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Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory
Abstract
Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.
... The UMTM aims to predict task-specific motivation of individuals at a given moment in time. The UMTM forms an integration of six theories of motivation, namely: the selfdetermination theory (Deci and Ryan 2012), expectancy-value theory (Eccles and Wigfield 2020) theory of planned behaviour (Ajzen 1991), flow theory (Csikszentmihalyi 1990), social cognitive theory (Schunk and DiBenedetto 2020) and the person-object theory of interest (Krapp 2002). Based on this integration, the UMTM aims to overcome the challenge of navigating through multiple theories that conceptualize motivation differently. ...
... Thirdly, perceived external support and sense of personal competence together form feasibility appraisal, which is defined as expectations of individuals regarding the feasibility of performing behaviour successfully (De Brabander and Martens 2014). Fourthly, subjective norm, sense of personal relatedness and feasibility appraisal are hypothesized to negatively predict negative valences and positively predict positive valences, in line with the self-determination theory, social cognitive theory and expectancy-value theory (Ajzen 1991;Bandura 1989;Eccles and Wigfield 2020;Deci and Ryan 2012). Sense of personal autonomy is expected to have reciprocal associations with affective valences (De Brabander and Martens 2014), whereas it is hypothesized to positively predict positive cognitive valences and negatively negative cognitive valences, in line with the self-determination theory (Deci and Ryan 2012). ...
... Fourthly, subjective norm, sense of personal relatedness and feasibility appraisal are hypothesized to negatively predict negative valences and positively predict positive valences, in line with the self-determination theory, social cognitive theory and expectancy-value theory (Ajzen 1991;Bandura 1989;Eccles and Wigfield 2020;Deci and Ryan 2012). Sense of personal autonomy is expected to have reciprocal associations with affective valences (De Brabander and Martens 2014), whereas it is hypothesized to positively predict positive cognitive valences and negatively negative cognitive valences, in line with the self-determination theory (Deci and Ryan 2012). Finally, based on previous research it is also possible that antecedents have direct effects on readiness for action (Boere et al. 2023;Jansen in de Wal et al. 2023;De Brabander and Glastra 2018), in line with the theory of planned behaviour (Ajzen 1991). ...
Should participation in employee trainings be mandatory or voluntary? This remains an important matter for organizations aiming at fostering employee development. Previous studies have provided mixed evidence about the merits of mandatory or voluntary training participation for transfer of training. One explanation for this is that these studies did not take differences in training characteristics (i.e., soft‐ or hard‐skills, online or in‐person) into account. It also remains unclear how personal and contextual antecedents of transfer of training and transfer motivation differ between mandatory versus voluntary trainings. Departing from the Unified Model of Task‐specific Motivation (UMTM), the aim of this study is to investigate the effects of mandatory or voluntary training participation on antecedents of transfer motivation, transfer motivation and transfer of training for different training characteristics. A total of 1122 trainees filled in a questionnaire covering the UMTM components directly after attending a training and 728 trainees indicated transfer of training after 6 weeks. Data were analyzed by means of multi‐group structural equation modelling. The outcomes indicate that the effects of mandatory versus voluntary training participation on personal and contextual antecedents and transfer of training depend on whether trainings cover soft‐ or hard‐skills, whereas voluntary training participation is more beneficial for transfer motivation, irrespective of other training characteristics. The findings underline that training content matters for the effects of mandatory and voluntary training participation on transfer of training. This provides guidelines towards trainers and policy makers in which cases mandatory or voluntary training participation is more beneficial.
... To deepen this analysis, I employ SDT, which emphasises the roles of autonomy, competence, and relatedness in fostering intrinsic motivation and psychological well-being (Deci & Ryan, 2000;Deci & Ryan, 2012;Guay, 2021). Autonomy refers to an individual's desire to feel in control while exercising choices over their activities (Deci & Ryan, 2000). ...
... Autonomy refers to an individual's desire to feel in control while exercising choices over their activities (Deci & Ryan, 2000). In other words, autonomy refers to the capacity to make decisions on their own while navigating unfamiliar cultural and educational settings (Deci & Ryan, 2012;Guay, 2021). Competence refers to the desire to feel capable and successful in one's relationships (Deci & Ryan, 2000), which, I believe, is essential for developing confidence in teaching and learning environments, especially while adjusting to foreign cultural norms. ...
... Relatedness emphasises the necessity of developing meaningful relationships with others (Deci & Ryan, 2000). Establishing relatedness helps individuals and their surroundings overcome emotions of isolation, provides a sense of belonging, and promotes identity development (Deci & Ryan, 2012). Therefore, it can be seen that autonomy, competence, and relatedness are inextricably linked because they impact the way individuals adapt, learn, and grow in new environments. ...
This autoethnography explores the connection between the author's identity development and intercultural competence during his past four years of education in Australia. Drawing on the author's experiences as an international student in Australia and a teacher of English from Vietnam, the author uses sociocultural and self-determination theories to analyse how intercultural experiences have shaped his identity and teaching approaches. Self-interviews, reflective notes, and photo analysis as artefacts were utilised to capture and interpret the complexities of those experiences. The research uncovers two primary themes. The first theme reflects on the author's journey of cultivating different cultural identities through his lived experiences in a multicultural Australian context. The second theme explores how the author integrated insights from dynamic intercultural experiences into his teaching approaches. The author's four-year journey, as such, underscores the critical role of cultural sensitivity, adaptability, and the integration of diverse cultural perspectives in supporting more inclusive educational environments.
... SDT suggests that motivation exists on a continuum of autonomy, with different types regulating an individual's behaviors (Deci & Ryan, 1985b. It identifies two main types of motivation: autonomous (consisting of intrinsic, integrated, and identified regulation) and controlled motivation (consisting of introjected and external regulation) (Deci & Ryan, 2012). ...
... SDT is based on a continuum of autonomy that proposes that different types of motivation regulate an individual's behavior (Deci & Ryan, 1985b. According to this theory, there are two major types of motivation: autonomous (comprised of intrinsic, integrated, and identified regulation) and controlled motivation (composed of introjected and external regulation) (Deci & Ryan, 2012). In brief, intrinsic regulation represents a higher level of autonomy, where individuals perform an activity where they experience interest and satisfaction in the absence of a reward (Deci & Ryan, 1985a). ...
... In brief, intrinsic regulation represents a higher level of autonomy, where individuals perform an activity where they experience interest and satisfaction in the absence of a reward (Deci & Ryan, 1985a). Integrated regulation occurs when individuals perform an activity aligned with their personal needs, experiences, and values (Deci & Ryan, 2012). In turn, identified regulation occurs when there is a "conscious valuing of a behavioral goal or regulation" (Ryan & Deci, 2000, p. 72), so the action is accepted when it is personally important. ...
Aim/Purpose: The objective of this study was to assess the psychometric properties of the European Portuguese version of the Motivation for PhD Studies Scale (MPhD). Background: The motivation of doctoral students has been identified as a factor influencing their enrolment in doctoral studies and its completion. Based on the Self-Determination Theory, the MPhD is a 15-item self-report measure that was recently developed with the aim of assessing the motivation for doctoral studies. MPhD assesses five types of regulation: intrinsic, integrated, identified, introjected, and external. However, this scale has not been validated for other cultures or languages, creating a gap attributable to the lack of validated and culturally adapted instruments tailored to doctoral students’ specific characteristics and needs. Methodology: A sample of 299 Portuguese doctoral students (80.6% female) completed a web-based questionnaire that collected sociodemographic and doctoral-related information, the European Portuguese version of the MPhD, and other relevant self-report questionnaires (e.g., Depression Anxiety and Stress Scale). Contribution: Our findings support the use of the MPhD among Portuguese doctoral students. Since the motivation and experiences of Portuguese doctoral students are understudied, this validation will contribute to improving research with these students. Findings: The results supported the original five-factor structure by type of regulation (CFI = .935; RMSEA = .075 [.063-.087], p = .001; SRMR = .0607). Positive associations were found between more autonomous types of regulation and positive outcomes (e.g., self-determination) and between more controlled types of regulation and negative outcomes (e.g., symptoms of anxiety and depression). The scale reliability was very satisfactory. Recommendations for Practitioners: It is suggested that the MPhD be used in interventions and initiatives, as it promotes approaches tailored to the specificities of PhD students and is culturally adapted for the Portuguese population. Practitioners should take into consideration the different types of motivation of PhD students and their implications for their mental health and doctoral progress. It is important to help students with less favorable motivations by promoting more favorable forms of motivation and self-regulation. Recommendation for Researchers: The use of the MPhD in research on doctoral students should be considered since it has been validated for the Portuguese population, presents solid evidence of reliability and validity, and considers doctoral students’ cultural and academic characteristics. This validation facilitates understanding the specific aspects of doctoral students’ motivation, allowing advances in current research. Further validation studies of the MPhD in other countries are also recommended. Impact on Society: The validation of the MPhD will foster research, assessment, and intervention better adapted to the cultural and academic characteristics of doctoral students. This work in the context of the doctorate will help prevent and intervene in maladaptive forms of motivation, impacting a personal, academic, and institutional level. Future Research: With the validation of this scale, research will be able to use this assessment tool and promote further studies on doctoral students. It could also develop further validations of this scale in other countries.
... They noted that a need qualifies as a basic psychological need when its satisfaction is essential to enhance individuals' well-being and when its deprivation increases the risk of passivity, misfortune, and defensiveness. According to self-determination theory, people have a natural propensity for growth and potential realization, and thus set goals that align with their interests and core values (Deci & Ryan, 2012;R. M.Ryan & Deci, 2000, 2017. ...
... They suggested that self-authenticity is a dynamic developmental process of gradual self-integration in the continuous acceptance of new experiences. According to the self-determination theory, pursuing goals aligned with an individual's interests and values can promote authenticity (Deci & Ryan, 2012;R. M.Ryan & Deci, 2000). ...
... In contrast to this view, the present results show that high levels of self-control are not only beneficial for adolescents to achieve a pleasurable and satisfying life but also facilitate the realization of their potential and personal growth. Theoretically, our findings are in accordance with self-determination theory, which posits that people have a natural propensity for growth and improvement (Deci & Ryan, 2012;R. M.Ryan & Deci, 2000), and self-control helps achieve this potential by inhibiting and altering distracting self-indulgent impulses to pursue valued goals, which results in higher levels of subjective and PWB. ...
Although cumulative evidence has shown that self-control promotes well-being, the underlying psychological mechanisms remain unclear. Studies indicate that basic psychological need satisfaction and self-authenticity may contribute to this relationship. This longitudinal study investigated the associations between self-control and subjective and psychological well-being while examining the mediating role of basic psychological need satisfaction and self-authenticity in a large sample of 2,539 Chinese adolescents ( M age = 17.27, SD = 0.86). Results showed that participants with higher self-control were more likely to report greater subjective and psychological well-being. Basic psychological need satisfaction and self-authenticity were highly and positively correlated with self-control and both types of well-being. Structural equation models indicated that self-control directly and indirectly predicts the two types of well-being through basic psychological need satisfaction and self-authenticity. Specifically, the associations between self-control and well-being outcomes were partially accounted for by the serial mediating effects of basic psychological need satisfaction and self-authenticity. The findings indicate that elevated levels of self-control may facilitate the attainment of greater satisfaction of basic psychological needs, and subsequently foster self-authenticity. This is likely to have a positive impact on both subjective well-being and psychological well-being. Overall, this study advances our understanding of the underlying mechanisms through which self-regulation predicts adolescent well-being.
... Motivation refers to intentional actions aimed at a goal regulated by environmental and personal factors 16 . The most prominent theory in the study of motivation is the Self-Determination Theory 17,18 , which posits that motivation develops through a continuum of six regulations ranging from lack of motivation (motivation) to more controlled or autonomous regulations. Thus, the more internalized the motivation, the more autonomous the person is in implementing behaviors 19 . ...
... Integrated regulation involves recognizing and integrating the importance with other aspects of the self. Finally, intrinsic regulation involves activities performed simply for the satisfaction of doing them, representing a perfect self-determined style 16,17 . ...
This cross-sectional study analyzed the relationship between body satisfaction and motivation among 50 women who practice strength training. The data collected through a sociodemographic questionnaire, the Exercise Motivations Inventory, and the Situational Body Satisfaction Scale were meticulously analyzed using descriptive and inferential statistics (p < 0.05). The study's findings revealed that older women reported lower satisfaction with their muscles and higher motivation for affiliation. For women with higher incomes, affiliation was a more critical factor for engaging in training. Correlations were found between body dissatisfaction and motivation for weight control, external aspects for satisfaction with physical appearance, and muscles for reasons related to physical condition. The study also found that body satisfaction among women in strength training was associated with autonomous reasons, resulting in pleasure and well-being. At the same time, motivation focused on external factors linked to body dissatisfaction. The scientific rigor of this study ensures the validity and reliability of its findings, providing confidence to professionals in sports psychology, exercise science, and women's health.
... Self-determination theory posits that an individual's exercise behavior is driven by exercise motivation, which is categorized into two types: autonomous and controlled motivation. Autonomous motivation includes intrinsic motivation, integrated regulation, and identified regulation, while controlled motivation encompasses introjected regulation and external regulation (Deci and Ryan 2012). Identified regulation refers to the individual's recognition of the importance of engaging in exercise; introjected regulation motivates exercise behavior to avoid negative emotions; external regulation drives exercise behavior through the desire to meet external demands; and intrinsic motivation propels exercise behavior based on the individual's personal interests or passions (Deci 2002;Deci and Ryan 2012). ...
... Autonomous motivation includes intrinsic motivation, integrated regulation, and identified regulation, while controlled motivation encompasses introjected regulation and external regulation (Deci and Ryan 2012). Identified regulation refers to the individual's recognition of the importance of engaging in exercise; introjected regulation motivates exercise behavior to avoid negative emotions; external regulation drives exercise behavior through the desire to meet external demands; and intrinsic motivation propels exercise behavior based on the individual's personal interests or passions (Deci 2002;Deci and Ryan 2012). Based on those definitions of motivation, it can be hypothesized that there may be a relationship between the four types of exercise motivation and the four categories of personal values within the 19 classifications: security-personal, achievement, conformity-interpersonal, and hedonism. ...
To gain more insight into why adolescents exercise, based on Schwartz's personal values model and self‐determination theory, this study examined whether personal values affect leisure‐time exercise behavior and their underlying mechanisms. Five hundred twenty‐two participants (193 Females and 329 Males; Mage = 19.32, SD = 1.02) in China were included. Structural equation modeling was used to examine the mediating and moderating effect. The results indicated that security‐personal can predict leisure‐time exercise, identified regulation, and exercise intention can mediate this relationship. Achievement can predict leisure‐time exercise, introjected regulation and exercise intention can mediate this relationship, and emotional social support for exercise can moderate the relationship between achievement and introjected motivation. Hedonism can predict leisure‐time exercise, intrinsic motivation and exercise intention can mediate this relationship. Conformity‐interpersonal is not related to leisure‐time exercise.
... Thus, in technology-supported learning environments, high situational interest may be correlated with enjoyment of learning and cognitive commitment in the process of deep learning 36 . According to self-determination theory 37 , the use of technology can satisfy students' quest for autonomy and relatedness. Learning activities facilitated by technology can enhance the sense of competence, thereby increasing intrinsic motivation and cultivating and sustaining individual interest. ...
... Thirdly, there is insufficient in-depth discussion on the relationship between potential interest categories and different dimensions of deep learning. Therefore, based on the relevant discourse on interest, the four-phase model of interest development 8 , SAL research 22,40 , situated cognition theory 34 , and self-determination theory 37 , the present study aims to first identify the latent categories of coexisting situational interest and individual interest among Chinese junior high school students in technology-supported learning environments, then to examine the role of demographic variables in distinguishing different categories of interest, and finally to investigate the impact of different categories of interest on different elements of deep learning. The research questions that this study aims to address are as follows: ...
Interest is not only the starting point to begin a wonderful learning journey for students, but also an important driver for deep learning and continuous progress. This study used latent profile analysis (LPA), multiple logistic regression analysis, and multivariate analysis of variance (MANOVA) to analyze the self-reported questionnaires of 634 junior high school students in China, with the aim of exploring the co-existing categories of situational interest and individual interest in technology-supported learning environments, the associated factors, and their impact on the four elements of deep learning (enjoyment of learning, cognitive commitment, relating ideas, understanding). The study found that the co-existing categories of situational interest and individual interest in technology-supported learning environments included “Medium situational interest-Low individual interest group”, “Medium situational interest-Medium individual interest group”, “High situational interest-Medium individual interest group”, “High situational interest-High individual interest group”; grade level was correlated with the deepening and stabilizing phases of interest; all four interest categories were correlated with the four elements of deep learning; and the deepening and stabilizing phases of interest were more correlated with the four elements. The results of the study validate that there is heterogeneity in the effects of situational interest and individual interest on deep learning in technology-supported learning environments, and that “high situational interest-high individual interest” is an important factor in the occurrence of deep learning.
... Code Book. (Deci, & Ryan, 2014;Ryan & Deci, 2000). ...
... Nevertheless, students could look for immediate communication to solve any doubt and receive reinforcement. This interaction could promote extrinsic motivation behaviors because students depend on the external context (Deci & Ryan, 2014;Ryan & Deci, 2000). ...
Introduction. Learning a foreign language is an interactive process. Video conferencing strategies relate to motivation in learning practice, so to research on pedagogical methods handover features to upturn the teaching-learning processes. Objective.To explore aspects related to motivation around using video conferences in English learning as a strategy.
... The cases above suggest that these teachers, both before and during the pandemic, would adapt their approaches to cater for both the linguistic and emotional needs of their students. Such an observation resonates with the principles of self-determination theory (Deci & Ryan, 2012), which emphasises the importance of autonomy, competence, and relatedness in fostering intrinsic motivation and engagement in learning. By recognising the needs of their students and by taking their own needs into consideration, these teachers exhibited a sophisticated understanding of the interplay between student needs, instructional practices, and the surrounding context, ultimately adapting their teaching practices to respond to such needs and prioritising social and emotional learning (SEL) alongside linguistic abilities. ...
... Instead of being deterred by these challenges, teachers demonstrated proactive agency and acknowledged their constraints. Deci and Ryan (2012) emphasised the importance of understanding the boundaries imposed by one's social context for the exercise of autonomy. However, awareness of these constraints is not sufficient for the exercise of autonomy, as highlighted by Khalil and Lewis (2019). ...
Language is central to issues of displacement and education. This paper examines how English language teachers in refugee settings negotiated and exercised autonomy in teaching and learning in the context of the COVID-19 pandemic. It draws on the notion of autonomy and its dynamics in language classrooms in refugee settings. The paper focuses on one displacement context – Jordan’s refugee settings – to offer a fine-grained analysis of teachers’ accounts to synthesise how teachers negotiated the transition to online teaching and developed practices and relations across different sites. The study recognises teachers’ rights in contributing their own experience and expertise and draws on the Participatory Ethnographic Evaluation Research (PEER) methodology, which involved working closely with a group of six language teachers as peer researchers, who conducted in-depth interviews with two of their peers. The analysis examines the ways in which autonomy was exercised, mobilised, resourced, constrained and shaped by contextual factors during the pandemic and thus provides a nuanced understanding of teachers’ experiences. The study points to the importance of understanding teacher autonomy in the context of language teaching in technology-poor environments. By providing critical insights into the dynamics of teacher autonomy in unique professional settings, it contributes to the broader discourse on digital language learning and agency, roles and skills needed by teachers to support crisis preparedness for the future.
... This dependency is especially evident when students encounter difficult math problems, as they may wait for parental assistance rather than trying to solve them independently, which can easily lead to homework procrastination. Self-Determination Theory posits that parents play crucial roles because their support for autonomy can foster individual initiative, independent problem-solving, and task-oriented effort, all of which are important for reducing procrastination in mathematics homework (Deci & Ryan, 2012). Therefore, to mitigate students' procrastination on math homework, the focus of parental autonomy support should be on further enhancing students' autonomy. ...
Mathematics homework is a crucial learning activity for students, and procrastination in mathematics homework not only results in a decline in the quality of homework completion but also reduces mathematics achievement. However, there is still a lack of empirical research on what factors cause students to procrastinate on their mathematics homework. Drawing on Self-Determination Theory, this study seeks to explore factors that may be significantly associated with student procrastination in completing mathematics homework. A quantitative research design was adopted, selecting 771 middle school students from different districts of Tianjin, China as research subjects. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) techniques, the study constructed structural equations to investigate the pathways through which student competence, autonomy, relatedness, and homework emotion influence mathematics homework procrastination. The research indicates that homework emotion has the greatest impact on students' mathematics homework procrastination, especially the negative emotions of anxiety and boredom, which are most evident in causing procrastination. Autonomy follows, showing a significant negative correlation with mathematics homework procrastination. Parental and teacher support for autonomy are factors of relatedness that affect students' mathematics homework procrastination. Parental and teacher autonomy support directly applied to mathematics homework often exacerbates students' procrastination in completing math assignments. This study systematically reveals the factors influencing students' mathematics homework procrastination and provides guidance for students, parents, and teachers to collaboratively reduce it in practice.
... The key point of SDT is the motivation that drives a person to act. As mentioned earlier, Deci and Ryan clarify two distinct forms of motivation (Deci and Ryan 2000): (i) intrinsic motivation, which is attractive to users because it is meaningful and enjoyable; and (ii) extrinsic motivation, which is closely related to external rewards such as money or virtual goods (Deci et al. 1999;Deci and Ryan 2012). However, some studies have found that extrinsic motivation can lessen intrinsic motivation in non-game contexts. ...
Gamification, when properly implemented in education and training, can increase the engagement and motivation of learners and inspire them to change aspects of their behaviour to support learning. Although the use of gamification in the learning process might have a positive impact, its potential to strengthen education and training has not yet been confirmed. The descriptive literature review presented in this article synthesises studies and findings on the use of gamification in the education and training context. The authors used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model to select and analyse 46 publications from six bibliographic databases. They investigated the gamification theories, frameworks, models, elements and mechanics that can support learning. In addition, research was conducted to identify constraints, challenges and organisational impediments that may arise in gamified education and training programmes, to answer the question of how gamification can be implemented to achieve better learning outcomes. Findings show that further studies need to be conducted into this evolving learning approach. Overall, gamification is most likely to be effective when instructional design principles are used to ensure training content meets learners’ needs and expectations.
... Motivation has long been understood as closely linked to personality (e.g., [19,20]). One well-studied personalitylevel contributor to distress and psychopathology in men, with salient motivational components, is pathological narcissism [21,22]. ...
Background: Previous research has highlighted motivational factors as being important in depression. The current study sought to examine the role of explicit motives and pathological narcissism in men's experiences of depression symptoms. The study examined a two-factor Approach-Avoidance model where we hypothesized approach-oriented motives and avoidance-oriented motives to predict variability in depression through two separate pathways. Pathological narcissism was conceptualized as a form of avoidance motives. Methods: Participants were self-identified men seeking information about depression (N = 3769) who completed online self-report measures of depressive symptoms, pathological narcissism and explicit motives. Results: We found that approach-oriented motives predicted fewer depressive symptoms, while avoidance-oriented motives predicted more depressive symptoms through a separate pathway. Structured equation modeling provided support for the hypothesized model over alternative models. Pathological narcissism, and narcissistic vulnerability in particular, may be associated with avoidance motives. Conclusions: These findings help provide further insight into men's experiences of depression and inform treatment considerations.
... Studying the symbiosis between motivation and sports is well-rooted in the literature, beginning with the Self-Determination Theory (Deci & Ryan, 2012) as one of the pioneers and, as such, one of the most prominent in this context, as well as those concerning the positive impact of motivation on sports practice, especially among young people and adolescents (Andreu, 2018;Castro, 2020;Franco et al., 2017;González, 2021;Hurtado et al., 2020;Lizarazo et al., 2020;López et al., 2021;Moral-García et al., 2021;Villarreal-Ángeles, 2021). Although conducted at different times, all the cited studies postulate the free involvement of individuals in their activities, whether sports-related or not, considering a series of psychological mechanisms that regulate behavior in the pursuit of social orientation and integration. ...
Introduction: Currently, both recreational participants and athletes are required to maintain fitness levels that enable them to endure the specific physical demands of their activities for longer periods. At the same time, they must be able to perform high-level technical movements during various sports activities, which are carefully planned to improve physical condition, well-being, and quality of life. Objective: This study aims to analyze participants' perceptions regarding the motivations that lead them to either engage in or avoid strength and functional conditioning training. Methodology: The study group consisted of 189 participants from strength and/or functional training facilities (boxes), spread across three municipalities in the district of Viseu. QMAD and IMAAD surveys were adapted for this application’s context, adding information to the four dimensions of the Exercise Motivation Inventory (EMI). Descriptive and inferential data analyses were performed using version 29 of SPSS software. Results: The motivations driving or limiting practice result from a complex interaction between personal, social, and environmental factors. Understanding the motivations or barriers associated with practice is essential for developing strategies that promote adherence and continuity, creating more stimulating learning environments, and better adapting training methodologies to participants' preferences and needs. Conclusions: Functional training is a fundamental approach to improving physical performance compared to traditional methods, as it confirms a substantial increase in physical capacity indices.
... The Self-Determination Theory (STD) posits that individuals have three fundamental psychological needs: autonomy, relatedness, and competence (Deci & Ryan, 2012). It suggests that optimal development occurs when environmental factors support these intrinsic needs. ...
This research aimed to develop a comprehensive tool for assessing students' general and special education functional abilities, addressing the need for more accurate measurement tools in education. The study employed a three-stage methodology, including a literature review, content analysis of special education committee protocols, and expert evaluation of identified criteria. The resulting assessment tool comprises eight general criteria for functional assessment and three main functional domains: cognitive-academic, emotional-behavioral, and social-communicative. Additionally, there are ten parameters for evaluating function in each functional domain at each age level (preschool, elementary, and high school). The study used statistical analysis to evaluate the relevance and consensus among experts regarding the identified criteria. The results underscore the importance of a multifaceted approach to functional assessment, providing a more comprehensive understanding of students' functional abilities and needs. This research has the potential to significantly impact the evaluation of students' needs and abilities, leading to more effective decision-making processes and interventions. Future research will focus on validating the tool in various settings and exploring its predictive capabilities.
... For instance, some people choose not to have condomless sex with a romantic partner because they are motivated to avoid physical health/security risks, such as contracting an STI (e.g., Hock-Long et al., 2013). Our ability to capture motives for non-behavior demonstrates an additional strength of the approach-avoidance theoretical framework; other motivational theories (e.g., self-determination theory; Deci & Ryan, 2012) are designed to capture people's motives for behavior and not for the absence of behavior. ...
Technology-mediated sexual interaction (TMSI) is a behavioral domain that captures all interpersonal exchanges of self-created, sexual material via technology (e.g., sexting, cybersex, phone sex). Most people report TMSI with romantic partners. Yet, few researchers have used motivational theory to examine people's motives for TMSI within this context. We conducted semi-structured, in-person interviews with 25 Canadian participants (15 cisgender women and 10 cisgender men; 18–40 years old; M age = 23.84, SD = 5.43), focused on their motivations for engaging in TMSIs with their current romantic partner(s). We used multi-grounded theory to analyze the transcribed interviews; this approach allows researchers to incorporate existing theories into qualitative results. First, we used a general inductive method to identify a variety of TMSI motives that participants discussed. Second, we used the approach-avoidance theoretical framework to organize and label motivational themes and categories. We identified four themes of approach and avoidance motives in participants' responses: self-, partner-, relationship-, and technology-focused motives. We also found that some participants reported motives against using TMSI. Some participants described their TMSI motives as connected to their outcomes: avoidance motives were described alongside negative TMSI experiences, and approach motives alongside positive experiences. We discuss implications for TMSI research and theory and demonstrate the benefits of theory-driven qualitative methods to improve future research.
... Goal theory and motivation [21] , when considered alongside working memory capacity limitations [22] , have provided valuable insights into instruction-cognition relationships [23] . Cross-cultural studies of achievement motivation [24] have illuminated the complex interplay between direct instruction and discovery learning approaches [25] , while self-determination theory [26] has enhanced our understanding of student motivation. Contemporary theories of motivation and personality development [27] , combined with expectancy-value frameworks [28] , continue to shape our understanding of educational psychology. ...
This study presents a novel integrated framework that uniquely combines environmental and social psychology perspectives to optimize educational assessment and teaching methodology in Chinese high schools. Unlike previous studies that examined these factors in isolation, our approach innovatively investigates their synergistic effects through a comprehensive mixed-methods design spanning 12 high schools across diverse regions of China. Using a mixed-methods approach, data were collected from 2,400 students and 240 teachers across 12 high schools in Eastern, Central, and Western China. The research employed comprehensive measurement tools including the Classroom Environment Scale (CES) and Student Interaction Matrix (SIM) to assess environmental and social psychological factors. Results indicate significant correlations between environmental adaptation and academic performance (r = 0.68, p = 0.0003), with grade level moderating this relationship. Hierarchical regression analyses reveal that environmental and social psychological factors collectively explain 52.3% of the variance in academic performance. The study identifies a crucial mediating role of psychological well-being in the relationship between environmental factors and academic outcomes. Grade 12 students demonstrated higher environmental adaptation capabilities (M = 4.28, SD = 0.67, p = 0.0008) compared to lower grades, suggesting a developmental trajectory in environmental adaptation. These findings provide important implications for educational policy and practice, particularly in optimizing learning environments and teaching methodologies. The research contributes to the theoretical understanding of how environmental and social psychological factors interact to influence educational outcomes in the Chinese context
... From the theoretical perspective, one may reason that if any of these three needs is fulfilled (or thwarted), then, the other two needs will eventually follow suit. Hence, at a macro level, the more a person feels that their autonomy is satisfied, there is a corresponding satisfaction (and less frustration) of their need for competence and relatedness (Deci and Ryan 2012). ...
This two‐wave study aimed to adapt the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS) to the Turkish language and cultural context. At Time 1, participants included 1033 Turkish high school students ( M age = 15.91, SD = 0.36; 41.9% female) from 26 public schools located in Ankara, Türkiye. At Time 2, 849 students continued to participate in the study. A series of CFA provided support to the originally proposed six‐factor solution of the BPNSFS and its time invariance along a 6‐month period. The results also revealed that in addition to the six‐factor model, the Multi‐Trait, Multi‐Method (MTMM) model could also be used in future research. In addition, testing the reliability and validity of the scale, regression analyses showed that satisfaction of the three needs positively predicted life satisfaction and negatively predicted depressive feelings, while an opposite trend was observed for the need frustration. Our findings suggest that the Turkish version of the scale is reliable and carries similar psychometric features to the original version.
... Relatedness is a feeling of "belonging and connection" (Ryan & Deci, 2020, p. 1) that is established by the mutual presence of respect, dependence, and concern with individuals and groups. If these three conditions are fulfilled, well-being is maintained and improved; otherwise, individuals suffer psychological setbacks (Chirkov et al., 2003;Deci & Ryan, 2012;Ryan & Deci, 2020). Conditions that facilitate the fulfillment of psychological demands for autonomy, competence, and relatedness positively impact motivation, performance, and perseverance (Deci & Ryan, 1995, 2002, 2012, 2020Ryan et al., 2019). ...
To address the increasing demand for school-based agriculture education (SBAE) teachers throughout the United States, it is imperative for teachers to remain in the profession. Although the literature has identified several factors influencing SBAE teacher retention, previous research has not examined psychological needs satisfaction. Our study viewed psychological needs through the lens of self-determination theory (Ryan & Deci, 2002), recognizing that the psychological needs of autonomy, competence, and relatedness are universal and innate needs essential for psychological functioning (Ryan & Deci, 2020). Our study aimed to examine if and to what extent psychological needs satisfaction was related to SBAE teachers’ professional commitment. One-hundred eighty-one teachers responded to an online questionnaire to gather quantitative data to assess participants’ psychological needs satisfaction and professional commitment. We examined the relationship between basic psychological needs satisfaction and professional commitment using correlation, linear regression, independent-sample t-tests, and one-way ANOVA. Our results support earlier research (Collie et al., 2016; Lee & Nie, 2014; Mabekoje et al., 2016) that found people are drawn to needs-satisfying environments. Our most important finding was that psychological needs satisfaction affects SBAE teacher retention as results revealed psychological needs satisfaction of autonomy, competence, and relatedness (independently and collectively) had a significant and negative impact on turnover intention. Our study adds to the evidence that suggests psychological needs satisfaction affects teachers’ career choices and provides insight into this relationship in SBAE.
... Prompting with binary and open-ended questions. One way of motivating students is to increase their sense of agency (Deci & Ryan, 2012). Scaffolding students via questions may increase student agency relative to more direct instructions. ...
Peer feedback can be highly effective for learning, but only when students give detailed and helpful feedback. Peer feedback systems often support student reviewers through instructor-generated comment prompts that include various scaffolding features. However, there is little research in the context of higher education on which features tend to be used in practice nor to which extent typical uses impact comment length and comment helpfulness. This study explored the relative frequencies of twelve specific features (divided into metacognitive, motivational, strategic, and conceptual scaffolds) that could be included as scaffolding comment prompts and their relationship to comment length and helpfulness. A large dataset from one online peer review system was used, which involved naturalistic course data from 281 courses at 61 institutions. The degree of presence of each feature was coded in the N = 2883 comment prompts in these courses. Since a given comment prompt often contained multiple features, statistical models were used to tease apart the unique relationship of each comment prompt feature with comment length and helpfulness. The metacognitive scaffolds of prompts for elaboration and setting expectations, and the motivational scaffolds of binary questions were positively associated with mean comment length. The strategic scaffolds of requests for strength identification and example were positively associated with mean comment helpfulness. Only the conceptual scaffold of subdimension descriptions were positively associated with both. Interestingly, instructors rarely included the most useful features in comment prompts. The effects of comment prompt features were larger for comment length than comment helpfulness. Practical implications for designing more effective comment prompts are discussed.
... Growing evidence supports the belief that intrinsic motivation influences human learning, engagement in positive behaviours, and academic achievement (Toste et al. 2020;Walton and Cohen 2011). Subscribing to the lens of the Self-determination theory, intrinsic motivation is always autonomous and centred on personal interest and enjoyment of activity in this context a reading (Deci and Ryan 2012). Indeed, highly internally motivated students demonstrate high goal-oriented actions, engagements, and persistence in the face of difficulty and reading achievement. ...
Reading is one of the essential skills for a human's social life and economic development. Previous studies have revealed that some students in higher learning institutions rarely read beyond their lecture notes. They rely heavily on detailed PowerPoint slides that are likely to appear on tests or study guides available just a few days before examinations. This study investigated the motives for undergraduate students in Tanzania to read beyond their lecture notes, providing recommendations to promote a reading culture among students in higher learning institutions in a context where many students are averse to such a tradition. Forty-two participants from three higher learning institutions in Tanzania participated in the study: 36 students in focused group discussions and six others in in-depth interviews. The data subjected to inductive thematic analysis revealed factors that motivated the students' reading culture, include the desire to attain competencies in the subject areas, pursuing personal goals, zeal for excellence and attaining self-confidence. Other motivations to reading beyond notes included fear of failing in the examinations, availability of resources and the instructors' guidelines. Both internal and external factors accounted for the reading motivation. The study provides practical and policy recommendations to promote reading culture among students in higher learning institutions. ARTICLE HISTORY
... The current study is theoretically grounded on the Causal Agency Theory (CAT; . This theory defines SD as a self-caused action driven by the satisfaction of basic psychological needs (i.e., competence, autonomy, and relatedness) toward autonomous motivation (Deci & Ryan, 2012), and self-determined actions (Shogren, Wehmeyer, et al., 2018a;. CAT explains how people develop their SD while defining three 'essential characteristics' associated with self-determined actions: volitional action, agentic action, and action-control beliefs . ...
Self-determination (SD) is considered one of the most relevant constructs in the field of disability,
particularly in developmental disabilities (DD). Among others, SD has been shown to have a positive
impact on variables in different life spheres of people with disabilities, like school life, transition from
school to post-school education and job market, socio-emotional, and quality of life. Within the
contemporary Causal Agency Theory, SD is defined as a dispositional characteristic manifested as acting
as the causal agent in one's own life, comprising three essential characteristics: action-control beliefs,
volitional action, agentic action. Despite the advances in international research into the SD of people with
DD, the Portuguese context lacks assessment tools and interventions to promote SD in line with the state of-the-art as well as research relating SD with other variables. The current thesis aimed (1) to provide
researchers and professionals with a valid and reliable assessment tool to evaluate SD in adults with and
without DD; and (2) to examine the relationships between SD and various contextual factors that can
serve as predictors of SD, as well as potential outcomes associated with SD in Portuguese adults with
DD. Specifically, three cross-sectional studies were carried out to (i) describe the process of translation
and adaptation of the Self-Determination Inventory: Adult Report Portuguese, as well as study the
psychometric properties of this instrument in adults with and without DD; (ii) examine the direct and
indirect relationship, through the educational attainment, of SD and community integration of adult people
with DD, and examine the influence of being supported in decision-making in the former relationship;
and, finally, (iii) study the impact of three personal and environmental factors on the three essential
characteristics of SD in the adult population with cerebral palsy. The current work presents itself as a
pioneer work in the field of SD in disability in Portugal, more specifically in DD in adulthood, contributing
to aligning Portuguese research with the international context. Both practice and research will be provided
with specific guidelines aimed at the effective promotion of SD in the population with DD.
... Self-determination theory suggests that the social context influences internalisation and externalisation processes (Deci & Ryan, 2012a), people are born with intrinsic and extrinsic motivation to internalise uninteresting but important things internalise and consequently generate different ways of self-regulation (Deci & Ryan, 2012b). From the Motivation-Opportunity-Ability (MOA) perspective, perceived instructional quality is the learner's perception of the instructor's feedback, diligence, and appropriateness of the instructional arrangement to the learning environment in a flipped classroom (Gasiewski et al., 2012), technology-supported learning spaces can enhance the level of engagement and social interaction; Perceived platform quality is learners' perception that the flipped classroom platform is familiar and easy to access (Kim et al., 2014), Good group perception is the basis of group collaboration, and group collaboration helps to promote learners' behavioural engagement. ...
Teacher training is an important way of teacher education and a powerful guarantee for achieving professionalism. Using the motivation-opportunity-ability perspective and self-determination theory, this study was tested using SPSS 26.0 and smartPLS 6 to examine the effects of teachers' motivation, learning ability and learning opportunity on behavioural engagement in training courses. The results of the study showed that active and passive motivation showed a more significant positive effect on teachers' behavioural engagement in training courses, and self-efficacy had a weakening effect on active motivation and a positive effect on passive motivation. Perceived pedagogical support was able to weaken the effect of active motivation and perceived platform support was able to weaken the effect of passive motivation. The findings provide a research basis for teacher training institutions to improve learners' behavioural engagement.
... Controlled motivation encompasses both external and intake regulation, with the latter serving as a partially internalized external motivator with higher persistence than purely external motivation. However, intake regulation remains controlled rather than autonomous and is therefore less stable than autonomous motivation, which involves a conflict between external pressure to act and lack of personal intention to act [85]. Controlled motivation is often associated with external rewards, punishments, or other extrinsic pressures that may drive individuals to adopt specific behaviors that may not be fully consistent with the individual's intrinsic desires or interests. ...
Academic stress is associated with lower engagement in healthy behaviors, including physical exercise, among middle school students. Based on Self-Determination Theory, this study examines the association between academic stress and physical exercise behavior among middle school students, exploring the mechanisms through the chained mediation of motivation and intention. Scales used in this study include the Academic Stress Scale, Autonomous and Controlled Motivation Scales, and Physical Exercise Intention and Behavior Scales to measure relevant variables. This cross-sectional study involve 290 middle school students (116 males, age = 13.76±0.96 years, grades 7–9) selected from a middle school in Xiamen, China. Structural equation modeling is used to analyze the data, revealing the following results: (1) Academic stress is significantly associated with middle school students’ exercise behavior through the mediating role of exercise intention; (2) Controlled motivation, autonomous motivation, and exercise intention serve as chained mediators between academic stress and exercise behavior; (3) Academic stress is not associated with exercise intention through the parallel mediation of controlled and autonomous motivations. These findings provide new insights into the relationship between academic stress and physical exercise behavior in middle school students.
... (36) Employees with harmonious passion can experience a better balance of work-life, so they perform better at work. (37) Therefore, the hypothesis can be proposed. ...
Introduction- Private universities now face multiple pressing challenges, one of the reasons is the low job performance of academic staff. In order to solve the problem, this study considered the factors that affect job performance.Objective- Building on the Job Demand-Resource (JD-R) Theory, this study explored the underlying association between passion, workplace incivility, work-life balance and job performance of academic staff in China. Specifically, we tested the mediating mechanism of work-life balance that has received less consideration in the former literature.Methods- A sample of 385 private university academic staff from 21470 was selected. Questionnaires were distributed to them. Statistical techniques such as SPSS 27 and Smart-PLS 4 were applied for analysis.Results- The results revealed a positive relationship between passion and job performance and a negative relationship between workplace incivility and job performance. In addition, work-life balance mediated the relationship between passion, workplace incivility and job performance.Conclusions- This study contributed to the literature on work-life balance and job performance by stating how work-life balance could play a mediator role between the path of job resources and of job demands to job performance
The “WhatsApp Bagroup Project” is a unique country-wide project in Israel to assist students preparing for their mathematics matriculation examination (bagrut in Hebrew). About 40 WhatsApp groups were created during which teachers integrated blended learning, and students presented questions or difficult problems. The unique feature of the Bagroup is that the teacher and students in each group of 100 individuals had not previously met.
In this chapter, we report on what students believe are the pros and cons of Bagroup. We used systematic content analysis to categorize their responses to four open-ended questions into meaningful themes and quantified the percentage of students who mentioned each theme.
According to the students, the main advantages of the WhatsApp platform are its high (24/7) availability, immediate and continuous support, ease of access to materials and content, and mutual aid. The students also pointed out the platform’s disadvantages: an overwhelming one-dimensional thread of messages that hinders discussion and problem resolution, lack of face-to-face communication, unsuitable timing and pacing of lessons, and limited effectiveness in managing learning.
Thus, while WhatsApp offers substantial opportunities for pedagogical innovation, it also requires strategies to ensure structured communication and efficient group management.
A unique project in Israel, “Bagroup,” used the WhatsApp social media platform to aid students preparing for their mathematics matriculation (Bagrut). Three months prior to the exam, high school students studying five-level mathematics were invited to join this project in which teachers offered blended learning and students could review the material and get help when required. Bagroup’s uniqueness lay in its setup: each group comprised 100 students and a teacher who were not familiar with one another, in contrast to “normal” classroom-based WhatsApp groups where the participants and teacher know each other. A comprehensive mixed method study in 2018 examined teachers’ and students’ perspectives on the Bagroup project using questionnaires, interviews, and observations. This chapter focuses on the teachers’ perspectives. Overall, the teachers believed that Bagroup offered many advantages, specifically its 24/7 availability, accessibility, focus on peer learning, anonymity, and the social-emotional support it offered. Disadvantages were mainly the difficulty involved in not “seeing” the students, an inherent lack of motivation for some students (both of these facets of the anonymity), and—especially for mathematics—the difficulty of presenting mathematical notation on the WhatsApp platform.
This study examines the factors influencing accounting students’ interest in Islamic banking careers, focusing on perceptions, family environment, and labor market considerations, with religiosity as a moderating variable. Using a quantitative approach, data were collected through surveys of public university students in Lampung Province and analyzed with multiple regression and MRA. The results show that perceptions, family influence, and labor market dynamics significantly impact career interest, with religiosity strengthening these relationships. These findings provide insights for higher education and Islamic financial institutions to develop strategies that enhance career appeal in the Sharia-compliant banking sector.
Statement of the problem: In an era when social and local organizations are collapsing due to the reduction of participation, the asset-based community development model offers a new concept for the development of participation by emphasizing the capacities and capabilities of local residents. However, how to create individual motivations for participation in the theoretical literature of this model has been almost ignored. For this reason, in this research, the theory of self-determination, which considers the creation of motivation as requiring consideration of the inherent psychological needs for competence, autonomy, and communication, has been studied and its effect on the asset-based community development model has been investigated.
Purpose: The purpose of this research is to present a new conceptual model to increase people's participation based on the influence of self-determination theory in the asset-based community development model.
Method: The research is among qualitative studies and by combining two methods of critical discourse analysis according to Fairclough's analytical framework and thematic analysis, the common conceptual areas of property-based community development and self-determination theory, which have the ability to integrate with each other, were studied.
Findings: By critically analyzing the discourse at three levels of description, interpretation and explanation and carrying out the process of thematic classification (coding and identification of primary themes and main themes), the areas of convergence and interconnected concepts of self-determination theory and the asset-based community development model were identified and the conceptual model of the research was presented. .
Conclusion: In order to motivate and satisfy people's psychological needs to increase participation, there is a need for spaces where people can show their abilities and competencies; have authority to make decisions and determine destiny under social leadership; and have the experience of being present in spaces where they can interact and establish effective social communication with others. These spaces include interactive, decision-making, educational, self-leveling, and self-driving spaces, or in more complete terms, language spaces.
In this study, we develop and validate Motives of Autonomous Players (MAP) inventory. Several models on videogame motives have been published recently, but typically these models focus either on specific videogame types, on individual games, or on a particular theory on human motivation. The MAP model takes an integrative approach that considers why people play games in general. This is done by adopting an inductive bottom-up research attitude and by focusing on motives that can be argued to be broadly applicable for all kinds of videogames, ranging from casual mobile games to massively multiplayer online role-playing games. Since the MAP model is based on extensive player data that represent a great variety of player motives, the results are widely applicable in player modeling and in understanding player–game interaction at large. The initial MAP model was developed by analyzing open-ended gaming motive descriptions (N = 1,648) by a content analysis procedure. A preliminary 101-item MAP inventory was included in a UK-based survey (N = 600). A nine-factor model was identified and further validated as a 34-item version by making a confirmatory factor analysis with a USA-based survey data (N = 600). Additional analyses on construct validity were performed for investigating how motives to play videogames predict players’ game enjoyment factors that were kept analytically distinct from general motivational factors to play videogames.
Background and Aim: Variables such as academic motivation are among the factors that have attracted the attention of education specialists and psychologists; Therefore, the current research was conducted with the aim of comparing the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. Method: The present study was a semi-experimental study with a pre-test and post-test design and a follow-up with a control group. The statistical population of the present study was made up of all secondary school students of the second year of Kashmar city; And the research sample included 45 subjects who were selected by multi-stage cluster sampling method and were randomly divided into three groups: experimental 1 (15 people), experimental 2 (15 people) and control (15 people). Wallerand et al.'s (1992) academic motivation questionnaire was used to collect information. For the statistical analysis of the data, multivariate analysis of variance with repeated measurements was used with the help of SPSS software. Results: The results showed that self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions have a significant effect on students' academic motivation (P<0.01). There is no statistically significant difference between the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on students' academic motivation. In the follow-up phase, the effectiveness of self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions on academic motivation has continued. Conclusion: Therefore, self-regulation strategies (cognitive and meta-cognitive) and motivational-cognitive multidimensional interventions are an effective method in students' academic motivation.
The purpose of this study is to explore the relationship between types of intrinsic motivation and academic achievement through a deep learning strategy. Specifically, the study focused on the intrinsic motivation to know, the intrinsic motivation to experience stimulation, and the intrinsic motivation toward accomplishment. Participants were 310 randomly sampled university students. The descriptive, correlational, and mediation analyses were applied to the data. Results show that the intrinsic motivation to know was positively and directly related to academic achievement. However, the intrinsic motivation to experience stimulation and the intrinsic motivation toward accomplishment were not directly related to academic achievement. Regarding mediation effects, the deep strategy of learning mediated the relationship between the intrinsic motivation to know and academic achievement, as well as between the intrinsic motivation to experience stimulation and academic achievement. These results show that intrinsic motivation to know was positively and directly related to academic achievement, while the link between intrinsic motivation to experience stimulation and academic achievement was significant only indirectly via deep learning strategy. This study emphasizes awareness-raising interventions for the academic community about the effects that types of intrinsic motivation may have in relation to learning strategies in academic achievements.
The purpose of this study is to investigate the roles of homepage design on homepage authenticity and peculiarity towards instructors' intention to continue the usage of online shopping in the Philippines. An online questionnaire survey was designed, drawing on validated prior studies focused on homepage design, homepage authenticity, and instructors' continual usage. The findings of the study revealed significant relationships between and among the variables under investigation. Specifically, homepage design was found to positively influence homepage authenticity and reliability. Additionally, peculiarity is positively associated with the instructor's intention to continue using the online shopping homepage. The researchers recommend that a review of the findings be conducted and a deeper analysis and investigation of the variables be performed by future researchers. Online shopping platforms should prioritise homepage design that promotes authenticity and peculiarity to enhance the instructor's intention to continue using the platform. Some potential areas of future investigation include, firstly, examining the roles of other factors, such as website usability, customer support, or social interaction, an instructor's intention to continue using online shopping homepages; and secondly, investigating the impact of homepage design on different user segments (e.g., novice instructors, experienced instructors) to understand potential variations in their preferences and needs.
Introduction: The purpose of this study was to develop a self-determination educational package and determine its effectiveness on Self-Directed Learning and Decision making Styles of high school students.
Methods: The research method was semi-experimental with pre-test, post-test with the control group and follow up. At first, self-determination educational package was compiled using library studies, then the rate of content validity ratio (CVR) and content validity index (CVI) was determined by the experts. Using a multistage cluster random sampling method, a 22-members class and a 20-members class of 10th grade empirical science filed were assigned to the experimental group and the control group, respectively, that experimental group had 2 students drop. The experimental group received an educational package in eight 90-minute sessions, and the control group did not receive any education. The findings were analysed using covariance analysis and repeated measures analysis of variance.
Results: The content validity index (CVI) for all goals in the educational package was 0.9 to 1, and the content validity ratio (CVR) for all goals in the educational protocol was 0.8 to 1. Findings showed that the self-determination educational package had the most effectiveness in Self-Directed Learning variable, respectively in planning and implementation, learning motivation, Self-Monitoring and then interpersonal communication. Regarding the decision-making Styles, the greatest change was observed respectively in Spontaneous, rational, and then Intuitive decision-making Style of students. Moreover, no meaningful difference between post-test and follow-up was detected, which reveals the stability of learning effects.
Conclusions: Self-determination educational package has the potency to promote Self-Directed learning skills, as well as reduce the level of Spontaneous decisions and increase the level of logical decisions of high school students.
Background and Aim
Intrinsic motivation of learners is an important factor in the learning
process the. Effective learning depends on providing and increasing intrinsic
motivation. Providing an educational package that can assess the intrinsic
and extrinsic motivation of learners is the first step in the realization of
effective learning. The purpose of this study was to develop a selfdetermination educational package and determine its effectiveness on
intrinsic motivation, extrinsic motivation and amotivation of high school
students.
Method
The research method was semi-experimental with pre-test, post-test with
the control group and follow up. At first, self-determination educational
package was compiled using library studies, then the rate of content validity
ratio (CVR) and content validity index (CVI) was determined by the experts.
Using a multistage cluster random sampling method, a 22-members class
and a 20-members class of 10th grade empirical science filed were assigned
to the experimental group and the control group, respectively, that
experimental group had 2 students drop. The experimental group received an
educational package in eight 90-minute sessions, and the control group did
not receive any education. The findings were analyzed using covariance
analysis and repeated measures analysis of variance.
Results
The content validity index (CVI) for all goals in the educational package
was 0.9 to 1, and the content validity ratio (CVR) for all goals in the
educational protocol was 0.8 to 1. The findings indicated that the selfdetermination educational package affects the intrinsic motivation, extrinsic
motivation and amotivation of high school students in Tehran. Moreover, no
meaningful difference between post-test and follow-up was detected, which
reveals the stability of learning effects.
Conclusion
Self-determination educational package has the potency to promote
intrinsic and extrinsic motivation, reduce amotivation in high school
students.
Purpose
This study aims to explore how autonomy, competence and relatedness impact work-based learning (WBL) motivation and engagement, contributing to enhanced employability skills. Additionally, it examines whether there are significant differences in these effects between students from STEM and social humanities.
Design/methodology/approach
This study employed a correlational design with 284 undergraduate students, collecting cross-sectional data through validated surveys on autonomy, competence, relatedness, WBL and employability skills. The analysis utilized structural equation modeling partial least squares (SEM-PLS) and partial least squares-multi-group analysis (PLS-MGA) to explore WBL’s mediating role in the relationship between SDT components and employability skills, with comparisons across different academic faculties.
Findings
The results show that autonomy, competence and relatedness significantly enhance students’ employability skills through WBL. WBL serves as a mediator that strengthens student motivation and engagement, with notable differences in the effects between STEM and social humanities students.
Practical implications
Higher education institutions should integrate SDT principles autonomy, competence and relatedness into WBL programs to enhance employability skills. Moreover, these programs should be tailored to accommodate the distinct needs of students from various academic backgrounds, such as STEM and social humanities.
Originality/value
This study establishes a novel connection between self-determination theory (SDT) and the development of employability skills through WBL. It provides new insights into the mediating role of WBL in the relationship between SDT components and employability, highlighting the differential impacts across academic disciplines, particularly between STEM and social-humanities students.
This study applied a person-oriented approach to differentiate middle school students’ academic achievement and psychological well-being. The profiles were identified according to their learning-related motivational beliefs (indicating how motivated they are to learn effectively) and the perceived effectiveness of learning strategies (about how students evaluate deep and surface learning strategies). Participants (N = 1356, Grade 8) completed three questionnaires assessing the motivational beliefs, perceived effectiveness of learning strategies, and psychological well-being. Reading comprehension score was used as an academic achievement measure. Four profiles were identified: high, average, low, and very low learning competence. Profiles differed most in valuing effective learning. Students who belonged to profiles with higher motivational beliefs and better knowledge of learning strategies were also more academically successful and rated their psychological well-being higher compared to students who belonged to profiles with lower motivation and firmer knowledge of learning strategies. To improve students' academic success and well-being, education systems should focus on teaching effective learning strategies as well as supporting motivational beliefs.
This study deals with the problems encountered in distance learning among Grade 10 students of Talibon District I relative to their reading skills. The study focuses on students’ problems in in terms of internet connection and electricity problems, inadequate and vague learning resources, overloaded lesson activities, conflict with home responsibilities, financial-related problems, and physical and mental health compromises. parent’s highest educational attainment, family income, and parent’s livelihood means. The PHIL-IRI results of the students were the data for the student’s reading skill level. It seeks to check the significant degrees of relationship, correlation, and difference between and among variables. The method used the descriptive-correlational design of the quantitative research method and descriptive-correlational questionnaires, which determined the respondents’ problems in distance learning. In addition, it used a documentary analysis to gather the results of Phil-IRI. It is found that the majority of the students have parents with a high school education and work as farmers with less than P5,000.00 monthly income. Moreover, among the six problems encountered in distant learning, ranking first is ‘conflict with home responsibilities and poor learning environment’, which is interpreted as moderately serious. Their reading skills are alarming as they belong to the lowest ‘frustration level’.
Retaining quality SBAE teachers is key to the success and growth of the agricultural industry. Given the connection between SBAE teacher perceived competence and professional commitment (Palmer, 2020; Rada, 2023), it is vital to explore the perceptions of competence of teachers concerning their classroom. Using a Borich needs assessment model, the purpose of this study was to evaluate the perception of Minnesota SBAE teachers in the areas of teaching, classroom management, and technical agriculture to identify professional development needs. The SBAE teachers who participated in this study utilized various sources of professional development to enhance their competence as educators. Agriculture teachers' association workshops and school in-service workshops were their main sources of professional development. Most respondents (69.2%) had also participated in the Teacher Induction Program (TIP) as an early-career teacher. Managing student behaviors, motivating students to learn, proper implementation of IEPs for students with disabilities, integrating current advances in agricultural technology into the curriculum, teaching in an agricultural mechanics laboratory, and teaching knowledge and skills in biotechnology were identified as the top six professional development needs. Our results showed limited differences in professional development based on years of SBAE teaching experience. In addition to continued content-focused trainings, professional development focused on pedagogy and student engagement are recommended as focus areas for professional development.
The purpose of this research was to provide a structural model of the relationship between motivational self-regulation and emotional creativity of students with the mediating role of cognitive flexibility in female students. The method of this research was descriptive correlation type using structural equation modeling. The statistical population of the research includes all female students of the second level of high school in Shahrbabak and Khansar cities who were studying in the academic year of 2001-02. The sample of the present study included 350 students who were selected by cluster random sampling. In order to collect data, motivational self-regulation tools, emotional creativity and cognitive flexibility questionnaire were used. How the model fit was evaluated using structural equation modeling method, AMOS 26.0 software and maximum likelihood estimation (ML). The research findings showed that the total path coefficient between motivational self-regulation and emotional creativity (P=0.001, β=0.360) and also the path coefficient between cognitive flexibility and emotional creativity (P=0.001, β=0.001) 388) was also positive and significant. Also, the indirect path coefficient between motivational self-regulation and emotional creativity (p=0.001, β=0.187) was positive and significant. This shows that motivational self-regulation and cognitive flexibility explain a total of 24% of the variance of emotional creativity in female students.
Zusammenfassung
Konstruktives Lehrkräftefeedback erweist sich im Präsenzunterricht als förderlich für das Wohlbefinden der Lernenden. Auch für den Distanzunterricht während der COVID-Pandemie wird es als bedeutende psychologische Ressource zur Reduktion des Belastungserlebens vermutet. Feedback, das Schüler:innen an Lehrkräfte richten, hat ebenfalls Potenzial belastungsreduzierend zu wirken, wurde bislang im Distanzunterricht jedoch nicht erforscht. Um der Zunahme psychischer Belastungen der Schüler:innen während der COVID-Pandemie entgegenwirken zu können, kann eine regelmäßige positive Interaktion zwischen Lehrkräften und Schüler:innen besonders bedeutsam sein. Mixed-effects Modelle basierend auf einer Stichprobe von N = 1432 österreichischen Schüler:innen der Sekundarstufe zeigen, dass häufigeres Lehrkräftefeedback mit einer geringeren retrospektiv eingeschätzten Belastung von Schüler:innen während des Distanzunterrichts einhergeht. Die Möglichkeit für Schüler:innen, Feedback an Lehrkräfte zu richten, steht dagegen in keinem signifikanten Zusammenhang zu ihrem Belastungserleben. Die Studie unterstreicht die Bedeutung der Häufigkeit verschiedener Feedbackformen, die Lehrkräfte anwenden, für das Belastungserleben von Lernenden, nicht nur, aber besonders in herausfordernden Zeiten wie dem Distanzunterricht.
This study examined the effects of young athletes' perceptions of support from coaches and parents on their need satisfaction, motivation, and well-being. Using the framework of self-determination theory (Ryan &Deci, 2000b), a 4-week diary study of 33 female gymnasts from the northeastern U.S. was conducted that examined (a) the relations of perceived parent and coach supports to the athlete's enduring and daily motivation and need satisfaction and (b) how daily motivation and psychological need satisfaction during practice affects athletes' well-being. Results obtained using hierarchical linear modeling (HLM) revealed that, as predicted, daily motivation predicted pre-practice well-being, and that changes in well-being from pre- to post-practice varied systematically with the need satisfaction experienced during practice. Discussion highlights the importance of adult supports for adolescent sport participants to ensure need satisfaction, and the advantages of diary methodologies in sport research.
Canadian voters' reasons for following political events were assessed prior to the 1992 Constitutional Referendum and the 1993 federal election. Results showed that reasons reflecting identification were endorsed more frequently than those reflecting introjection, and distinctive patterns of cognitions, emotions, and actions were associated with the 2 types of internalization. Identification was associated with actively seeking information about political events, possessing a complex set of political attitudes, and being more likely to actually vote. Introjection was associated with relying on the influence of important others, experiencing conflicted emotions about political outcomes, and vulnerability to persuasion. The study also provided evidence that identification and introjection toward politics are distinguishable from intrinsic motivation and amotivation.
Self-determination theory was applied to coping, emotion, and behavior in romantic relationships.Sixty heterosexual couples were videotaped in a semistructured interview designed to emphasize differences in how partners view the relationship. Multilevel analyses revealed support for several hypotheses. First, controlled orientation was associated with rating an ideal partner according to how one views oneself, whereas this was weaker with autonomy.Second, autonomy orientation was asso- ciated with more relationship-maintaining coping strategies, whereas controlled orientation was associated with more denial. Finally, during the discussion, autonomy orientation was asso- ciated with less negative emotion and more positive behaviors, whereas controlled orientation was associated with fewer positive behaviors.The findings are discussed in terms of the benefits of a general motivation toward growth in relationships.
Effects on intrinsic motivation of three elements of the competitive situation (viz., competitive set, competitive outcome, and inter-personal context) were explored. Participants solved puzzles with a same-sex confederate under one of five experimental inductions, and intrinsic motivation was assessed by subsequent free-choice behavior and self-reports of interest/enjoyment. As predicted by cognitive evaluation theory, competitive outcome(viz., winning vs. losing) and interpersonal context (viz., pressured vs. nonpressured) affected intrinsic motivation. Path analyses showed that (a) winning (relative to losing) increased intrinsic motivation by enhancing perceived competence and (b) a pressured (relative to nonpressured) interpersonal context decreased intrinsic motivation by diminishing perceived self-determination. Further, competence valuation-the importance one places on doing well-related positively to perceived competence, perceived self-determination, and intrinsic motivation.
This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. The effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory.
When teachers are more supportive of autonomy and less controlling, students demonstrate higher levels of intrinsic motivation and self-determination. The purpose of this study was to examine social-contextual conditions that led teachers (
N=254) who taught classes from Grades 1 to 12 to be more autonomy supportive versus controlling with their students. Using structural equation modeling, the authors observed that the more teachers perceive pressure from above (they have to comply with a curriculum, with colleagues, and with performance standards) and pressure from below (they perceived their students to be nonself-determined), the less they are self-determined toward teaching. In turn, the less they are self-determined toward teaching, the more they become controlling with students. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3–6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
introduce and elaborate upon a critical distinction between what [the authors] call "contingent" and "true" self-esteem / contingent self-esteem involves feelings of self-worth that are dependent on matching standards of excellence or expectations (i.e., ego involvement) / it is thought to be associated with various narcissistic and defensive processes that reveal less than optimal psychological well-being / true self-esteem is more solidly based and stable, and it reflects positive mental health / discuss how this distinction fits into [the authors'] well-known theory of self-determination / describe in detail various self-regulatory processes that are thought to promote either contingent or true self-esteem / discuss how these various self-regulatory processes are related to mental health, and . . . describe the social conditions that are thought to promote self-determination and the development of true self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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)
Previous research has shown that when teachers are oriented toward controlling rather than supporting autonomy in their students, the students display lowered intrinsic motivation and self-esteem. The present study explored conditions that lead teachers (40 undergraduates) to be more controlling- vs more autonomy-oriented with students. Findings indicate that impressing upon teachers that they are responsible for their students' performing up to standards leads them to be more controlling than teachers who were told that there were no performance standards for their students' learning. Teachers in the former condition talked more, were more critical of the students, gave more commands, and allowed less choice and autonomy. (10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of rewards for pinball competence on subsequent interest in the game in 3 studies with 219 Ss in which 3 components of performance-contingent reward structures—an evaluative contingency established before playing, performance feedback, and the receipt of a reward—were identified. The symbolic cue value of the reward may affect interest independently of evaluation and competence feedback. To isolate its effect, groups receiving a performance-contingent reward were compared with groups that experienced the same evaluative contingency and feedback and with feedback-only controls (Studies 1 and 3). Results show that evaluation reduced intrinsic motivation, compared with controls, whereas reward enhanced intrinsic motivation relative to evaluation. In Study 2, groups receiving rewards for attaining competence but differing in whether the evaluation was anticipated before playing were compared. Results indicate that unexpected performance-contingent rewards enhanced interest, compared with expected rewards. Findings suggest that the 3 reward properties have separate effects on intrinsic motivation. Anticipation of evaluation was responsible for negative reward effects, whereas competence feedback and due value had independent positive effects (36 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Participants wrote accounts to victims of social predicaments. Results showed that autonomous perpetrators offered more mitigation, used more complexity in accounts, and used fewer lies, especially to acquaintances. High blame was associated with less mitigating and complex accounts and greater deception; this occurred despite perpetrators' understanding of probable relationship harm. Women were more concerned with repairing others' face damage, at least in part to preserve relationships; their self-esteem also was more harmed by lack of forgiveness, especially from friends. Perpetrators gave longer, more mitigating and complex accounts to friends and more mitigating accounts to high-status victims. Participants who used aggravating elements expected more positive relationships. Results are discussed in terms of competing demands for facework. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
distinguishing among intentional acts: the "why" of behavior [intrinsic and extrinsic motivation, internalization and integration, the consequences of different regulatory styles, the social context and motivational orientations] / the "what" of goals: considering content [goal content and mental health, why do some people focus on extrinsic goals, goals and needs: are some goals better than others] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self determination theory proposes that behavior change will occur and persist if it is autonomously motivated. Autonomous motivation for a behavior is theorized to be a function both of individual differences in the autonomy orientation from the General Causality Orientations Scale and of the degree of autonomy supportiveness of relevant social contexts. We tested the theory with 128 patients in a 6-month, very-low-calorie weight-loss program with a 23-month follow-up. Analyses confirmed the predictions that (a) participants whose motivation for weight loss was more autonomous would attend the program more regularly, lose more weight during the program, and evidence greater maintained weight loss at follow-up, and (b) participants' autonomous motivation for weight loss would be predicted both by their autonomy orientation and by the perceived autonomy supportiveness of the interpersonal climate created by the health-care staff. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We investigated 2 engagement-fostering aspects of teachers' instructional styles—autonomy support and structure—and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Organismic theories and recent research suggest that environments that do not support growth and self-expression are associated with valuing financial success relatively more than affiliation, community feeling, and self-acceptance. This prediction was investigated in a heterogenous sample of 18-yr-olds using a variety of methods and informants. Teenagers who rated the importance of financial success aspirations relatively high compared to other values were found to have mothers who were less nurturant. Further, materially oriented teenagers grew up in less advantageous socioeconomic circumstances and were raised by mothers who especially valued the teens' financial success. Discussion focuses on explicating the different ways values are acquired. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The application of self-determination theory (SDT) to psychotherapy is particularly relevant because a central task of therapy is to support the client to autonomously explore, identify, initiate, and sustain a process of change. In this article, the authors discuss the experimental work, field studies, and clinical trials representing the application of SDT to the domain of psychotherapy. Evidence supports the importance of client autonomy for the attainment and maintenance of treatment outcomes. In addition, intervention studies suggest that therapist autonomy support enhances the likelihood that treatment gains will be achieved and maintained. The authors discuss some of the processes involved in enhancing autonomy, including the role of awareness, the importance of exploring and challenging introjects and external regulations, attention to need-related goal contents, and therapist attitudes required for a therapy approach that is process- rather than outcome-focused. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors combined a multilevel model of parental context with a multidimensional conceptualization of parent involvement to examine the factors influencing parents' involvement in their children's schooling. Three sets of factors were identified: parent and child characteristics, family context, and teacher behavior and attitudes. A diverse sample of 209 mothers, their 3rd–5th grade children, and 28 teachers participated. Parents, teachers, and children reported on 3 types of involvement: school, cognitive, and personal. Mothers who felt efficacious, who saw their roles as that of teacher, and who viewed their children as less difficult were more involved in cognitive activities. A difficult context, social support, and teacher attitudes and practices were associated with both school and personal involvement, though some of these relations were moderated by gender with contextual factors affecting involvement of mothers of boys and classroom factors affecting those of girls. The importance of a multilevel approach to increasing parent involvement is discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors propose a new common treatment factor, autonomous motivation (Deci & Ryan, 200010.
Deci , E. L. and
Ryan , R. M. 2000. The what and the why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11: 227–268. [Taylor & Francis Online], [Web of Science ®]View all references), defined as the extent to which patients experience participation in treatment as a freely made choice emanating from themselves. Ninety-five depressed outpatients were randomly assigned to receive 16 sessions of manualized interpersonal therapy, cognitive–behavior therapy, or pharmacotherapy with clinical management. Self-report and interviewer-based measures of depressive severity were collected at pretreatment and posttreatment. Autonomous motivation, therapeutic alliance, and perceived therapist autonomy support were assessed at Session 3. Autonomous motivation was a stronger predictor of outcome than therapeutic alliance, predicting higher probability of achieving remission and lower posttreatment depression severity across all three treatments. Patients who perceived their therapists as more autonomy supportive reported higher autonomous motivation. Zusammenfassung Autonome Therapiemotivation: Ein neuer allgemeiner Faktor bei kurzer Behandlung von Depression Die Autoren schlagen autonome Motivation als einen neuen allgemeinen Behandlungsfaktor vor. Autonome Motivation wird definiert als das Ausmaß, in dem Patienten die Teilnahme an der Behandlung als von ihnen selbst kommend und frei gewählt empfinden. 95 ambulante depressive Patienten wurden dem Zufall nach entweder auf eine 16 Sitzungen umfassende und nach einem Manual durchgeführte interpersonelle Therapie oder auf kognitive Verhaltenstherapie oder auf Pharmakotherapie mit klinischem Management verteilt. Selbst- und Fremdeinschätzungen der Schwere der Depression wurden vor der Therapie und nach deren Ablauf erhoben. Die autonome Motivation, die therapeutische Allianz und die wahrgenommene therapeutische Unterstützung von Autonomie wurden in der dritten Sitzung erhoben. Die autonome Motivation war ein besserer Prädiktor des Ergebnisses als die therapeutische Allianz. Sie sagte mit höherer Wahrscheinlichkeit die Heilung oder eine geringere Schwere der Depression nach der Behandlung bei allen drei Behandlungen voraus. Patienten, die ihren Therapeuten als die Autonomie starker unterstützend wahrnahmen, gaben auch eine höhere autonome Motivation zu Protokoll. Résumé La motivation autonome pour la thérapie: un nouveau facteur commun dans les traitements brefs de la dépression Les auteurs proposent un nouveau facteur thérapeutique commun, la motivation autonome (Deci & Ryan, 2000), définie comme la mesure dans laquelle les patients vivent leur participation au traitement comme un choix établi librement et émané d'eux-mêmes. 95 patients ambulatoires dépressifs étaient attribués au hasard à 16 séances soit de thérapie interpersonnelle manualisée, de thérapie cognitivo-comportementale ou de pharmacothérapie avec accompagnement clinique. Des mesures de gravité dépressive auto-évaluatives et par interviews étaient prises avant et après le traitement. La motivation autonome, l'alliance thérapeutique et le soutien perçu du thérapeute en faveur de l'autonomie du patient étaient évalués à la séance 3. La motivation autonome était un facteur de prédiction de l'efficacité plus fort que l'alliance thérapeutique, prédisant une plus grande probabilité de rémission et une dépressivité moins forte après le traitement à travers les trois groupes de traitement. Les patients qui percevaient leurs thérapeutes comme plus encourageants en faveur de leur autonomie rapportaient une motivation autonome plus élevée. Resumen Motivación autónoma para la terapia: un nuevo factor común en tratamientos breves para la depresión Los autores proponen un nuevo factor común de tratamiento: la motivación autónoma Deci & Ryan, 2000), definida como el grado en que los pacientes experimentan su participación en el tratamiento como una elección libre emanada de sí mismos. Noventa y cinco pacientes externos deprimidos fueron asignados a dieciséis sesiones de terapia interpersonal manualizada, terapia cognitivo-conductual o farmacoterapia con manejo clínico respectivamente. Se contó con autoinformes y mediciones de la severidad de la depresión por el entrevistador tanto antes como después del tratamiento. La motivación autónoma, la alianza terapéutica y el apoyo autónomo percibido en el terapeuta se evaluaron en la sesión 3. La motivación autónoma fue un predictor de resultado mayor que la alianza terapéutica, predijo mayor probabilidad de lograr remisión y menor severidad de depresión postratamiento en los tres tipos de tratamiento. Los pacientes que percibieron una mayor autonomía en el apoyo de sus terapeutas registraron una mayor motivación autónoma. Resumo Motivação autónoma para a terapia: Um novo factor comum nos tratamentos breves para a depressão Os autores propõem um novo factor comum para o tratamento – motivação autónoma (Deci & Ryan, 2000) – definido como até que ponto os pacientes experienciam a participação no tratamento como uma escolha livre feita por si próprios. Noventa e cinco pacientes em regime de ambulatório foram aleatoriamente distribuídos para 16 sessões de terapia interpessoal manualizada, terapia cognitivo-comportamental ou farmacologia com monitorização clínica. Foram recolhidas medidas (auto-relato e entrevistas) de gravidade da depressão, antes do tratamento e após o tratamento. A motivação autónoma, a aliança terapêutica e o apoio percebido de autonomia do terapeuta foram avaliados na sessão 3. A motivação autónoma foi um preditor de resultados mais forte do que a aliança terapêutica, predizendo uma maior probabilidade de alcançar a remissão e uma menor gravidade depressiva nos três tratamentos. Os pacientes que perceberam os seus terapeutas como mais como mais capazes de fornecer autonomia mostraram maior motivação autónoma.
Conducted an experiment to contrast and reconcile 2 cognitive theories of motivation and to investigate the expectancy determinants of intrinsically motivated behavior. 60 undergraduates were presented with 7 challenging tasks which varied in their level of difficulty. Ss were asked to select their most preferred task to work on and then to rank order the remaining tasks on their preferences for working on them. Ss were either told or not told that they would receive $2.50 for successfully accomplishing the task. Ss who could earn money for a successful completion of the task chose relatively easy tasks (though not the easiest), while Ss who could get no money for performing the task chose rather difficult tasks. Results indicate that when a salient monetary reward was available, Ss behaved largely (though not solely) as predicted by an extrinsically oriented expectancy-valence theory such as V. H. Vroom's (1964), whereas when no external reward was available, Ss' choices and preferences could be most accurately accounted for by an expectancy-valence theory utilizing an intrinsic valence function that relates in a positively accelerated manner to task difficulty. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Few would dispute that the well-being of individuals is one of the most desirable aims of human actions. However, approaches on how to define, measure, evaluate, and promote well-being differ widely. The conventional economic approach takes income (or the power to acquire market goods) as the most important indicator for well-being, and the utility function as the formal device for positive and normative analysis. However, this approach to well-being has been questioned for being seriously limited and other approaches have arisen. The capability approach to well-being, which has been developed during the last two decades by Amartya Sen and Martha Nussbaum, and the Happiness Approach to well-being, championed by Richard Easterlin, both provide an alternative. Both approaches come from different traditions and have developed independently, but nevertheless aim to overcome the rigid boundaries of the conventional economic approach to well-being. Given these common aims, it is surprising that little comparative work has been undertaken across these approaches. This book aims to correct this by providing the reader with contributions from leading names associated with both approaches, as well as contributions which evaluate the approaches and contrast one with the other.
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
Guided by self-determination theory, the present study sought to (1) construct a scale of English learning motivation in a particular Chinese context, the Intrinsic /Extrinsic Motivation Scale of English Learning (I/EMSEL) and (2) explore the relationship between intrinsic motivation, extrinsic motivation and English achievement. The I/EMSEL scale was administered to two samples of first-year non-English-majors. Factor analysis of the results revealed a multidimensional construct composed of motivation for knowledge, motivation for challenge, internal fulfillment regulation and external utility regulation, together explaining 53.3% of the variance. Pearson correlations and multiple regressions were then performed between different kinds of motivation and English achievement. Results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and achievement, while controlled extrinsic motivation correlated negatively with them. The results were discussed from the aspect of self-determination theory and the reference to their relevance in the EFL classroom.
Studies in 2 work organizations tested a self-determination theory based model in which employees' autonomous causality orientation and their perceptions of their managers' autonomy support independently predicted satisfaction of the employees' intrinsic needs for competence, autonomy, and relatedness, which in turn predicted their performance evaluations and psychological adjustment. Path analysis indicated that the self-determination theory model fit the data very well and that alternative models did not provide any advantage.
We employ Deci and Ryan's self-determination theory of motivation in three studies to examine the goals and motivational orientation associated with Machiavellianism (MACH). Goals were classified as either extrinsic (e.g., financial success) or intrinsic (e.g., community feeling). The two types of goals are generally associated with different motivational experiences. Extrinsic goals are typically experienced as externally controlled, whereas intrinsic goals are experienced as self-determined. We predicted that MACH would be associated with an emphasis on the extrinsic goal of financial success specifically, and on a control motivational orientation in general. These predictions received support. Additional findings indicate that MACH is positively associated with alienation and antisocial behavior, but inversely associated with social interest (i.e., Adler, 1964/1938) and prosocial behavior.
Brazilian and Canadian students reported on the importance and frequency of cultural practices and values reflecting Triandis’s cultural model of individualistic-collectivistic and horizontal-vertical orientations. They also rated their relative autonomy for these practices and the degree to which parents and teachers supported self-determination theory’s psychological needs for autonomy, competence, and relatedness. It was predicted that in both samples, despite the mean differences, greater relative autonomy and need support would be associated with greater well-being and cultural identity. It was also expected that vertical cultural orientations would be less well internalized in both Brazilian and Canadian groups. Means and covariance structure analyses verified measurement comparability. Results generally supported the hypotheses. Discussion focuses on the importance of internalization across cultural forms, the differentiation of autonomy from individualism and independence, and the relations between horizontal cultural orientations and psychological needs support.
Theoretical work (Deci & Ryan, 1987) has implicated causality orientations as potential moderators of defensive attributions. The present study examined whether autonomy and control orientations moderate the attributional tendency to take more responsibility for success than failure. We examined both additive and synergistic models of the effect of causality orientations on self-serving attributions. We found that this self-serving bias disappeared for those with the unique combination of a high autonomy orientation and a low control orientation, thereby supporting a synergistic model. It was also shown that self-serving attribution was stronger for performance on a skill task than on a chance task.
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Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, high-stakes testing (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.
Previous research found that aspirations to financial success related inversely to self-actualization and that aspirations to community involvement related positively to self-actualization. We argue that diverse reasons can underlie both of these aspirations, leading to more complex predictions. In a sample of 246 participants, we assessed both self-determining and controlling reasons for each class of aspiration, along with endorsements of the aspirations themselves. Initial regression analyses replicated the earlier findings. Subsequent analyses found that endorsement of self-determining reasons for either class of aspiration related positively to self-actualization and that endorsement of controlling reasons for either class of aspiration related inversely to self-actualization. In the analysis involving community involvement, the aspiration itself no longer retained predictive power after the other variables were taken into account. In the analysis involving financial success, however, the aspiration retained an independent predictive role.
The relation qf autonomy to naturally occurring social interaction was investigated in two studies using a daily recording methodology. It was expected that autonomous functioning, as measured by the General Causafity Orientations Scale, would be related to positive social experience. Study 1 examined college students' interactions with parents; Study 2 examined interactions across aU relationships. Both studies showed that autonomy was significantly related to more positive and honest naturally occurring interaction, whereas control related to more defensive functioning.
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.
Empirical research and organismic theories suggest that lower well-being is associated with having extrinsic goals focused on rewards or praise relatively central to one's personality in comparison to intrinsic goals congruent with inherent growth tendencies. In a sample of adult subjects (Study 1), the relative importance and efficacy of extrinsic aspirations for financial success, an appealing appearance, and social recognition were associated with lower vitality and self-actualization and more physical symptoms. Conversely, the relative importance and efficacy of intrinsic aspirations for self-acceptance, affiliation, community feeling, and physical health were associated with higher well-being and less distress. Study 2 replicated these findings in a college sample and extended them to measures of narcissism and daily affect. Three reasons are discussed as to why extrinsic aspirations relate negatively to well-being, and future research directions are suggested.
Two studies examined the influence of emotions on nondirected learning. Nondirected learning is conceptualized as learning which occurs in the absence of external prompts, reinforcements, or specific instruction. In Study 1, one of two expository texts was given to ninety-two undergraduate subjects for the ostensible purpose of obtaining attitudinal and emotional ratings. Two separate measures of motivational and emotional factors and perceived comprehension were administered immediately following the subjects' reading of the text. No mention of later testing occurred. After a brief delay, subjects' recall of the texts was obtained and scored using a propositional coding scheme. Correlational results revealed that factor-analytically derived dimensions of interest-enjoyment and task involvement were positively associated with perceived comprehension text recall, while ego-involvement, shame, and hostility were negatively related to these same variables. Study 2 was conducted: first, to replicate the emotion dimensions ob- tained in Study 1 on a larger, combined sample; second, using the larger samples to specify and test a "path model" of the indirect influence of emotions on nondirected learning through perceived comprehension; and, third, in Study 2 alone, to a~. :ss the stability of the recall measure over a ten-day period and the effects of verbal aptitude on the relations between the variables in the path model. The discussion focuses on the significance of motives and emotions for nondirected learning and the implications of the current study for organismic learning theories.
Previous work (Knee & Zuckerman, 1996) found that the combination of high autonomy and low control was associated with fewer self-enhancing attributions after success and fewer self-protective attributions after failure. The present research again found strong support for a synergistic effect of causality orientations on defensive behavior through a prospective examination of defensive coping strategies (e.g., denial, behavioral disengagement, and mental disengagement) and self-handicapping tendencies. Individuals who were high in autonomy and low in control engaged in less defensive coping strategies (particularly denial) and exhibited less self-handicapping compared to all other individuals. The present findings support the proposition that self-determined individuals are less defensive in their behavior compared to others. Implications for self-determination theory as well as the controversy over the relation between positive illusions and well-being are discussed.
Past studies in U.S. work organizations have supported a model derived from self-determination theory in which autonomy-supportive work climates predict satisfaction of the intrinsic needs for competence, autonomy, and relatedness, which in turn predict task motivation and psychological adjustment on the job. To test this model cross-culturally, the authors studied employees of state-owned companies in Bulgaria, a country that has traditionally had a central-planning economy, a totalitarian political system, and collectivist values. A sample from a privately owned American corporation was used for comparison purposes. Results using structural equation modeling suggested that the model fit the data from each country, that the constructs were equivalent across countries, and that some paths of the structural model fit equivalently for the two countries but that county moderated the other paths.
The purpose of the present study is to examine the combined contribution of 2 predictors of environmental behaviors, self-determined motivation and information about a particular environmental issue (viz., perceived environmental health risks). The hypothesized model was tested with 761 participants from the general population using structural equation modeling. Self-determined motivation was found to predict both environmental behaviors and the tendency to seek information on health risks coming from 2 main sources (federal government agencies and public groups), which led to more confidence in those sources of information. In turn, confidence in the different sources of information was found to be significantly associated with perceptions of environmental health risks. Finally these perceptions were also found to be predictors of environmental behaviors. Results are discussed in terms of 2 possible processes that could facilitate environmental behaviors.
Five studies utilizing survey, experimental, and diary methods assessed the effects of being outdoors on subjective vitality. In Study 1, we used a vignette method to examine whether being outdoors was associated with vitality, above and beyond the influences of physical activity and social interactions. Study 2 explored the effects of being outdoors on vitality through an experimental design contrasting indoor and outdoor walks. In Study 3. participants were exposed to photographic scenes of either nature or buildings. Results showed that only the nature scenes enhanced subjective vitality. Studies 4 and 5 used a diary methodology to examine within-person variations in subjective energy as a function of being outdoors, again controlling for physical and social activity. Being outdoors was associated with greater vitality, a relation that was mediated by the presence of natural elements. Limitations of these studies are discussed, as well as their implications for research on energy and vitalization.
Psychology rarely examines the effects of economic systems on people's lives. In this target article, we set out to explore some of the costs of American corporate capitalism and its focus on self-interest, competition, hierarchical wage labor, and strong desires for financial profit and economic growth. Specifically, we apply recent cross-cultural research on goal and value systems (Schwartz, 1996; Grouzet et al. 2006), as well as a variety of other types of evidence, to demonstrate how the aims and practices that typify American corporate capitalism often conflict with pursuits such as caring about the broader world, having close relationships with others, and, for many people, feeling worthy and free. We hope that by bringing to light the value and goal conflicts inherent in this economic system, psychologists might begin to systematically investigate this pervasive yet paradoxically ignored feature of contemporary culture.
We examine the effects of weekend versus weekday and work versus nonwork experiences on mood and other well-being indicators in a sample of 74 men and women employed in a wide variety of occupations. It was hypothesized that both weekends and nonworking times would be associated with enhanced well-being, and that these relations would be mediated by greater satisfaction of autonomy and relatedness needs. In addition, we hypothesized that much of the weekend effect would be accounted for by the work versus nonwork contrast, given that work activities are expected to be associated with a lower sense of autonomy and relatedness than nonwork activities. Results supported these hypotheses, showing that for both male and female workers, weekend and nonwork activities were associated with several indicators of well-being, and these relations were partially or fully mediated by basic psychological need satisfaction. The findings are discussed in terms of mood variability and the implications of free time and work for workers' well-being.
daily variations may be understood in terms of the degree to which three basic needs, autonomy, competence, and related-ness, are satisfied in daily activity. Hierarchical linear models were used to examine this hypothesis across 2 weeks of daily activ-ity and well-being reports controlling for trait-level individual differences. Results strongly supported the hypothesis. The authors also examined the social activities that contribute to sat-isfaction of relatedness needs. The best predictors were meaning-ful talk and feeling understood and appreciated by interaction partners. Finally, the authors found systematic day-of-the-week variations in emotional well-being and need satisfaction. These results are discussed in terms of the importance of daily activities and the need to consider both trait and day-level determinants of well-being.
This diary study examined the proposal that satisfaction of two psychological needs, competence and autonomy, leads to daily well-being. Between-subjects analyses indicated that participants higher in trait competence and trait autonomy tended to have "better" days on average. Independently, within-subject analyses showed that good days were those in which participants felt more competent and autonomous in their daily activities, relative to their own baselines. Other predictors of daily well-being included gender, whether the day fell on a weekend, and the amount of negative affect and physical symptomatology felt the day before. Although past diary studies have tended to focus on threats to daily well-being, the authors suggest that psychological need concepts offer promise for understanding its positive sources.