as barriers to learning at the individual, group, and organizational levels. We theorize that organizations can cope with these barriers to learning by deploying managerial practices that function as organizational repairs. More specifically, we add 3Is to the 4I framework by showing how intervening, inducing, and inquiring practices can attenuate these cognitive barriers to organizational learning. The three kinds of organizational repairs differ in terms of how directly they engage with the learning behaviors of organizational members. They range from direct managerial interventions (intervening) to incentivizing or nudging organizational members to engage in learning behaviors (inducing) to building a culture of reflexivity (inquiring). Throughout the paper we critically reflect on the explicit and implicit assumptions in the 4I framework as well as our extension of it.
Background of the study: Basic psychological needs and self-compassion have gained significant attention in the field. Numerous studies have explored these concepts and their correlation with various personal variables due to their importance and their impact on positive personality aspects and mental health outcomes. Aims and scope of paper: This study aimed to investigate the relationship between basic psychological needs and self-compassion, as well as to examine potential differences in the level of basic psychological needs and self-compassion based on gender and college affliction. Methods: The study included a sample of 528 undergraduate students from Hashemite University. Data were collected using the Basic Psychological Needs Scale and Self-Compassion Scale. Result: The results indicated no gender-based differences in the level of basic psychological needs and two dimensions (competence and autonomy) due to gender, while males had higher level of relatedness compared females. Additionally, there were no significant differences in the level of basic psychological needs and two dimensions (competence and relatedness), between students' form scientific and humanities colleges. However, students from scientific colleges exhibited higher level of autonomy. The study also found that females had higher levels of self-compassion compared to males, with no differences based on college affiliation. Furthermore, positive correlations were observed between basic psychological needs and self-compassion, as well as and between psychological needs and self-compassion subscales (self-kindness, common humanity, and mindfulness). Conversely, a negative correlation was identified between basic psychological needs and self-compassion subscales (self-judgment, isolation, and over-identified). Conclusion: The basic psychological needs are of paramount importance in human development, and they serve as fundamental requirements throughout an individual's growth. The study revealed a positive correlation between basic psychological needs and self-compassion. These findings have valuable implications for the development of training and guidance programs aimed at enhancing basic psychological needs and self-compassion, which can ultimately contribute positively to the learning process.
Employees’ feedback-seeking behavior is an important way to develop and maintain self-awareness and interpersonal acuity, reduce uncertainty, boost creativity and improve innovative behavior and performance. Especially during the COVID-19 pandemic, working from home has become the new normal, supervisor feedback and employees feedback-seeking has an increasingly important impact on team creativity and team innovation performance.In the practice of organizational management, there is frequently a “feedback vacuum” between managers and employees. There is increasing research on feedback-seeking behavior in the field of OBHRM. This paper is the first to evaluate the impact of work meaning and positive attributions on workers’ feedback-seeking behavior, and the cross-level effects of supervisor development feedback including variable valence. The paper analyzes supervisor-employee paired data from 158 supervisors and 659 employees using multi-source, multi-temporal data to draw the following conclusions: (1) Positive supervisor development feedback has a significant cross-level positive effect on employee feedback-seeking behavior, whereas negative supervisor development feedback does not affect employee feedback-seeking behavior; (2) Work meaningfulness mediates the cross-level relationship between positive supervisor development feedback and employees’ feedback-seeking behaviors, whereas negative supervisor development feedback and employees’ feedback-seeking behaviors do not; (3) Positive attributions positively moderate the relationship between positive supervisor development feedback and work meaningfulness; while positively moderating the relationship between negative supervisor development feedback and work meaningfulness; (4) Positive attributions have a moderating effect on supervisor development feedback that influences the indirect relationship to feedback-seeking behavior by work meaningfulness.
Les comportements déviants au travail font l’objet d’une attention croissante dans de nombreux pays du monde entier. Cet enjeu en lien avec les pertes économiques et sociales dans les organisations, nécessite davantage d’études et d’interprétations, en particulier dans le secteur public qui est souvent l’un des plus grands employeurs dans de nombreux pays de Scandinavie, d’Europe occidentale et d’Amérique du Nord. En se fondant sur la théorie de la conservation des ressources (COR), cette étude propose de considérer la déviance au travail comme le résultat d’un processus de préservation des ressources dans lequel les individus s’engagent par un mouvement défensif et de manière réfléchie afin de se protéger des menaces perçues sur des ressources précieuses. Plus précisément, cette étude a exploré les relations significatives entre l’épuisement de trois ressources personnelles (la justice organisationnelle, le sentiment de maîtrise et le sentiment d’impuissance des employés) et trois dimensions de la déviance au travail (la propriété, la production et la déviance politique). Un questionnaire a été envoyé afin de collecter les données requises auprès des employés du secteur public en France. Les participants ayant des positions hiérarchiques différentes ont été sélectionnés au hasard parmi plusieurs organisations du secteur public. Les résultats de cette recherche font émerger trois hypothèses. Premièrement, la justice organisationnelle (distributive et procédurale) a une corrélation négative avec la déviance au travail. Deuxièmement, le sentiment de maîtrise a une corrélation négative avec la déviance au travail. Enfin, l’impuissance a une corrélation positive avec la déviance au travail. Les implications théoriques et pratiques de cette étude sont soulignées en particulier dans le secteur public pour mieux interpréter la justice distributive et procédurale, le sentiment de maîtrise et de pouvoir dans le but de prévenir et de contrôler les comportements déviants au travail.
This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
Tujuan penelitiani ini ialah untuk mengetahui pengaruh kepemimpinan transformasional dan budaya organisasi terhadap motivasi, dan pengaruh motivasi terhadap kinerja perawat. Metode untuk survey yang dilakukan pada penelitian ini menggunakan kuesioner. Penelitian ini merupakan penelitian sensus dengan jumlah perawat 78 responden di Rumah Sakit Tria Dipa Jakarta. Analisis data pada penelitian ini memakai pendekatan PLS-Structural Equation Modelling(SEM) menggunakan Software SMART PLS. Hasil penelitian ditemukan kepemimpinan transformasional berpengaruh positif terhadap motivasi, budaya organisasi berpengaruh positif terhadap motivasi dan motivasi berpengaruh positif terhadap kinerja perawat. Kata kunci: Kepemimpinan Transformasional, Budaya Organisasi, Motivasi, Kinerja
Counterintuitive to the generally prevailing positive view of political skill, we suggest that this social competency also has the potential to foster dysfunctional outcomes for organizations. Drawing insights from moral licensing theory, the study examines a framework that explains how politically skilled employees strategize to fulfill their self-serving objectives through leader-member exchange (LMX) relations. The findings from a multi-source sample of 250 private sector employees supported our proposed framework and demonstrated that political skill is indirectly related to self-serving counterproductive behaviors through LMX, with psychological entitlement as an important boundary condition. The study’s implications, its strengths and limitations, and future research directions are also discussed.
JEL Classification: D23
Bu araştırmada; fitness merkezleri üyelerinin egzersiz ortamında algıladıkları özerklik desteği ve egzersizde temel psikolojik ihtiyaçlarının serbest zaman doyum düzeylerini yordaması incelenmiştir. Araştırmanın çalışma grubunu Ankara ve Konya illerinde faaliyet gösteren beş farklı fitness merkezinden amaçlı örneklem metoduyla seçilen, merkezlerinde en az 6 ay boyunca düzenli fiziksel etkinliklere katılan, gönüllü 164 kadın 235 erkek (Ortyaş= =22.28±1.94) oluşturmaktadır. Katılımcılara kişisel bilgi formu ve verilerin toplanması amacıyla ““Egzersiz Ortamında Eğitmenden Kaynaklanan Algılanan Özerlik Desteği Anketi” (EKAÖDA), “Egzersizde Temel Psikolojik İhtiyaçlar Ölçeği” (ETPİÖ) ve “Serbest Zaman Doyum Ölçeği” (SZDÖ) uygulanmıştır. Araştırmanın sonuçlarına göre fitness merkezleri üyelerinde SZDÖ alt boyutu olan psikolojik doyum boyutu ile EKAÖD ve ETPİÖ alt boyutu olan yeterlik boyutunun pozitif yönde anlamlı olarak ilişkili olduğu görülmüştür. SZDÖ alt boyutları olan eğitimsel ve sosyal doyum boyutları ile EKAÖD ve ETPİÖ alt boyutları olan yeterlik ve ilişkisellik alt boyutlarının pozitif yönde anlamlı olarak ilişkili olduğu görülmüştür. SZDÖ alt boyutları olan rahatlama ve fiziksel doyum boyutları ile EKAÖD ve ETPİÖ alt boyutu olan ilişkisellik boyutunun pozitif yönde anlamlı olarak ilişkili olduğu görülmüştür.
Feedback-seeking behavior is critical to employee self-change and self-improvement, which is conducive to the sustainable development of employees’ own knowledge and abilities. Drawing on self-determination theory, this study aims to examine the underlying psychological mechanism and the boundary conditions of the relationship between transformational leadership and employees’ feedback-seeking behavior. Data were collected from a large manufacturing firm in China, encompassing 415 employees, and subsequently analyzed employing SPSS 22.0 and SPSS PROCESS Macro. The results showed that employee intrinsic motivation mediated the relationship between transformational leadership and employees’ feedback-seeking behavior. In addition, the positive association between transformational leadership and intrinsic motivation was more pronounced when organizational virtuousness was high than when it was low. On the contrary, the positive link between transformational leadership and intrinsic motivation was stronger when job complexity was low than when it was high. Organizational virtuousness and job complexity further moderated the indirect effect of transformational leadership on feedback-seeking behavior through intrinsic motivation. Our findings offer a better understanding of employee feedback-seeking behavior by considering factors that may trigger and influence employees’ psychological motivation. In this way, this study contributes to the literature on self-determination theory and feedback-seeking behavior.
AEC (Appreciation of Ethics and Civilization) course aims to educate students on the concept of good ethics in everyday life as well as to help them appreciate Malaysian society's diversity. The purpose of this research is to examine undergraduates' acceptance of course content implementation and lecturers' competencies. The data collected through online questionnaires for students at Unitar International University in the Kelana Jaya district were used in the analysis. The data was entered into SPSS and analyzed using descriptive statistics. Students are satisfied with the course content. Most of them agree that the contents can assist them in better understanding the concepts of ethics and civilization in Malaysia's diverse populations. Students are least satisfied with course descriptions of the contents when compared to other items. Students are pleased with the lecturers' guidance, always available to answer student questions and deliver lessons diligently. Although students responded positively to most of the items, they less positively respond to the lecturer's teaching methods, or the way lecturers instructed them. To ensure that the content is current and relevant, the course should be reviewed on a regular basis. Curriculum designers and lecturers should work together to identify areas that require updates or enhancements to keep up with evolving ethical and civilizational issues. To improve their pedagogical skills, lecturers should actively seek professional development opportunities such as creating an engaging learning environment.
Extended findings that support cognitive evaluation theory to intrapersonal processes by exploring the effects of informational vs controlling feedback, when self-selected and administered vs other-administered, and in conditions of task-involvement (intended to create an informational orientation in relation to the activity) vs ego-involvement (intended to create a controlling orientation in relation to the activity). 128 undergraduates working on a hidden figures task received either an ego- or task-involving induction and then a series of 3 puzzle problems for which half of the Ss received informational feedback and the other half controlling feedback. Half the Ss had the feedback self-administered, and half had it administered by the experimenter. After puzzle-solving, Ss were left alone with additional puzzles and magazines and were observed to see if they worked on the puzzles. Finally, Ss completed a questionnaire assessing their interest and attitudes toward the target activity. Results confirm that controlling feedback, whether self- or other administered, undermined intrinsic motivation relative to task-involvement. Results are discussed in terms of the application of cognitive evaluation theory to intrapersonal processes and self-control theories. (34 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Developed a 32-item, paper-and-pencil measure with 4 subscales combined to provide an overall orientation. It is shown that the responses from 68 teachers had a good range and were internally consistent and temporally stable. Further, the measure was found to be externally valid in that teachers of Grades 4–6 who were more autonomy oriented on the measure were rated as such by their students. The children of the autonomy-oriented teachers were more intrinsically motivated and had higher self-esteem than children of more control-oriented teachers. (12 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
80 preschool 4-5 yr olds participated in a novel activity in individual sessions. In the expected reward conditions, Ss expected to win a chance to play with highly attractive toys by engaging in the activity; in the unexpected reward conditions, Ss had no prior knowledge of this reward. Orthogonally, Ss in the surveillance conditions were told that their performance would be monitored via a TV camera; Ss in the nonsurveillance conditions were not monitored. 2 wks later, unobtrusive measures of the Ss' intrinsic interest in the activity were obtained in their classrooms. 2 significant main effects were obtained reproducing and expanding findings from earlier studies. Ss who had undertaken the activity expecting an extrinsic reward showed less subsequent interest in the activity than those who had not expected a reward, and Ss who had been placed under surveillance showed less subsequent interest than those not previously monitored. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviews recent experimental literature on reward contingency effects on intrinsic motivation. Agreement emerges among investigators for most contingency effects when experimental procedures use standard terminology. However, some discrepancies are apparent, especially with respect to performance-contingent effects that both increased and decreased intrinsic motivation relative to task-contingent effects. These discrepancies are discussed in terms of cognitive evaluation theory (E. L. Deci and R. M. Ryan, 1980). An integration of the various effects was tested using 96 college students working on a puzzle-solving activity for whom various reward conditions were in effect. Results of the study and review suggest that it is the relative salience of controlling and informational aspects of rewards that mediate the contingency effects. The importance of the interpersonal context of reward administration for the facilitation or undermining of intrinsic motivation is underscored. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Considered the relationship between teacher characteristics and the intrinsic motivation and self-esteem of 889 children in Grades 4–6. The research evolved out of E. L. Deci's (1971, 1972, 1975) cognitive evaluation theory, which distinguishes between the controlling and informational aspects of rewards. It was hypothesized that Ss whose teachers were oriented toward controlling them would be less intrinsically motivated and have lower self-esteem than Ss whose teachers were oriented toward supporting autonomy. It was reasoned that control-oriented teachers would tend to use rewards controllingly, whereas autonomy-oriented teachers would tend to use rewards informationally. Data support the hypothesis and also indicate that Ss perceived autonomy-oriented teachers as facilitating personal responsibility and internal control more than control-oriented teachers. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the development of a scale to assess individual differences in self-consciousness. Construction of the scale involved testing the 38 initial items with 130 female and 82 male undergraduates. A principal components factor analysis of the data yielded 3 factors accounting for 43% of the variance: Private Self-Consciousness, Public Self-Consciousness, and Social Anxiety. The final version of the scale, which contained 23 items, was administered to several groups of undergraduates (N = 668) to obtain norms, test-retest (2 wks), subscale correlation, and reliability data. Test-retest reliabilities were .84 for the Public Self-Consciousness scale, .79 for the Private Self-Consciousness scale, .73 for the Social Anxiety scale, and .80 for the total score. Public Self-Consciousness correlated moderately with both Private Self-Consciousness and Social Anxiety, while the correlation of Private Self-Consciousness with Social Anxiety fluctuated around zero. No sex differences in scores were observed. Implications for research and therapy are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies examined the significance of children's perceptions of their classroom environment along autonomy vs external control dimensions. Study 1 related a self-report measure of the perceived classroom climate—R. deCharms's (1976) origin climate questionnaire—to other self-related constructs. Among 140 4th–6th graders, the more "origin" the Ss perceived in their classroom, the higher their perceived self-worth, cognitive competence, internal control, and mastery motivation, and the lower their perceived control by unknown sources or powerful others. These relationships were primarily due to individual differences within classrooms rather than average classroom differences. Ss also wrote projective stories about an ambiguous classroom scene. Ratings of these stories indicated that originlike behavior in Ss' fantasy was associated with autonomy-oriented teachers and low aggression. Self-report and projective methods converged, particularly for Ss whose self-reported perceptions were extreme. In Study 2, with 578 Ss, relative contributions of classroom and individual difference effects were further examined. Results are discussed in terms of the importance of perceived autonomy and issues in assessment strategies. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
93 high school students were offered performance or task-contingent rewards or no reward for doing hidden-figures puzzles. Ss offered performance-contingent rewards all received positive feedback concerning performance, and half the Ss in task-contingent and no-reward conditions received the same positive feedback. Performance-contingent rewards were found to undermine intrinsic motivation more than task-contingent ones, which produced decrements relative to control conditions of no reward, supporting E. Deci's (1972, 1975) control model. Positive feedback enhanced intrinsic motivation; this effect was independent of reward effects. A recall measure indicated that Ss receiving performance-contingent rewards remembered fewer performance-irrelevant details about the task, suggesting that rewards may affect the process of task involvement as well as its motivational outcomes. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first- and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.
At 1-mo intervals, functionally psychotic and neurotic inpatients (N = 165) were given 3 Likert scales to measure different aspects of locus of control: internality, control by powerful others, and control by chance forces. Initial testing within 5 days of hospitalization indicated that Ss perceived significantly more control by powerful others and chance forces than normal samples, and psychotics scored higher than neurotics. Committed Ss believed that powerful others controlled their lives, and readmitted Ss had higher perceptions of control by powerful others and chance forces than new Ss. Factor analysis indicated that the dimensions of control by powerful others and control by chance forces were consistent factors, while only 1/2 of the internality scale items were responded to as a single factor. During the 1st mo of hospitalization, Ss gained in their belief in internal control. However, initial scale scores were not significantly different from those obtained before discharge. Possible reasons for the lack of change are discussed.
The effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it. Acquisition and performance differ in situations perceived as determined by skill versus chance. Persons may also differ in generalized expectancies for internal versus external control of reinforcement. This report summarizes several experiments which define group differences in behavior when Ss perceive reinforcement as contingent on their behavior versus chance or experimenter control. The report also describes the development of tests of individual differences in a generalized belief in internal-external control and provides reliability, discriminant validity and normative data for 1 test, along with a description of the results of several studies of construct validity.
College students were either rewarded ($1.50) or not for solving a series of 10 water-jar problems. The first 9 of these were designed to establish a set for a relatively complicated, three-jar solution (B − A − 2C). The 10th problem was a set breaker which required that subjects discover a simple (A-C) solution. The mental activities needed to produce a solution to the two types of problems (Problems 1 to 9 and Problem 10) were, therefore, different and one interest was in seeing whether reward would be detrimental for performance on both types of problems. It was not. Poorer reward group performance was obtained only on Problem 10. This result was not due to between-group differences in mathematical ability, and explanations in terms of differences in time taken to check answers or concern over quality of performance were considered and discounted. Measures of intrinsic interest (subject evaluations of the task and a measure of willingness to volunteer for future research) failed to support the belief that interest differences account for performance differences.
This study explored the relationships among dispositional self-consciousness, situationally induced-states of self-awareness, ego-involvement, and intrinsic motivation Cognitive evaluation theory, as applied to both the interpersonal and intrapersonal spheres, was used as the basis for making predictions about the effects of various types of self-focus Public self-consciousness, social anxiety, video surveillance and mirror manipulations of self-awareness, and induced ego-involvement were predicted and found to have negative effects on intrinsic motivation since all were hypothesized to involve controlling forms of regulation In contrast, dispositional private self-consciousness and a no-self-focus condition were both found to be unrelated to intrinsic motivation The relationship among these constructs and manipulations was discussed in the context of both Carver and Scheier's (1981) control theory and Deci and Ryan's (1985) motivation theory
The present investigation sought to verify hypotheses relating to the relationship between self-derogation and selected indices of psychosocial adjustment derived from theoretical statements, clinical observations, and empirical studies (of narrowly defined populations) in the general area of self-attitudes. It was hypothesized that self-derogatory attitudes would be related to reports of psychophysiological manifestations of anxiety, depressive affect, and utilization of psychiatric and other medical helping resources during the year preceding the interview of the subjects. The study group consisted of a random sample (N = 500) of the adult population of Harris County (including the city of Houston), Texas, selected by a three-stage probability sampling design. Data were collected by personal interview survey techniques. Self-derogation was determined by scores on a factorially derived scale. Indices of psychosocial adjustment included self-reports of psychophysiological symptoms, scores on a depressive affect scale, and reports of utilizing psychiatric and other medical resources (for purposes pertinent to experiences of psychophysiological symptoms or depressive affect) during the preceding year. In all instances the hypotheses were confirmed. These data together with consideration of the literature upon which the study was based suggest the possible utility of an explanatory model based on the concept of negative self-attitudes as a general theory of psychosocial deviance.
An overt behavior pattern described by investigators of the Harold Brunn Institute of the Mt. Zion Hospital and Medical Center, San Francisco, has been shown in several studies to be associated both with prevalence and incidence of coronary heart disease. The coronary-prone behavior pattern is characterized by intense striving for achievement, competitiveness, aggressiveness, pressures for vocational productivity, excessive sense of time urgency, impatience and restlessness.Because of the importance of this behavior pattern in predicting risk to coronary heart disease, a rapid, objective method for measuring the pattern is needed for use in epidemiologic studies and for mass-screening in industrial health programs. This paper describes the development of a self-administered, machine-scored psychological test to measure this behavioral pattern. The present form of the test questionnaire distinguishes at high levels of statistical significance between groups of men clinically judged to manifest the coronary-prone behavior pattern and those groups judged not to manifest the pattern. Categorization of individuals is also promising. A series of validity studies using biological and medical criteria is underway.
Internalization of psychoanalysis Sphere-specific measures of perceived control
- W W Meissner
Meissner, W. W. (1981). Internalization of psychoanalysis. New York: International Univ. Press. Paulhus, D. (1983). Sphere-specific measures of perceived control. Journal of Personality and Social Psychology, 44, 1253-1265.
1%8) Aspects of internalization Motivational orientations and ego development
- R Schafer
Schafer, R. (1%8). Aspects of internalization. New York: International Univ. Press. We& A., & Ryan, R. M. (1983). Motivational orientations and ego development. Unpublished manuscript, University of Rochester.
Performance and motivational deficits of helplessness: The role of motivational orientations. Unpublished manuscript Competence and the ovejustification effect: A developmental study
- A K Bog&no
- M Barrett
Bog&no, A. K., & Barrett, M. (1984). Performance and motivational deficits of helplessness: The role of motivational orientations. Unpublished manuscript, University of Colorado. Boggiano, A. K., & Ruble, D. N. (1979). Competence and the ovejustification effect: A developmental study. Journal of Personality and Social Psychology, 37, 1462-1468.
Motivation and attachment: The relationship between maternal causality orientation, infant-mother attachment, and infant mastery motivation
- L Bridges
- A M Frodi
- W G&tick
- N H Spiegel
Bridges, L., Frodi, A. M., G&tick, W., & Spiegel, N. H. (1983). Motivation and attachment: The relationship between maternal causality orientation, infant-mother attachment, and infant mastery motivation. Unpublished manuscript, University of Rochester.
A new multidimensional measure of children's perceptions of control The approval motive Personal causation: The internal affective determinants of behavior Personal causation and locus of control: Two different traditions and two uncorrelated measures
- J P Connell
- R Decharms
Connell, J. P. (in press). A new multidimensional measure of children's perceptions of control. Child Development. Crowne, D. P., & Marlowe, D. (1964). The approval motive. New York: Wiley. decharms, R. (1968). Personal causation: The internal affective determinants of behavior. New York: Academic Press. decharms, R. (1981). Personal causation and locus of control: Two different traditions and two uncorrelated measures. In H. M. Lefcourt (Ed.), Research with the locus of control construct: Vol. 1. Assessment methods (pp. 337-358). New York: Academic Press.
Patterns ofartuchment
- M D S Ainsworth
- M C Blehar
- E Waters
- S Wall
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns ofartuchment. Hillsdale, NJ: Erlbaum.