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Self-Determination Theory and the Role of Basic Psychological Needs in Personality and the Organization of Behavior
Abstract
Although it is not always reflected in the discourse of contemporary psychology, the most proximal determinants of human behavior lie in
experience. It is the manner in which people interpret events and the perceived relations of those events to the actors' psychological needs that provide the
regnant causes of intentional actions (Ryan & Deci, 2004). In sum, it is typically people's feelings, beliefs, motives, and goals, and the perceived environment within which these feelings, beliefs, motives, and goals arise, that organize subsequent behavior. Yet oddly empirical psychology today still often finds suspect, or actively discounts, the importance of "subjective" phenomenon, when it is precisely subjective phenomenon that the discipline of psychology ought to lawfully explain. Self determination theory (SDT) has at its core the concept of basic, universal psychological needs for competence, autonomy, and relatedness. Unlike most other theories that use the concept of psychological needs to assess individual differences in motive strength, SDT proposes that these basic needs represent the necessary nutriments for healthy, full functioning. Thus, SDT specifies that these needs must be satisfied for individuals to experience optimal psychological development, performance, and well-being within any domain and across cultural contexts. As it has developed, SDT has used the concept of basic psychological needs to integrate a wide range of phenomena that have been encompassed by SDT's four mini-theories; namely, cognitive evaluation theory, organismic integration theory, causality orientations theory, and basic psychological needs theory. Moreover, the concept of basic psychological needs has been useful in extending SDT to a variety of new research areas, including subjective energy, mindfulness, and close relationships. Finally, the concept of needs has proven to be practically useful, as shown by SDT's applications in far-ranging domains: education, parenting, work, medicine, sport and exercise, politics, aging, and psychotherapy. SDT, in short, has aimed at providing a fuller understanding of what it is that people truly need for optimal living, and all that distracts from, or undermines, those needs being fulfilled. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Also, we aim to understand under which conditions different meanings of rewards may be more or less prominent for deviant behavior. To this end, we explore the moderating role of the satisfaction of the basic psychological needs for autonomy (i.e., enhanced sense of volition), competence (i.e., increased sense of mastery), and relatedness (i.e., heightened sense of connection) at work (Ryan & Deci, 2008) on the relationship between informational and controlling meaning of rewards and interpersonal deviant behavior. Empirical evidence so far has mainly focused on whether rewards satisfy or frustrate employees' basic psychological needs (Del Vecchio & Wagner, 2011;Thibault et al, 2017a). ...
... It has been argued that the role of financial rewards for work behaviors stems from a motivational shift, whereby individuals may engage in an activity either for the external, financial gain, or for its own sake and enjoyment (Frey & Jegen, 2001;Krug & Braver, 2014).Thus, it is of relevance to use motivational theories to understand the meaning employees give to their cash rewards and how this determines their behavior. In this context, SDT (Ryan & Deci, 2000;Ryan & Deci, 2008) posits that financial incentives take on an informational meaning when they are perceived as supportive and encouraging of individuals' participation in their work, leading to autonomous motivation and optimal functioning at work (Moller & Deci, 2014). In contrast, rewards take on a controlling meaning when they are presented as oppressive and aiming to control individuals' behavior (Deci, Connell, & Ryan 1989, Deci et al., 1994. ...
... A central assumption of SDT (Deci & Ryan, 2000) is that employee attitudes and behaviors are dependent on whether the activities they engage in at work contribute to the satisfaction of the three basic psychological needs for autonomy, competence and relatedness. These basic psychological needs can be more or less fulfilled depending on the work contexts, and greater satisfaction of these needs leads to better outcomes (Ryan & Deci, 2008), including greater task performance, enjoyment, and vigor, and less organizational deviance (e.g., De Cooman, Stynen, Van den Broeck, Sels, & De Witte, 2013;Olafsen, et al., 2015;Vansteenkiste et al., 2007;Van de Broeck, Vansteenkiste, De Witte, Soenens, & Lens, 2010). To satisfy the need for autonomy, individuals must feel that the activity they are pursuing is congruent with their personal values and have a sense of volition when exercising it (Ryan & Deci, 2008). ...
In this paper, we used self-determination theory to argue that the satisfaction of the basic psychological needs for autonomy, competence, and relatedness may act as a boundary condition that determines when and how functional meaning of rewards (i.e., when individuals perceive work-related rewards as informational or controlling) relates to interpersonal deviant behavior in the workplace. We hypothesized that informational meaning of rewards will relate negatively and controlling meaning of rewards will relate positively to interpersonal deviant behavior. Also, we expected that the former relationship will be stronger when needs satisfaction is higher (vs. lower), and the latter relationship will be weaker when needs satisfaction is higher (vs. lower). Hypotheses were tested by means of a cross-sectional study with a heterogeneous sample of 265 Greek employees. Results of hierarchical regression analyses showed that both controlling and informational meaning of rewards related positively to deviant behavior. Also, relatedness need satisfaction moderated the relationships between informational and controlling meaning of rewards with deviant behavior in a way that both facets of rewards related positively to deviant behavior in conditions of lower relatedness need satisfaction, while they were unrelated to deviant behavior in conditions of higher relatedness need satisfaction. These results suggest that the role of the functional meaning of rewards for interpersonal deviance depends on whether employees' need of relatedness is satisfied or not in the workplace.
... It was stated that the strength of needs is regulated by learning processes that can change as a result of mutual interaction in the social environment. Furthermore, in the first approach, needs were also evaluated as predictors of other personality traits, behaviours and psychological experiences (Ryan & Deci, 2008). Secondly, needs were included in a restricted structure and considered as processes necessary for the development and well-being of the organism. ...
... According to the SDT, individuals who can meet these needs adequately can be better by managing their development and progress (Deci & Ryan, 1985b;Ryan & Deci, 2000b). The NS was associated with the satisfaction of three basic psychological needs and was conceptualized in this way in the literature (Ryan & Deci, 2008). Ryan and Deci (2000b) emphasized the self-management capacities of individuals and the concept of autonomy. ...
... In a broader context, competence was handled as the capacity of the organism to exhibit effective relationships with its environment in order to maintain its continuity (Deci & Ryan, 1985a). According to the SDT, relatedness is a combination of the feelings of belonging and being connected to the community in which they live by establishing close relationships with other people (Ryan & Deci, 2008). Since the need to be related is very important, individuals are highly motivated to understand, know or love other people (Ryan & Deci, 2006). ...
The cognitive evaluation of the process of interpersonal communication may be a risk factor of depression. Interpersonal communication competence assesses how people display performance on communication and has been proposed to impact directly need satisfaction, indirectly anxiety, stress, and depression. The main purpose of the present cross-sectional study was to examine the mediation roles of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression. Correlational and mediation analysis were performed to test conceptual model of depression. Correlational analysis revealed that depression was associated with interpersonal communication competence, anxiety, and stress. Additionally, interpersonal communication competence was associated with need satisfaction, anxiety, and stress. As for mediation analysis, it was concluded that the serial mediation role of need satisfaction, anxiety, and stress in the association between interpersonal communication competence and depression was significant. A new conceptual model provided empirical evidences as to the prodrome of depression. Therefore, it was supposed that these findings would be effective in psychological interventions of depression.
... På den måde kan facilitering af indre motivationsformer skabe glaede og positive og meningsfulde oplevelser, som er sjove. Teorien er centreret om menneskets basale psykologiske behov; autonomi, kompetence og tilhørsforhold og kan bidrage med en forståelse af, hvordan behovene påvirker motivation (Ryan et al., 2000b(Ryan et al., , 2008. Vedrørende tilhørsforhold så omhandler det dels de unges behov for at danne og have relationer til nøglepersoner -det kan for eksempel vaere foraeldre eller traenere -mens faellesskab omhandler behovet for at føle sig som en del af noget større for derved at styrke troen på ens egen vaerdi (Legault, 2017;Ryan et al., 2008). ...
... Teorien er centreret om menneskets basale psykologiske behov; autonomi, kompetence og tilhørsforhold og kan bidrage med en forståelse af, hvordan behovene påvirker motivation (Ryan et al., 2000b(Ryan et al., , 2008. Vedrørende tilhørsforhold så omhandler det dels de unges behov for at danne og have relationer til nøglepersoner -det kan for eksempel vaere foraeldre eller traenere -mens faellesskab omhandler behovet for at føle sig som en del af noget større for derved at styrke troen på ens egen vaerdi (Legault, 2017;Ryan et al., 2008). Derudover vil de stemninger, som deltagerne oplever under traening og konkurrencer, vaere centrale i forhold til de tre psykologiske behov, der omhandler den psykologiske tryghed, som har betydning for de unges oplevelse af faellesskaber, relationer, autonomi, udvikling og motivation (Legault, 2017;Ryan et al., 2008). ...
... Vedrørende tilhørsforhold så omhandler det dels de unges behov for at danne og have relationer til nøglepersoner -det kan for eksempel vaere foraeldre eller traenere -mens faellesskab omhandler behovet for at føle sig som en del af noget større for derved at styrke troen på ens egen vaerdi (Legault, 2017;Ryan et al., 2008). Derudover vil de stemninger, som deltagerne oplever under traening og konkurrencer, vaere centrale i forhold til de tre psykologiske behov, der omhandler den psykologiske tryghed, som har betydning for de unges oplevelse af faellesskaber, relationer, autonomi, udvikling og motivation (Legault, 2017;Ryan et al., 2008). ...
I et eksplorativt interviewstudie undersøgte vi, hvad der har betydning for unges oplevelse af sjov inden for foreningssport samt eventuelle forskelle og ligheder inden for individuel sport og holdsport. Undersøgelsen viste, at fællesskabet, stemningen, relationer, følelsen af at kende og acceptere hinanden samt vejret påvirker oplevelsen af sjov. De unge oplever, det er sjovt, når de bliver kompetente, er vedholdende og har foreningstilhørsforhold. Træneren er en nøgleperson. Variation i træningen og præmier kan facilitere sjove oplevelser, og præmierne vil minde de unge om oplevelserne. Inden for holdsport fremhæves samarbejde, mens finjustering og at være nysgerrig fremhæves inden for individuel sport.
... Self-Determination Theory (SDT; Deci & Ryan, 2014;Ryan & Deci, 2008) is a human motivation macro-theory originally based on four, but since expanded to include six, mini-theories, one of which is the Basic Psychological Needs Theory. Basic Psychological Needs Theory postulates three basic psychological needs (need for autonomy, need for competence, and need for relatedness) as innate, universal to all humans and essential for psychological well-being and intrinsic motivation (Deci & Ryan, 2000;Vansteenkiste et al., 2020). ...
... Basic Psychological Needs Theory postulates three basic psychological needs (need for autonomy, need for competence, and need for relatedness) as innate, universal to all humans and essential for psychological well-being and intrinsic motivation (Deci & Ryan, 2000;Vansteenkiste et al., 2020). Ryan and Deci (2008) describe the need for autonomy as the source of behavior that comes from within us and is not controlled by others. The need for competence represents being effective in one's own actions and the expression of one's own abilities, while the need for relatedness stands for connectedness and the feeling of belonging to relevant others. ...
Basic Psychological Needs Theory, one of six mini-theories forming the Self-Determination Theory (SDT), postulates three innate and universal basic psychological needs: need for autonomy, need for competence, and need for relatedness. The SDT assumes non-unidimensionality of basic psychological needs satisfaction scales, but at the same time some authors form three scale scores and an additional composite general score as an index of general need satisfaction. In this study we wanted to test the plausibility of a general basic psychological needs satisfaction factor hypothesis. We wanted to address the fundamental psychometric properties of the Croatian version of the Basic Psychological Needs Satisfaction Scale - General in more detail using the dataset of 668 individual self-assessed scores. Based on the reliability indicators (Cronbach’s alpha, Omega total, Greatest Lower Bound, Explained Common Variance) only relatedness and composite general score scales reach satisfactory levels. On the other hand, based on Exploratory Factor Analysis hierarchical models, there is no latent generalized factor of basic psychological needs satisfaction and three specific group factors of basic psychological needs. Hypothesis of a general factor, representing a global basic psychological needs satisfaction construct, seems non-plausible. It is difficult to make clear recommendations as to how a researcher in this field should form scale scores at this point, so two possible strategies for scale revision are discussed.
... Technology-related surveillance. People value autonomy (Ryan and Deci 2008). Assaults to privacy by technology-related surveillance limit the perception of autonomy (Kupfer 1987), impairing job control. ...
... A further aspect is that humans are inherently social creatures who place great importance on their place within their social groups. They have the basic psychological need for relatedness (Ryan and Deci 2008). Hence, the anticipation or experience of negative social evaluations by coworkers or supervisors due to surveillance is a major source of acute stress (Dickerson et al. 2008). ...
Digital technologies, although enhancing productivity and communication, also contribute to technostress at work. This study addresses the fragmentation in existing models of hindrance technostressors by proposing a unified hierarchical model of digital hindrance stressors tailored to contemporary digital work environments. The research synthesizes various existing models and uses a mixed-methods approach, including a qualitative prestudy and extensive surveys with more than 5,800 participants to identify and validate 12 first-order and 5 second-order digital hindrance stressors. The new model offers both detailed and streamlined measurement tools, enhancing its applicability in diverse organizational contexts. For practitioners and policymakers, this study provides a comprehensive framework to assess and mitigate the adverse impacts of digital stressors. The unified model allows organizations to understand specific stressors their employees face and implement targeted interventions to improve well-being and productivity. By using this model, occupational health professionals can better address the psychological and physical health implications of technostress. Moreover, the findings offer actionable insights for designing digital work environments that minimize stress and foster a healthier, more productive workforce. This research bridges the gap between theoretical technostress models and practical applications, guiding effective strategies for managing digital workplace stress.
... It thereby offers additional information concerning how employees achieve the desired outcomes in both gamification and non-gamification training systems. Using the SDT model developed by Deci and Ryan (1985) and Ryan and Deci (2008), which focuses on engagement, motivation, and job satisfaction, we examined whether gamified or non-gamified types of training meet these needs for human resource interventions more effectively. Previous research has employed linear techniques to explore engagement and motivation as outcomes of gamification. ...
... The configural theory and empirical findings presented in the present study extend the SDT model recommended by Ryan and Deci (2008) and Thomas et al. (2022) for human resource practices. Asymmetric configurational analysis conducted using a Boolean algebra approach identified specific outcomes of case-based modeling, thus indicating the type of training system that is appropriate for workers. ...
This study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On-the-job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case-based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self-determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the Int. J. Train. Dev. 2024;1-23. wileyonlinelibrary.com/journal/ijtd | 1
... The type of relationships that students establish with their parents, friends, and teachers play a key role in well-being. Warmth, empathy, and harmonious relationships are pivotal in psychological health attainment [18,19]. In the Self-Determination Theory framework, teachers, as significant others, play a prominent role in students' development and evolution, in all aspects of the learning process. ...
Optimizing adaptive functional behaviors is an essential goal of educational programs for students with support needs. The relevance of social and personal factors such as perceived teacher autonomy support, self-determination, and self-concept are highlighted, these constructs through direct and indirect effects could lead to modification and changes of adaptive functional behaviors and skills. The purpose of the present study is to investigate the patterns of relationships in terms of direct and indirect effects among perceived teacher autonomy support, adaptive functional behaviors, self-determination, and self-concept in the Romanian intellectual disability context. Standardized measuring instruments such as the Learning Climate Questionnaire, Child and Adolescent Social Adaptive Functioning Scale, The AIR Self-Determination Scale student form, and Five-Factor Self-Concept questionnaire were administered to a total number of 275 students with support needs consecutive to intellectual disability conditions (M = 14.47, SD = 1.11). The study’s findings showed that perceived teacher autonomy support, self-determination, and self-concept positively and directly affect adaptive functional behaviors and skills. The mediating roles of self-determination and self-concept on the relationship between perceived autonomy support and adaptive behavior were significant, indicating partial mediations. The study contributes to current Romanian research in this field, and practical educational implications were directed.
... Why hacking for education 66 Hackathons have emerged not only as powerful research [11] but also educational tools, 67 fostering teamwork, creativity, and real-world problem-solving skills while making 68 learning more engaging and practical [12]. They meet important psychological needs for 69 competence, autonomy, and relatedness, as outlined by the Self Determination Theory 70 (SDT) [13]. The sense of competence is achieved mainly thanks to the philosophy 71 behind the hackathon that is close to the pedagogical approach named Project-based 72 learning (PBL) [14,15]. ...
Hackathons are collaborative, fast-paced events where participants from various fields work together to solve real-world problems. The term combines "hack" and "marathon", reflecting both the creative and intensive nature of these activities. Emerging evidence highlights the benefits of hackathons as educational tools, particularly in engineering, software development, and social sciences, where they enhance problem-solving skills, teamwork, and engagement. Here, we extend this body of evidence by presenting our experience integrating hackathons into biological education. This report shares insights from two summer teaching events in Kenya (2022 and 2023), where over 50 participants from five sub-Saharan countries engaged in computational biology hackathons. These events aimed to train and support early-career researchers with little to no prior experience in computational tools. We discuss our motivations, teaching philosophy, program design, student feedback, and key outcomes, offering practical suggestions for educators on integrating coding and hackathons into their teaching to foster interdisciplinary learning and applied problem-solving in biology.
... Similarly, although the psychological need of relatedness is, according to SDT (Ryan and Deci 2008), a predictor of intrinsic motivation, in this case, despite improvements over time in relatedness, there were no improvements over time in the levels of intrinsic motivation. ...
Background
With the integration of artificial intelligence into educational processes, its impact remains to be discovered.
Objective
The aim of the present study was to determine whether, after a 7‐month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.
Methods
This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).
Results
The results showed that, regardless of gender and the frequency of academic or non‐academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.
Conclusions
These results shed some light on the potential effect that AI‐based interventions can have on the basic psychological needs of secondary education students.
... Die Selbstbestimmungstheorie stellt eine im Bildungskontext etablierte Theorie zur Erklärung der motivationalen Regulation in Abhängigkeit von förderlichen Rahmenbedingungen dar (Deci & Ryan, 1993, 2000. Selbstbestimmte Motivation gelingt oder kann aufgebaut werden, wenn drei Grundbedürfnisse (Basic Needs), und zwar Autonomie, Kompetenzerleben und Bezogenheit, erfüllt sind -so das Postulat der Selbstbestimmungstheorie (Ryan & Deci, 2008 (Prenzel, 1996;Niemiec & Ryan, 2009). ...
Die Studie ‚Erfolgreich MAPS studieren‘ (eMAPSs) wurde zwischen 2020 und 2023 an fünf Hochschulstandorten mit berufsbegleitenden Masterstudiengängen in Sozialer Arbeit durchgeführt. Ziel war die theoretisch fundierte Evaluation der Rahmenbedingungen an der Hochschule, die Beschreibung von Motivation und Lernverhalten im Studienverlauf sowie die Vorhersage wissenschafts- und berufsbezogenen Studienerfolgs. Aufgrund der pandemiebedingten Hochschulschließungen 2020 und 2021 konnten nicht alle Vorhaben umgesetzt werden. Im vorliegenden Bericht werden die wichtigsten deskriptiven Befunde aus
drei Querschnittserhebungen und die Signifikanztests der Veränderungen bei pandemiebedingtem Distanzlernen zusammengefasst. Die Diskussion der Ergebnisse erfolgt vor dem Hintergrund der theoriebasierten Erwartungen, des Studienformats und eines Masterniveaus in Sozialer Arbeit.
... The classroom learning environment might explain this difference. Ryan and Deci ( 2008) argue that individuals feel competent when teachers assign optimal academic tasks and provide freedom in learning. In fact, learning Arabic required simple tasks such as reading and memorizing words or phrases, translating sentences, and completing simple multiple-choice questions that made the students feel that they could accomplish without so much worry about performance and evaluation. ...
This research aimed to mainly compare the levels of learning skills of the 21 st-century in learning languages of children from Muslim and state schools in the Cambodian context. A causal-comparative design was employed to respond to the main research objective. Researchers invited five hundred ninety-two primary school students learning Khmer and Arabic to fill in the questionnaires about 21st-century learning skills. Multivariate Analysis of Variance (MANOVA) was the statistical tool used to compare the levels of the student's language learning skills in the 21st century among these two school communities. As a result of the statistical comparative levels (p<0.05) of each learning skill, critical thinking (0.07) and communication (0.65) skills were not significantly different. At the same time, collaboration (0. 00) , creativity (0. 00) , personal competence (0. 02) , and problem-solving (0. 00) were observably different among these two school types. The implication of this study was the development of learning facilitation to enhance the students' learning skills discussed in line with Cambodian classroom contexts.
... This aspect of autonomy is gaining increasing recognition, particularly in knowledge-intensive occupations (Knotts et al., 2022). Drawing from SDT, which posits that autonomous motivation is the most sustainable form of motivation, predicting high-quality performance (Deci et al., 2017;Ryan and Deci, 2008), it also plays a pivotal role in influencing employees' commitment to their tasks (Humphrey et al., 2007). McAnally and Hagger (2024) further reinforce that autonomous motivation, driven by the satisfaction of basic psychological needs, leads to better job performance and employee engagement. ...
Purpose
This study aimed to analyze the effect of job crafting and self-leadership on human capital productivity with the moderated-mediation effect of personal initiative as a mediator and person-job fit and person-organization fit as moderators.
Design/methodology/approach
An online two-wave survey targeted 253 science, technology, engineering and mathematics (STEM) and social science graduates.
Findings
The research model was confirmed mainly in that personal initiative fully mediated the relationship between self-leadership, job crafting and perceived employee productivity. In addition, the moderated-mediation effect of the person-job fit on this relationship was partially confirmed, while that of the person-organization fit was not.
Originality/value
By interweaving the conservation of resources theory with the self-determination theory, this study’s results provide a novel theoretical justification for the dynamic process of human capital, personal resources and personal initiative as a type of intrinsic motivation. The variance between the effects of person-job fit and person-organization fit provides new insights regarding the changes in the work environment where individuals feel more connected to their careers and jobs than their organizations.
... We expected that the larger effects in burnout decrease would be found amongst participants with low baseline emotional competencies; larger effects are expected in targeted interventions characterized by a low level of targeted competencies and not in universal interventions, which is not the case with emotional competencies and burnout prevention. Higher baseline emotional competencies might, however, motivate one to make further progress; the need to improve one's competencies is affected by the nature of the motivation to do so (Ryan & Deci, 2008). ...
As burnout affects teachers’ health and well-being, as well as their teaching understanding interventions beneficial for prevention is crucial. In this study, we explored possible predictors of the decrease in the dimensions of burnout (emotional exhaustion, physical fatigue, cognitive weariness) after the HAND: ET intervention. We used following predictors: teachers’ experience (professional experience and previous experience of activities supporting emotional competencies) and baseline emotional competencies (self-awareness (operationalised as mindfulness), and self-management (operationalised as emotional self-efficacy)). We used data gathered from the Shirom−Melamed Burnout Questionnaire, the Mindful Attention Awareness Scale, the Emotional Self-Efficacy Scale, and a set of demographic questions in a Slovene sample of in-service teachers (N = 185). Teachers’ experiences were not significant predictors of a decrease in any of the dimension of burnout, while baseline emotional competencies, were significant predictors of emotional exhaustion. The findings support the universal nature of the HAND: ET intervention as well as the importance of continuous support for teachers’ emotional competencies.
... Intrinsic and extrinsic motivation are potent forces in shaping individuals' behavior, with intrinsic motivation being the more autonomous and adaptive of the two (Ganotice et al., 2023;Ryan & Deci, 2008). Mahoney et al. (2024) also indicated that, as suggested by SDT, fostering intrinsic learning motivation in health professions trainees may improve their healthcare delivery and promote peer learning. ...
The effect of social support on academic procrastination among health professions students and its potential mechanism are yet to be fully explored. A serial mediation model informed by self-determination theory (SDT), was here established to explore that effect, as well as the mediating roles of academic self-efficacy and intrinsic learning motivation. This cross-sectional study involved 596 health professions students enrolled in different majors at a university in Shenyang, China. Data were collected through a questionnaire assessing basic demographic information, social support, academic procrastination, intrinsic learning motivation, and academic self-efficacy. Social support was found to be negatively correlated with academic procrastination. Intrinsic learning motivation and academic self-efficacy were both mediators that partially and jointly mediated the relationship between social support and academic procrastination. These results suggest that multifaceted social and educational interventions aimed at improving social support, intrinsic learning motivation and academic self-efficacy can reduce academic procrastination among health professions students.
... According to SDT, there are three essential psychological needs that people have: autonomy, competence, and relatedness (Ryan and Deci, 2008). When these needs are met, people feel more motivated, happier, and thriving. ...
Purpose
The purpose of the study is to investigate the mechanisms through which green HRM practices foster green creativity among employees. Specifically, it tests a conceptual model linking green HRM practices to green creativity, with employee thriving at work as a mediator and creative leadership as a moderator strengthening the links.
Design/methodology/approach
The study collected survey data from 319 employees working in the financial, internet and IT sectors in the developed coastal regions of China. The conceptual model and hypotheses were tested using this sample focused on sustainability-oriented sectors based in regions with imperative ecological needs and priorities.
Findings
The findings indicate that thriving at work (characterized by vitality and learning) mediates between green HRM practices and green creativity. In addition, creative leadership was found to moderate the impact of green HRM on both thriving and green creativity, including the indirect effects through thriving.
Originality/value
The study breaks new ground by being the first to examine the mediation of thriving at work and the moderation of creative leadership in connecting green HRM to green creativity. It develops and tests an integrated theoretical framework that combines insights from self-determination theory and creative leadership theory, situates the research in the timely and relevant context of China’s developed coastal areas and key industries and offers new insights and practical implications for fostering green creativity and aligning organizational strategies with the United Nations Sustainable Development Goals (SDGs).
... We propose that coworkers' WIC increases autonomous motivation (i.e. it motivates the forces that are intrinsically interesting and enjoyable to individuals or are important to their goals and values; Yam et al., 2017). Autonomous motivation is a crucial well-being outcome because it increases proactivity and lowers burnout (Ryan and Deci, 2008). We argue that because coworkers' WIC is sharing and interactive by nature, it satisfies employees' need for relatedness (i.e. the desire to experience a close connection with other individuals or collectives; Ryan and Deci, 2006), increasing their autonomous motivation. ...
Purpose
Although coworkers’ workplace interpersonal capitalization occurs every day in the workplace, we know little about how it affects employees’ well-being or why and when this impact occurs. To address these questions, we theorized and tested a model that links coworkers’ capitalization to well-being outcomes via perceived relatedness and anxiety and the boundary condition of learning goal orientation.
Design/methodology/approach
Time-lagged survey data were collected ( N = 304) from a range of organizations in mainland China. Path modeling was used to examine the hypotheses.
Findings
The results indicated that coworkers’ capitalization drives an employee to experience either relatedness or anxiety, depending on the employee’s learning goal orientation. Furthermore, responses to relatedness and anxiety trigger autonomous motivation and psychological detachment, respectively.
Originality/value
This study contributes to the capitalization literature by comprehensively explaining the negative and positive effects of coworkers’ capitalization on employees’ well-being.
... In the present study, key themes suggest that the need to belong and the need for selfexpression were crucial for emerging adults in this sample. In line with the basic psychological needs theory (Ryan & Deci, 2008) and the belongingness hypothesis (Baumeister & Leary, 1995), having a sense of community is a fundamental human need that predicts well-being. For emerging adults who are working towards solidifying their identity in relation to academic/career plans, interpersonal relationships, and political values, establishing a strong sense of belonging may be especially poignant, as it may serve as a secure base from which emerging adults can explore (Sirois et al., 2016). ...
During the COVID-19 pandemic, social media became an especially salient tool for interpersonal connections due to public policy limitations on in-person contact; but little is known about how emerging adults from various socio-demographic minority groups in the U.S. engaged with social media as a tool for identity construction during the pandemic. This qualitative interview study examined the role of social media engagement in perceptions of online versus offline identity during the pandemic. Participants were 24 emerging adults ( M = 18.9 years old, SD = 0.44) from various socio-demographic minority groups. Results of thematic analysis indicated 5 themes: (i) ‘ Highlight reel vs. real life’, (ii) ‘Navigating authenticity’, (iii) ‘Proceed with caution: Fear of judgment’ (iv) ‘Social media as an identity tool’, and (v) ‘The evolved social media identity’. Social media plays a critical role in emerging adults’ identity development by providing both opportunities and challenges for self-expression, emotion regulation, and self-reflection.
... team sports or recreational group games) [54,55]. These conditions (relationship and enjoyable/fun) are positively related with autonomous motivation [56] [57]. evaluated 391 individuals (adolescents and adults), of all variables measured (exercise intention, BPN, sport commitment), only BPN were confirmed to be predictive for exercise adherence. ...
Background
To analyze the associations among autonomous motivation, self-efficacy, satisfaction of basic psychological needs, social support and perceived environment with physical activity practice of adolescents aged between 12 and 15 years; and to test autonomous motivations and self-efficacy as potential mediators of the associations between these environmental factors and physical activity practice.
Methods
We evaluated 553 adolescents, that participated in the ActTeens Program. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents. Autonomous motivation, self-efficacy, satisfaction of basic psychological needs, parents’ social support and perceived environment were assessed using specifics questionnaires. Linear regression models were used to test the associations.
Results
Parents’ support (β = 0.32), satisfaction of basic psychological needs of colleagues (β = 0.21) and teachers (β = 0.12), and perceived environment (β = 0.10) had significant associations with physical activity (p < 0.05). The direct effect value was reduced when autonomous motivation was added as a mediator of the association between parents’ support and physical activity (β = 0.24), with a 25% mediated effect. Autonomous motivation was mediator of the relationship between basic psychological needs of colleagues (β = 0.13; EM = 38%), teachers (β = 0.02; EM = 83%), and perceived environment (β = 0.03; EM = 70%) with physical activity.
Conclusion
Self-efficacy was not associated with physical activity and autonomous motivation was an important mediator of adolescents’ physical activity.
... External motivation in the same domain is related to the existence of external rewards, such as social recognition and positive criticism [25], and is more pronounced in competitive professional sports and recreational sports, such as amateur sports or leisure time exercise [4,5]. An example of external motivation in recreational activities is good health, which is associated with good appearance and social recognition [74,75,84]. However, prior work focuses only on one design element (motivational messages), and it does not propose any guidelines for developing and structuring motivational messages. ...
In today’s connected society, self-tracking technologies (STTs), such as wearables and mobile fitness apps, empower humans to improve their health and well-being through ubiquitous physical activity monitoring, with several personal and societal benefits. Despite the advances in such technologies’ hardware, low user engagement and decreased effectiveness limitations demand more informed and theoretically-founded Human-Computer Interaction designs. To address these challenges, we build upon the previously unexplored Leisure Constraints Negotiation Model and the Transtheoretical Model to systematically define and assess the effectiveness of STTs’ features that acknowledge users’ contextual constraints and establish human-negotiated STTs narratives. Specifically, we introduce and validate a human-centric scale, StoryWear, which exploits and explores eleven dimensions of negotiation strategies that humans utilize to overcome constraints regarding exercise participation, captured through an inclusive storyboards format. Based on our preliminary studies, StoryWear shows high reliability, rendering it suitable for future work in ubiquitous computing. Our results indicate that negotiation strategies vary in perceived effectiveness and have higher appeal for existing STTs’ users, with self-motivation, commitment, and understanding of the negative impact of non-exercise placed at the top. Finally, we give actionable guidelines for real-world implementation and a commentary on the future of personalized training.
... On the other hand, BPN frustration results in maladjustment, which is associated with costs, including disengagement, poor wellbeing, and distress [61]. Moreover, the effects of satisfying or frustrating BPNs on mental health were quite similar in both student and YALWH samples, suggesting that the role of satisfying BPNs on mental health does not depend on HIV status, reinforcing the idea that BPNs are universal and everyone strives to satisfy them [11,14,61]. ...
People living with HIV (PWH) have higher risks for negative experiences and emotions such as discrimination, self-blame, and denial, which make them vulnerable to mental health problems. Those living with HIV and are in the developmental stage of young adulthood (18–39 years) have added psychological challenges arising from the pressure to perform the developmental tasks of this stage, which may gratify or thwart basic psychological needs (BPNs) and impact their mental health. The study examined whether positive psychological attributes, including a belief in a just world (BJW) and psychological capital, could be resources for satisfying basic psychological needs, hence boosting the mental health of Young Adults Living with HIV (YALWH). A comparison sample of university students was also included in the study. The results show that BJW was positively directly associated with BPN satisfaction, BPN frustration, and mental health (flourishing aspect) in the student sample but not in the YALWH sample. Psychological capital was appositively associated with BPN satisfaction and flourishing in the student sample. On the other hand, psychological capital is only positively associated with BPN satisfaction and negatively with BPN frustration and distress in the YALWH sample. The serial medial analysis revealed that the effects of BJW on mental health (flourishing) are mediated by psychological capital and BPN satisfaction in both samples. On the other hand, the effects of BJW on distress are mediated by psychological capital and BPN frustration, again in both samples. Incorporating interventions for strengthening positive psychological attributes could be helpful for YALWH and other young adults to attain desirable developmental outcomes for this stage and their mental health.
... Motivation is commonly defined as the driving force behind human actions and the process that initiates, directs, and maintains goaloriented behaviors [10,11]. Goals that adhere with individual needs enhance intensity and persistence of pursuit with, ultimately, better performance [12]. ...
Background and Objectives
Despite increasing calls for more patient engagement in patient safety, limited knowledge remains on what actually motivates key stakeholders in healthcare to promote patient engagement. We therefore set out to survey key stakeholders of patient engagement in patient safety (i.e., patients, healthcare professionals, and managers). We aimed to identify and explore stakeholder’s distinct and shared motives for patient engagement.
Methods
A stepwise Delphi method was applied, utilizing semi-structured online interviews for determination of stakeholder motives for patient engagement in patient safety. In a subsequent online survey, statements were evaluated and identified. 34 subject-matter experts from all relevant stakeholder groups completed the online interviews and 33 the online survey. We used content analysis approaches for qualitative and descriptive analyses for quantitative measures. Further, we evaluated the consensus on distinct and shared motives across stakeholder groups.
Results
Seven key motives for patient engagement in patient safety were identified. Major motives attributed to patients were: (1) To improve experiences and care outcomes for oneself, as well as (2) for future patients, (3) to express gratitude and appreciation, (4) to cope successfully with treatment-related emotions. A motive shared by patients and professionals was (5) to contribute actively to improved delivery of healthcare. To optimize patient safety, costs, and care processes (6) was shared by professionals and managers. Lastly, (7) to improve patient-provider relationships was jointly shared by all stakeholder groups. For four motives (1, 2, 6, 7) consensus was established.
Conclusions
In order to unlock the full potential of future interventions in patient engagement, a deeper understanding of stakeholder motives is essential. We identified a set of distinct and shared motives for patient engagement across relevant stakeholder groups. Our findings may inform future interventions in patient engagement that take account of the motivational foundations and aspirations of all stakeholders who are key for the success for collaborative patient safety and care improvements.
Trial registration
ID DRKS00031837 (Date May 8, 2023).
... Ross et al. (2016) also revealed that self-determination and autonomous motivation are associated with better academic achievement and persistence, while those externally regulated have less persistence and struggle to achieve their goals (Vecchione et al., 2014). Thus, extrinsically motivated students require an external reward to get started; their efforts depend on the value of the reward expected from that activity, and they lack persistence and are frequently unable to achieve goals (Ryan & Deci, 2008). This explains our finding that extrinsic motivation deters students from engaging in detailed knowledge exploration. ...
Knowledge exploration refers to actively seeking information, ideas, and experiences, often beyond immediate task requirements. Previous research on exploratory behaviour has predominantly focused on visual and perceptual forms of exploration, overlooking the academic aspect, where the aim is to bridge knowledge gaps. To test the effect of task and individual factors on knowledge exploration, an experimental study was conducted on 100 high school students in two sessions. In the first session, participants answered 15 multiple-choice questions without receiving immediate feedback but were given the opportunity to explore the answers. In the second session, immediate feedback was provided after each response. The results indicated that knowledge exploration was more likely to occur when students answered the questions wrongly, and the feedback on the accuracy of answers significantly enhanced knowledge exploration for incorrect answers. Session 2 also investigated the impact of factors such as Feeling of Confidence (FOC), confidence error, and intrinsic and extrinsic academic motivation on knowledge exploration. A multilevel ordinal logit model was employed to analyse the within-person and between-person relationships among these variables. The findings revealed that FOC, confidence error, and intrinsic motivation positively predicted knowledge exploration, whereas extrinsic motivation had a negative effect. These findings have significant implications for educational practice and policy. Educators can structure their course materials to cultivate students’ metacognitive awareness, thereby promoting deep engagement and enhancing their learning experience.
... According to SDT, when these needs are satisfied, individuals experience greater motivation, well-being, and optimal functioning. In the context of education, SDT emphasizes the importance of creating learning environments that support these needs, thereby enhancing intrinsic motivation and engagement [3,29]. ...
The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.
... Among college students, a positive relationship between intrinsic motivation and academic achievement is also endorsed (Trevino & DeFreitas, 2014). Besides this, extrinsic rewards may induce individuals to perform certain activities (Clanton, 2015), but this obedience does not reflect the actual motivation, unlike the positive influence of intrinsic motivation (Ryan & Deci, 2008). However, extrinsic motivation is still more commonly applied in school education (Otis et al., 2005). ...
Online class-related boredom among college students is an academic emotion most often ignored by the academic community. Therefore, only a few empirical studies have been conducted by research scholars on this subject. From the viewpoint of self-determination theory and the control-value theory of achievement emotion, this research study attempts to investigate the association between online class-related boredom, school motivation, and academic achievement. Accordingly, a total of 1294 Chinese college students are taken on board. Noticeably, the study findings indicate that online class-related boredom among college students exerts a negative correlation with their academic achievement. Furthermore, intrinsic school motivation mediates the relationship between online class-related boredom and academic achievement, whereas extrinsic school motivation also exhibits a relevant effect. Lastly, gender moderates the mediating effect of school motivation between online class-related boredom and academic achievement. Specifically, in male students, increased online class-related boredom is associated with higher levels of extrinsic motivation. In contrast, in female students, increased online class-related boredom correlates with reduced levels of both extrinsic and intrinsic motivation. In the context of research significance, on the one hand, this paper suggests that college teachers should pay due attention to the negative emotions and school motivation of college students in online classrooms, in order to improve teaching practice; on the other hand, this research study further empirically ascertains the control-value theory of achievement emotions and self-determination theory.
... These interventions that did not specify all techniques were in some cases described by the theoretical basis that guided the development of the intervention, such as the transtheoretical model (or 'stages of change'; Prochaska & Velicer, 1997), self-determination theory (SDT; Ryan & Deci, 2008), social cognitive theory (Bandura, 1986) and socio-ecological models (e.g. Contento, 2010;McLeroy et al., 1988). ...
Background
Behavior change interventions can unintendedly widen existing socio-economic health inequalities. Understanding why interventions are (in)effective among people with lower socio-economic position (SEP) is essential. Therefore, this scoping review aims to describe what is reported about the behavior change techniques (BCTs) applied within interventions and their effectiveness in encouraging physical activity and healthy eating, and reducing smoking and alcohol consumption according to SEP.
Methods
A systematic search was conducted in 12 electronic databases, and 151 studies meeting the eligibility criteria were included and coded for health behavioral outcomes, SEP-operationalization, BCTs (type and number) and effectiveness.
Results
Findings suggest that approaches for measuring, defining and substantiating lower SEP vary. Current studies of behavior change interventions for people of different SEP do not systematically identify BCTs, making systematic evaluation of BCT effectiveness impossible. The effectiveness of interventions is mainly evaluated by overall intervention outcomes and SEP-moderation effects are mostly not assessed.
Conclusion
Using different SEP-operationalizations and not specifying BCTs hampers systematic evidence accumulation regarding effective (combinations of) BCTs for the low SEP population. To learn which BCTs effectively improve health behaviors among people with lower SEP, future intervention developers should justify how SEP is operationalized and must systematically describe and examine BCTs.
... • Teoria da Motivação Intrínseca: sugere que os indivíduos têm maior motivação quando estão engajados em atividades que consideram inerentemente gratificantes, o que os jogos frequentemente proporcionam (DECI; RYAN, 2008). A gamificação pode aumentar a motivação intrínseca dos alunos porque oferece recompensas internas, como superar desafios e conquistar metas. ...
Nos últimos anos, testemunhamos avanços tecnológicos
exponenciais e uma crescente digitalização de diversos aspectos de
nossas vidas. A educação não é exceção. À medida que a tecnologia
se torna cada vez mais integrada ao processo de aprendizagem,
novas oportunidades se abrem para criar ambientes de ensino mais
eficazes, envolventes e personalizados.Este e-book explora as tendências emergentes na educação
gamificada, analisando como a inteligência artificial, a realidade virtual
e outras tecnologias podem aprimorar ainda mais o processo de
aprendizagem. Discutiremos como o engajamento dos alunos e o senso
de significado são essenciais para impulsionar a aprendizagem e como os
elementos de gamificação podem desempenhar um papel crucial nesse
sentido. Além disso, examinaremos casos de sucesso, pesquisas recentes
e práticas recomendadas na implementação da gamificação na educação,
utilizadas para nortear o desenvolvimento de nossa plataforma,
fornecendo uma visão abrangente e fundamentada sobre o assunto.
... Prior research linked intrinsic motivation with a variety of positive learning behaviors and engagement, including persistence in educational tasks (Froiland, 2015), learning behaviors (Botnaru et al., 2021), attendance (Otis, Grouzet, & Pelletier, 2005), school retention, and school engagement (Boutakidis & Rodriguez, 2019;Ryan & Deci, 2009). Furthermore, intrinsic motivation has a positive association with improved academic performance (Guthrie, McRae, & Klauda, 2007;Walker, Greene, & Mansell, 2006;Weidinger et al., 2017), including critical thinking and problem solving (Miele & Wigfield, 2014;Ryan & Deci, 2008) and high-school GPA (Froiland & Worrell, 2016;Niehaus, Rudasill, & Adelson, 2012). However, the bulk of intrinsic motivation research (c.f., ...
In a longitudinal study 9th-10th grade, we aimed to understand whether academic motivation was associated with changes in school outcomes with 463 students from low-income urban high schools with large Latinx enroll-ments. We tracked students’ GPA, school attendance, out-of-school suspen-sion records, and intrinsic motivation for two consecutive school years. First, we observed similar means of intrinsic motivation at medium-high levels for these students over the first two years of high school. We depicted a quadratic GPA trajectory that showed small decreases in the 9th grade followed by a modest recovery in Spring of 10th grade. Attendance significantly decreased and out-of-school suspensions increased from 9th to 10th grade. Second, intrinsic motivation in 9th grade was positively associated with GPA in two consecutive semesters—Spring of 9th grade and Fall of 10th grade, which may help students with higher intrinsic motivation offset previous GPA decline by small effect sizes. Third, intrinsic motivation was positively related to better school attendance in 10th grade, but the effect size was small. Our findings, however, indicate that intrinsic motivation’s associations with GPA and attendance were not wholly consistent. Finally, intrinsic motivation was negatively related to out-of-school suspension in 9th and 10th grades with moderate effect sizes.
Lehrveranstaltungsevaluationen durch Studierende sind ein verbreitetes Mittel zur Sicherung von Hoch- schulqualität. Die Beobachtung an Hochschulen legt nahe, dass hier nicht immer theoretische und metho- dische Ansprüche an eine wissenschaftliche Befragung oder an Rahmenbedingungen, Modellierungen von Hochschullehre oder ganz konkret den Erfordernissen eines adäquaten Umgangs mit Lehrenden ent- sprochen wird. Auf der Grundlage der Erfahrungen an verschiedenen Hochschulen als Lehrende und Gut- achterin in Akkreditierungsverfahren fasst der Beitrag aus einer bildungswissenschaftlichen Perspektive 10 Empfehlungen für die Konzeption von Lehrveranstaltungsevaluationen durch Studierende zusammen.
Health holds immense importance in our lives, affecting multiple dimensions of our well-being and life satisfaction. The significance of well-being in our lives cannot be overstated, influencing diverse facets of our overall health and life satisfaction. A cautious and health-conscious approach often leads to better psychological well-being because it impacts our ability to pursue our dreams, enjoy daily activities, and contribute to meaningful society. The paper is focused on to examine the relationship between health-risk attitude and psychological well-being. A total of 132 samples (age between 18 and 45) were collected by using convenience sampling method. Sociodemographic details, 13 items Health-Risk Attitude Scale (HRAS-13), and 18 items Ryff Psychological well-being were used to collect data. Results show that based on standardized coefficient, autonomy comes in second place to positive relation with others (0.336) as the most significant variables to extract health-risk mindset (0.296). Individual perception toward health can impact their overall psychological well-being. It empowers individuals to take charge of their health, enables effective health interventions, and contributes to building healthier and happier communities. Prioritizing health through a balanced lifestyle, regular exercise, proper nutrition, and mental well-being strategies is essential for a fulfilling and purposeful life.
Ein unkritischer Einsatz von KI an der Hochschule kann Kompetenz-, Kontroll- und Sozialverluste befördern und damit selbstbestimmtes Handeln beeinträchtigen, das in Lehre, Studium und Forschung als eigener Wert angesehen werden kann. Die bisherige primär empirisch ausgerichtete Forschung trägt wenig dazu bei, KI-Risiken besser zu verstehen und einen selbstbestimmten Umgang mit KI an der Hochschule auf wissenschaftlicher Basis zu stärken. Der Beitrag diskutiert dieses Forschungsdefizit, schlägt eine wissenschaftsdidaktische Rahmung vor und zeigt bildungstheoretische und gestaltungsbasierte Perspektiven für die Hochschulbildungsforschung auf, die das empirische Vorgehen ergänzen.
Purpose
This study examines the relationship between social networking sites addiction and pro-social behavior, considering the increasing importance of social networking sites in daily life. It explores the mediating role of Fear of Missing Out in this relationship and investigates the moderating role of basic psychological need satisfaction.
Research design, data, and methodology
This study employed a snowball sampling method to conduct an online survey among social network users in China. The proposed model was tested using regression analysis to interpret the results.
Results
Findings indicate a negative predictive effect of social networking sites addiction on prosocial behavior. Misplaced fear partially mediates this relationship. Basic psychological need satisfaction significantly moderates the mediating effect of Fear of Missing Out on the relationship between SNS addiction and prosocial behavior.
Practical implications
This study provides strategies for effectively preventing social networking sites addiction in real-world settings and mitigating its negative impact on individuals’ physical and mental health. It suggests interventions at four levels—individual, school, society, and government—to enhance basic psychological need satisfaction, thereby improving prosocial behavior and facilitating the promotion of interpersonal interactions and the equitable, harmonious development of society.
Few domain-specific satisfaction measures explicitly evaluate students' satisfaction with their learning experience. Although numerous instruments are available to measure student satisfaction, they often focus on general life domains rather than specific aspects of learning experience. Furthermore, it is imperative to also ensure that these measures effectively capture learning experiences, particularly within the context of Filipino college students. The development of the College Student Life Satisfaction Scale addresses the need for a measure that reflects the learning experiences of Filipino college students. It also considers the impact of changes in higher education during the COVID-19 pandemic, emphasizing the importance of school-life balance as a key aspect of student life satisfaction. The CSLSS comprises five dimensions: Peers, Faculty, School Environment, Academic Performance, and School-Life Balance. These dimensions were validated through Exploratory Factor Analysis based on responses from n = 406 Filipino college students enrolled in the academic year 2024–2025. The CSLSS has been established as a valid and reliable measure of student life satisfaction among college students, n = 327. It shows strong parallels with the College Satisfaction Scale and the Multidimensional Student Life Satisfaction Scale. Furthermore, its criterion validity is demonstrated as it is significantly correlated with the Academic Hope Scale and the Satisfaction with Life Scale. While objective assessments are integral to guiding educational reforms aimed at improving the quality of education, the evaluation of students' subjective experiences provides critical insights. The integration of both assessments would facilitate a more comprehensive approach to the enhancement of quality of education.
The article provides an overview of studies devoted to the search for options for the optimal place of residence and its equipment for elderly and senile people. Currently, most of the older generation prefer to stay in their own house or apartment. It is shown that a home should provide not only security and stability, but also the potential for the development and realization of one’s own individuality. The emphasis on safety and the prevention of household injuries does not fully reflect the real needs of older people. Some of the most significant characteristics of a home include the condition of the home, energy efficiency, temperature control, safety, proximity to nature, good lighting and privacy. Somewhat less frequently mentioned is the need to adapt premises to age-related changes - the safety of the bathroom, the expansion of corridors and doorways, the installation of handrails, the use of non-slip flat surfaces, sound insulation and natural ventilation of the room. Russian respondents point to the importance of the convenience and beauty of a home, its safety, historicity, reflection of individuality and connection with nature. At the same time, they draw attention to the fact that often younger family members take on not only financing, but also the choice of elements of the environment of an elderly relative, taking into account the potential deterioration of his physical and psychological functioning in the future, and do not take into account his desire for autonomy and the realization of his own desires. The negative consequences of such a scenario include a decrease in the vital activity of an elderly person, loss of independence, refusal to take responsibility for one’s life, and an increased tendency towards helplessness. The need for a transition from the paradigm of compensation and protection to the paradigm of salutogenesis and development of a person of late age is pointed out.
This study was carried out to examine the basic psychological needs of adolescent athletes engaged in individual and team sports in terms of various variables. The survey model, one of the quantitative research methods, was used in the study. The sample group of the research consists of a total of 211 adolescent athletes who continue training in the 2023 season, determined by the convenience sampling technique. The personal information form created by the researchers and the “Basic Psychological Needs Scale” developed by Deci and Ryan (2000) and adapted into Turkish by Kesici et al. (2003) was used to collect the research data. SPSS 23 program was used in all analyses of the data obtained. Descriptive statistics and normality tests were used to analyze the data and Mann Whitney U and Kruskal Wallis tests were used as non-parametric tests since the data did not show normal distribution. Cronbach Alpha value was calculated as .76 in the study. The data obtained from the research showed that there was no statistically significant difference in all sub-dimensions of the scale according to the variables of gender, individual or team sports, and mother and father education level regarding the basic psychological needs of adolescent athletes doing individual or team sports. However, it was determined that there was a statistically significant difference according to age, parental status and attitude, and place of residence variables. As a result, it can be said that age, parental status and attitude and place of residence variables affect and change the basic psychological need levels of adolescent athletes who do individual and team sports.
This study aimed to assess and explore the students’ engagement in performing dance activities in a differentiated instruction of physical education among senior high school learners. Employing descriptive correlational research design, 51 STEM students from grade 12 responded to a survey questionnaire, which served as the main instrument in this study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation. This study revealed that Differentiated Instruction in Physical Education and the students’ engagement in dance activities were effective in teaching Physical education including well-ventilated environment, employing variety of strategies for learner’s development and progress. The engagement of the respondents in dance activities were determined in their learning styles, physical, emotional, and cognitive was practiced. The respondents observed strict compliance and attentiveness with their tasks. It was found out that Differentiated Instruction in Physical Education and the students’ engagement in dance activities among senior high school students is practically effective especially in employing leadership strategies and collaborative attitude, it plays a vital role in developing work engagement among the learners for a good output. Though. still need to improve the use of differentiated instruction to make students fully engaged in physical education in dance activities.
Background and Aim: The use of Mobile-Health is helpful in facilitating therapeutic communication between students and healthcare providers. Considering the benefits of the Mobile-Health, it is very important to have a tool that can check the motivation to use Mobile-Health. Therefore, this study was conducted with the aim of Psychometric properties of mHealth Technology Engagement Index.
Materials and Methods: The present study is psychometric research that was conducted in Tehran University of Medical Sciences in 1401. The participants of this study were 450 students of medical sciences in Tehran in undergraduate, master’s and doctorate levels who were included in the study through convenience sampling. The psychometric characteristics of the questionnaire were examined through face, content and construct validity respectively. Principal component analysis was performed using varimax rotation in order to check the factorial structure of the questionnaire. The reliability of the questionnaire was checked with the help of Cronbach’s alpha and intra- class correlation (ICC).
Results: The questionnaire’s content validity ratio (CVR) and content validity index (CVI) were 0.91 and 0.86, respectively. In the formal validity check, minor changes were made in the words of most of the items. Based on the results of face validity, some minor changes were made to the vocabulary of most items. The ICC coefficient was more than 0.80 in all dimensions. The results of exploratory and confirmatory factor analysis extracted five factors, autonomy, competence, relatedness, goal setting and goal attainment, and their cumulative variance was %71.48. The fit of the five-factor model was optimal based on standard goodness of fit indices such as CFI=0.978, GFI=0.930, RMSEA=0.040, CMIN/DF=1.307. Convergent and divergent validity was accepted for all factors. The reliability of the questionnaire was obtained using Cronbach’s alpha test of 0.71.
Conclusion: The five factor structure of the questionnaire of interaction with mobile health technology has good validity and reliability. Therefore, this questionnaire can be used to check the level of interaction of users of medical science students with mobile health technology.
This cross-sectional study aimed to examine the relationships between basic psychological needs, attachment styles, childhood maltreatment experiences, and interpersonal communication competence. The study group consisted of 283 university students. The Need Satisfaction Scale, Three-Dimensional Attachment Styles Scale, Childhood Trauma Questionnaire, and Interpersonal Communication Competence Inventory were used as measurement tools. According to the correlation analysis findings, need satisfaction was associated with anxious-ambivalent attachment style, avoidant attachment style, physical abuse, emotional abuse, listening skills, social relaxation skills, and expressive skills. The hierarchical regression model included attachment styles in the first step, childhood maltreatment experiences in the second step, and interpersonal communication competence in the third step. Regression analysis results revealed that anxious-ambivalent attachment style, emotional abuse, listening skill, social relaxation skill, and expressive skill accounted for 40.3% of the total variance of need satisfaction. In line with the hierarchical regression analysis findings, it can be stated that the variable with the most robust predictive role is emotional abuse among childhood maltreatment experiences. The present study provides findings that early experiences and communication competence, which can be affected by these experiences, are essential factors in meeting basic psychological needs. Therefore, the results of the study may be effective in psychological interventions that focus on meeting basic psychological needs.
The chapter discusses a variety of psychological factors that influence attraction. The chapter describes love as a psychological attraction, focusing on the qualities, intensity, and strength of emotions. Affectionate, passionate, obsessive, para-social, and romantic attraction are several types of psychological attractions defined here.
Then, the chapter describes the dialectics of psychological similarities and differences between individuals determining the types of attraction. The dialectics of happiness and unhappiness, attraction and repulsion, create the appealing bittersweet nature of love as an attraction.
Proximity, reciprocity, and the dynamics of interpersonal interaction also determine psychological attraction. The psychological dynamics of interpersonal attraction involve certainty, the need for closure, familiarity, and stability on the one hand and uncertainty, novelty, and instability on the other. Transformations of psychological arousal, such as arousal and excitation transfers, the extrinsic arousal effect, and the opponent process, can inspire interpersonal attraction.
The chapter shows how autonomy and interdependence between individuals generate their attraction to each other. The desires for psychological union, complementarity, and self-expansion become the ultimate drivers of interpersonal attraction.
The two last sections review the findings, which demonstrate the role of personality traits and rational and practical motivation in interpersonal attraction. In this context, the author presents attraction theories that are based on the motivating roles of reinforcement, exchange, and reward.
Assessing the impact of personality traits and sociodemographic factors on employee motivation: a study in the sugarcane and bioenergy industry.
Bu araştırmada, "Elit güreşçilerde motivasyonel belirleyicilerin spora devam etme niyeti üzerindeki etkisi: Keyif almanın aracı rolü" başlıklı konunun incelenmesi amaçlanmaktadır
The increased prevalence of human-AI collaboration is reshaping the manufacturing sector, fundamentally changing the nature of human work and training needs. While high automation improves performance when functioning correctly, it can lead to problematic human performance (e.g., defect detection accuracy, response time) when operators are required to intervene and assume manual control of decision-making responsibilities. As AI capability reaches higher levels of automation and human-AI collaboration becomes ubiquitous, addressing these performance issues is crucial. Proper worker training, focusing on skill-based, cognitive, and affective outcomes, and nurturing motivation and engagement, can be a mitigation strategy. However, most training research in manufacturing has prioritized the effectiveness of a technology for training, rather than how training design influences motivation and engagement, key to training success and lon-gevity. The current study explored how training workers using an AI system affected their motivation , engagement, and skill acquisition. Specifically, we manipulated the level of automation of decision selection of an AI used for the training of 102 participants for a quality control task. Findings indicated that fully automated decision selection negatively impacted perceived autonomy , self-determined motivation, behavioral task engagement, and skill acquisition during training. Conversely, partially automated AI-enhanced motivation and engagement, enabling participants to better adapt to AI failure by developing necessary skills. The results suggest that involving workers in decision-making during training, using AI as a decision aid rather than a decision selector, yields more positive outcomes. This approach ensures that the human aspect of manufacturing work is not overlooked, maintaining a balance between technological advancement and human skill development, motivation, and engagement. These findings can be applied to enhance real-world manufacturing practices by designing training programs that better develop operators' technical, methodological, and personal skills, though companies may face challenges in allocating substantial resources for training redevelopment and continuously adapting these programs to keep pace with evolving technology.
As we were reviewing the syllabus on the first day of class, one of my university students raised a hand and asked, “we don’t really have to do this service … do we?” I explained that, yes, we were all going to work on a service-learning project together. As I continued, I showed slides from Camp Sharigan, showing that we would be going out into the community to build a make-believe reading camp for children who were struggling in reading. From the other side of the room, another student spoke up and said, “this is going to be great. When do we start?” Service-learning should change the lives of the community in which you work. Academic service-learning can also change the lives of the students you teach. Academic service-learning opens a new door and invites students to participate in the learning process, not as passive listeners but as active partners in a learning community. Academic service-learning produces higher grades and assessment scores (GPA, test scores, and knowledge learned), better retention and graduation rates, stronger student engagement, commitment, persistence, and improved self-efficacy. With academic service-learning, service-learning becomes the method through which the professor teaches the course. The feature that makes academic service-learning stand out above all other forms of service and learning is fully connecting the course material and the service project.
A longitudinal randomized trial tested the self-determination theory (SDT) intervention and process model of health behavior change for tobacco cessation (N = 1006). Adult smokers were recruited for a study of smokers' health and were assigned to intensive treatment or community care. Participants were relatively poor and undereducated. Intervention patients perceived greater autonomy support and reported greater autonomous and competence motivations than did control patients. They also reported greater medication use and significantly greater abstinence. Structural equation modeling analyses confirmed the SDT process model in which perceived autonomy support led to increases in autonomous and competence motivations, which in turn led to greater cessation. The causal role of autonomy support in the internalization of autonomous motivation, perceived competence, and smoking cessation was supported.