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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.
... We discuss motivation questions based on Eccles' and Wingfield's Expectancy-value theory (Eccles, Adler, Futterman, Goff, Kaczala, Meece & Midgley, 1983;Eccles, Wigfield, Flanagan, Miller, Reuman & Yee, 1989;Eccles, 1993;Eccles, Wigfield, Harold & Blumenfeld, 1993;Eccles & Wigfield, 1995. The concepts self-conception, self-assurance and self-efficacy expectations are based on the findings of the most important researchers in this article (Deci & Ryan, 1985a, 1985b, 1985c, 1991, 2012Pajares, 1996Pajares, , 2003Bouffard, Marcoux, Vezeau & Bordelau, 2003;Ryan & Deci, 2017). Declarative knowledge (facts) and procedural knowledge (skills, know-how) are opened in discussing the dimensions of arts and skills in music education (Willingham & Preuss, 1995;Hietanen, 2002). ...
... This process is also connected to creativity and ascending motivation of pupils as their independence, mastering their own learning and selfefficacy beliefs get stronger through experiencing success in their productive projects. The efficacy beliefs take advantage of cognitive, social and behavioristic skills and it points to the belief of an individual to be able to carry out the given task successfully (Deci & Ryan, 2012). These positive changes are connected to the increasing use of divergent thinking which is more highlighted in creative processes of creating one's own music which are closer to playing and gaming than planned proceeding. ...
... In relation to selfexpression the whole creative process has an impact on children's development of self-concept, self-assurance, and self-efficacy beliefs. Our point of view is based on the target-orientation theory and self-determination theory, as the elements of selfdetermination and affective factors are especially prevailing in music education (Deci & Ryan, 2012;Ryan & Deci, 2017;Yang, Shen, Lin & Lin, 2021). ...
... It especially looks at how identified academic motivation, capacity for long-term planning, and effort management affect students' academic success. The self-determination theory (SDT;1985;2012), developed by Deci and Ryan, is the foundational theories for framing the study. Deci and Ryan's (1985;2012) self-determination theory (SDT) is a modern, fast-growing theory that allows us to discriminate between different forms of motivation based on the causes and aims that drive an individual to engage in certain behaviour. ...
... The self-determination theory (SDT;1985;2012), developed by Deci and Ryan, is the foundational theories for framing the study. Deci and Ryan's (1985;2012) self-determination theory (SDT) is a modern, fast-growing theory that allows us to discriminate between different forms of motivation based on the causes and aims that drive an individual to engage in certain behaviour. This theory proposes a distinction between intrinsic motivation, which motivates people to do something because it is intrinsically engaging or attractive, and extrinsic motivation, which pushes people to do something because it has a certain outcome (Ryan & Deci, 2000, p.55). ...
... Identified motivation is the most autonomous and selfdetermined form of extrinsic motivation (Deci & Ryan, 2012), and it is typical of students who choose to attend university since it is important for their career and personal development (Girelli et al., 2018). This sort of academic motivation differs from intrinsic motivation in that the student's purpose is for success and behaviour (e.g., studying) to have instrumental value rather than being motivated by topic interest or personal enjoyment. ...
Italy is among the EU countries with the lowest rates of college graduates. Preventing dropout rates, promoting better educational achievement and improving adult population well-being can all be accomplished by discovering factors that promote higher academic success. Thus, the current study’s goal is to investigate personal factors that may have an impact on academic achievement (in terms of grade point average [GPA] and number of exams passed). We assume that identified academic motivation will indirectly affect academic achievement via students’ perceived competence in career planning and through their capacity to regulate effort in learning. The present study was conducted at the Department of Agri-Alimentar Science and Technology of a huge university in northern Italy. A sample of 348 students (40.5% male; Mage=21.13 years; SDage= 2.14) voluntarily filled an online questionnaire. Analysis on collected data were performed using structural equation modelling using the Mplus software. The obtained results provided support to the hypothesized association between identified motivation and GPA, via the serial mediation of confidence in career planning and significant learning effort regulation (β = 0.10, SE = 0.03, p = .006), and between identified motivation and exams passed through the serial mediation of confidence in career planning and learning effort regulation (β = 0.10, SE = 0.02, p = .009). Our study extended the body of research on the association between identified academic motivation and academic achievement, by investigating the presence of some elements that mediate this relationship. The findings have several practical implications: in particular, they may be used to design specific actions to promote the educational success of university students – for example, the provision of specific training regarding learning effort management, without neglecting the importance of students’ looking toward their own professional future.
... This university was the recipient of the National Science Foundation ADVANCE institutional transformation grant, with the aim to enhance the research opportunity for women in STEM and social and behavioral science (SBS) fields. The programs developed by ADVANCE Project TRACS (Transformation through Relatedness, Autonomy, and Competence Support) were based within the tenets of self-determination theory (Deci & Ryan, 2012). This theory articulates fundamental "needs" for motivation as 1) competence -the need to understand the logistics and processes for completing a task successfully, 2) autonomy -the capacity for choice and influence over tasks and decisions, and 3) relatedness -building networks and feeling a sense of belonging. ...
... The purpose of Study 2 was to assess whether designing a targeted educational program focused on the NSF CAREER award could close the gender gap between men and women early-career award recipients at one university. Based on the tenants of the evidence-based "Grant-Writing Bootcamp" (Smith et al., 2017), developed as part of the NSF ADVANCE Institutional Transformation program (2012 -2018), the program for Study 2 was designed to address women researchers' unique psychological needs for relatedness, competence, and autonomy (Deci & Ryan, 2012;Smith et al., 2018) though it was open to all identities depending on space availability. The design enhanced autonomy by allowing faculty to take creative approaches with topics, methods, and timing; competence by providing advice, tools and templates for navigating the grant paperwork and submission process; and relatedness by creating small groups of peers and connections to grant-successful mentors. ...
... Procedure We developed and implemented a targeted educational program to support all faculty who were submitting to the NSF CAREER programs based on the grant-writing bootcamp. Bootcamp was set up to address women researchers' unique psychological needs for relatedness, competence, and autonomy (Deci & Ryan, 2012;Smith et al., 2018) though it was open to all identities depending on space availability. The design enhanced autonomy by allowing faculty to take creative approaches with topics, methods, and funding sources; competence by providing advice, tools and templates for navigating the grant paperwork and submission process; and relatedness by creating small groups of peers and connections to grantsuccessful mentors. ...
Grant funding is essential to the advancement of science, technology, engineering and math (STEM) fields with certain grants viewed as especially prestigious and career formative. The goal of this project was twofold: first to describe the gender demographics of the national winners of two prestigious grants and second, to document the impact of an educational program aimed at improving the success for women in STEM fields in a local setting. In Study 1, we analyzed publicly available national data to document gender gaps in National Science Foundation’s Faculty Early Career Development Program (CAREER) and National Institutes of Health’s K01 awards from 2008-2021. Results showed that, while the ratio of K01 awards favored women, the ratio of men-to-women CAREER awardees favored men. In Study 2, we implemented a grant-writing program for CAREER awards based in self-determination theory at one university and analyzed its impact on funding success. Results comparing before the educational program and after showed that the average annual success rate increased for everyone from 11% to 33%. Women-identified faculty who participated in the program were awarded CAREER funding at a higher rate than would be expected from the number of women eligible to apply or submission rates. While the correlational and observational nature of this study make it impossible to conclude that it was only the educational programs that resulted in the benefits to women’s award success, we encourage other universities to consider adapting the program and enable faculty development around grant success.
... We utilized the self-determination theory (SDT; Deci & Ryan, 1985;Ryan & Deci, 2000, 2002, a framework that postulates three basic psychological needs, for autonomy, relatedness, and competence, and underlying academic well-being indicators such as interest and effort (Francisco-Aparicio et al., 2013;Peter et al., 2019;Ryan & Deci, 2002. The first of the basic psychological needs, autonomy, involves having the experience that one's behavior is driven by will or volition to perform a task based on interest and without pressure, coercion, or direct incentivization by others (Deci & Ryan, 2012;Vansteenkiste et al., 2010Vansteenkiste et al., , 2012. ...
... Interestingly, providing students choice on engaging in the activity (all students chose to participate in the experiment) supported all three basic needs and, like previous research (Patall et al., 2008(Patall et al., , 2010, was associated with more interest and effort. This finding suggested that gamified learning is most beneficial when students can decide on their actions following their interests and values (Deci & Ryan, 2012). It corresponds with the Montessori method, which promotes choice and autonomy to increase high intrinsic motivation and positive learning outcome (Montessori et al., 2017;Rathunde & Csikszentmihalyi, 2005). ...
Educators have incorporated technologies designed to “gamify” or increase the fun and reward of classroom learning, but little is known about how these resources can be employed to create positive learning climates. Informed by self-determination theory (SDT), two experiments investigated a number of strategies teachers can use to frame one such technology, the student response system (SRS), when they use it as an educational tool to enhance its fun and contribution to positive learning environments. Participants (n = 30) in a pilot experiment were randomly assigned to a 2-month experiment that showed that using SRS versus non-technology-based learning increases academic well-being. A primary study (n = 120 students) experimentally manipulated the use of SRS with and without motivational framing strategies that were anticipated to enhance its effects, specifically by employing teamwork, friendly competition between students, and giving students a choice to participate. Results showed that motivational framing strategies enhanced students’ need satisfaction for autonomy (sense of choice), competence (sense of efficacy in relation to learning), relatedness (to others in the classroom), and academic well-being (interest and engagement). In short, the use of interactive technology and how it was implemented in class was vital for enhancing students’ learning outcomes.
... Motivational principles contribute to autonomy, self-determination, and self-actualization (see Christiansen, 2009;Deci & Ryan, 2012;Goodwin et al., 2001;Maslow, 1954Maslow, /1987Ryan & Deci, 2000. Reconceptualizing democracy as empowerment served as a sensitizing concept. ...
... The motivational disposition of the concepts was a major contributing factor to the success of the Founders' response to Great Britain. Motivation is associated with self-esteem, selfdetermination, and self-actualization (see Bloch, 1986;Christiansen, 2009;Deci & Ryan, 2012;Goodwin et al., 2001;Maslow, 1954Maslow, /1987Snyder, 2000;Ryan & Deci, 2000. Consequently, a democratic social change process was constructed based on the first principles of democracy. ...
Existing social disparities in the United States are inconsistent with the promise of
democracy; therefore, there was a need for critical conceptualization of the first
principles that undergird American democracy and the genesis of democratic social
change in America. This constructivist grounded theory study aimed to construct a
grounded theory that provides an understanding of the process of American democratic social change as it emerged from the nation’s founding documents. A post hoc polytheoretical framework including Foucault’s, Bourdieu’s, and Marx and Engels’s theories of power was used to understand power dynamics. The research question focused on understanding the process of democratic social change in America. The sample comprised the Articles of Confederation, the U.S. Declaration of Independence, The Federalist Papers, and the U.S. Constitution. The documents were retrieved from the National Archives and Library of Congress. The data analysis plan incorporated successive comparison, situational and dramaturgical analysis, deconstruction, and perspective-taking as strategies. The result was the construction of a democratic social change process theory preceded by five grounded theories: (a) first principles of democracy, (b) first principles of democracy conceptual framework, (c) socio-ethical principles of democracy, (d) demoralizing process, and (e) either-or approach to democracy. Positive social change implications include applying a democratic social change process to future social change endeavors across domains and levels of analysis, a normative framework for a republican form of government, and a tool to analyze and minimize the latent consequences of social justice policies.
... The latter theory remarks that external and internal factors influence language learning motives. [28] argue that learners' motivation can be divided into intrinsic and extrinsic motivation. While extrinsic motivation refers to factors outside learners such as peers, family, and learning environment, intrinsic motivation is related to learners' self-interest. ...
... While extrinsic motivation refers to factors outside learners such as peers, family, and learning environment, intrinsic motivation is related to learners' self-interest. Although it has been argued that only inherent motivation matters because it seems sincere [28], extrinsic motivation is still important because it affects learners' language performance [29]. The weight of evidence suggests both types of motivation matter. ...
The present study examined motivational factors of EFL learners to learn grammar through social media during the Covid-19 pandemic. The present study applied a mixed-method approach to obtain its data. Questionnaires were distributed to 50 respondents, while semi-structured interviews were conducted with five respondents. The results suggest that the respondents were more extrinsically motivated to learn grammar through social media because they considered it more relaxing, motivating, and accessible. In addition, it can provide more real-life examples of grammar usage than ones they got from the classrooms. Therefore, integrating social media into teaching and learning grammar seems to be perceived positively by learners and can improve learners’ motivation. The present study also suggests integrating social media into EFL classrooms during the Covid-19 pandemic.
... 1.1. Self-control predicts subjective authenticity According to self-determination theory, pursuing goals that are aligned with individuals' core interests and values could promote his/ her authenticity Deci and Ryan, 2012). Selfcontrol, as the ability to overcome impulses to serve valued goals, is assumed to bring higher self-authenticity. ...
... In contrast to this view, the present study provide evidence that high levels of self-control are beneficial for adolescents to achieve a true self. Theoretically, our findings are in accordance with self-determination theory, which assumes that people have a natural propensity for growth and improvement Deci and Ryan, 2012). Moreover, Self-control contributes to the realization of this potential propensity by inhibiting and altering impulses to pursue long-term goals, which are aligned with their true self. ...
Both self-control and self-authenticity are critical to individuals’ mental health and social adjustment, but their relationship has received little attention. Research demonstrates that exerting self-control could help individuals achieve true self and might be promoted by perceiving authenticity. Accordingly, this study utilized a longitudinal design and investigated the temporal relationship between self-control and self-authenticity in a large sample of 2,982 Chinese adolescents ( M age = 17.53, SD = 0.84). Correlation analysis showed that participants possessing higher self-control were associated with greater self-authenticity. Cross-lagged path analysis revealed a reciprocal relationship between self-control and self-authenticity over time. Moreover, bivariate latent change score model indicated that self-control predicted an increase in self-authenticity across time, and vice versa. Overall, this study advances our understanding and suggests that restraining temptation and impulse can promote adolescents’ authenticity, and that the experience of authenticity, in turn, facilitates their self-regulation.
... The MORE scale was developed with reference to the factors influencing the motivation of stroke patients (17). In self-determination theory (28,29), widely known as the motivation theory, motivation is broadly classified into intrinsic motivation and extrinsic motivation. According to this classification, rewards, including functional recovery and praise from medical staff and family members, can be categorized as extrinsic motivation, and patients' enjoyment of the rehabilitation itself can be classified as intrinsic motivation. ...
... The median (IQR) of total FIM gain, effectiveness, and efficiency from admission to discharge were 28 (21-39), 0.82 (0.68-0.91), and 0.41 (0.30-0.59), respectively. The median (IQR) of Mini-Mental State Examination score was 28(25)(26)(27)(28)(29). ...
Background
The motivation for rehabilitation is important in encouraging stroke patients to participate in rehabilitation; however, its relationship with outcomes is not well known. In addition, changes in patient motivation during hospitalization have not been examined.
Aim
To examine the relationship between motivation and rehabilitation outcomes for subacute stroke patients and to investigate the changes in motivation.
Design
Prospective cohort study.
Setting
Subacute rehabilitation hospital.
Population
The study enrolled a consecutive sample of patients ( n = 201) with stroke admitted to a subacute rehabilitation ward from October 2017 to March 2019.
Methods
The functional independence measure and motivation in stroke patients for rehabilitation scale was evaluated at admission; at one, two, and three months after admission; and at discharge. The effectiveness and efficiency of the functional independence measure were calculated as rehabilitation outcomes. The effect of motivation on outcomes and the change in motivation in stroke patients for rehabilitation scale scores over time were analyzed using a linear mixed model.
Results
The median (interquartile range) converted motivation in stroke patients for rehabilitation scale scores (converted to a range of 0–100) at admission; one, two, and three months after admission; and discharge was 86 (76–95), 83 (77–94), 81 (74–95), 81 (71–93), and 84 (75–95), respectively. The median (interquartile range) of effectiveness and efficiency of the functional independence measure from admission to discharge was 0.82 (0.68–0.91) and 0.41 (0.30–0.59), respectively. Motivation in stroke patients for rehabilitation scale scores were not significantly associated with the effectiveness and efficiency of the functional independence measure ( p > 0.05). Motivation in stroke patients for rehabilitation scale scores were significantly lower at two ( β = −3.1, 95% confidence interval [−5.3, −0.9], p = 0.005) and three ( β = −4.4, 95% confidence interval [−7.3, −1.6], p = 0.002) months after admission than at admission.
Conclusion
Motivation might not directly affect rehabilitation outcomes assessed by the functional independence measure. Furthermore, many participants remained highly motivated, although their motivation decreased at one or three months after admission.
Clinical rehabilitation impact
Assumptions that rehabilitation is ineffective because of low motivation may not be correct. To examine the influence on outcomes, both motivation and daily activities should be considered.
... Students' psychological needs should also be met. Social Determination Theory posits that meeting students' psychological needs (i.e., feeling competent, autonomous, and related to others) improves students' motivation, well-being and willingness, culminating in better academic performance (Amholt et al., 2020;Deci & Ryan, 2012). At the school level, teachers and school leaders should foster a positive school climate encompassing values, norms and expectations that support school members in social, physical and emotional domains by promoting relationships, safety, teaching and learning, institutional environment, and school improvement processes (Thapa et al., 2013). ...
This study reports two independent meta-analyses on the relationship between (a) classroom climate and academic achievement; and (b) school climate and academic achievement. The analyses were based on extant correlational research studies at the K-12 level that were published between 2000 and 2020. The relationships were analyzed in terms of various moderator variables. The first dataset included 53 research studies focusing on classroom climate and academic achievement, and the second dataset included 37 research studies on school climate and academic achievement. The meta-analyses were carried out with a random effects model. Fisher's effect size was calculated for each study. Publication bias was tested with Egger's linear regression method and Duval and Tweedie's trim and fill method. We used the Q-test for moderation analyses and I 2 test for heterogeneity analyses. The results revealed that the mean effect size for the relationship between classroom climate and academic achievement was small, while it was medium for the relationship between school climate and academic achievement. The effect sizes regarding classroom climate differed significantly only in terms of the academic area moderator variable, and the effect sizes regarding school climate differed in terms of school area, report type, and unit of analysis. This meta-analysis study confirmed that school climate and classroom climate are significant correlates of academic achievement, and the dataset in this study revealed a greater magnitude of relationship in/home/spi favor of school climate (although a comparison is not meant in this study). This study suggests that policymakers and practitioners should invest their efforts in promoting sound school climates while maintaining an emphasis on classroom climate components, as the two types of climates are intertwined.
... Various theories and models may provide inspiration for constructing this motivational model, including the transtheoretical model of behavior change (Heller et al., 2013) or self-determination theory (Deci & Ryan, 2012). However, these models should be critically assessed for their applicability given the specific nature of the use of DSCT. ...
Distractions are ubiquitous in today’s technology-saturated environments, an issue that significantly impacts learning contexts employing digital technologies and yields detrimental effects on learning. Digital self-control tools, which aim to assist users in their efforts to reduce digital distractions, are numerous and readily available. Despite several dedicated empirical studies focusing on specific tools, there remains a notable lack of information regarding their daily use and helpfulness. Furthermore, the sheer variety of these tools prompts questions about their universal helpfulness and the potential influence of individual differences.
To address these issues, we surveyed a sample of higher-education students, totaling 273 individuals. These students reported on their media use, satisfaction with learning, and experiences with features of digital self-control tools. Our study’s findings indicate a discrepancy in the perception and awareness of these features; those deemed most helpful are among the least known, and conversely, common features are often perceived as unhelpful.
Our research also uncovered a negative correlation between habitual media use and the use of less restrictive features. Another identified issue was constraints on the use of these tools for learning, as platforms often serve dual purposes for both education and entertainment. We delve into these practical problems and propose future research directions to further advance the understanding of digital self-control tools.
... These two components are missing in the globally accepted taxonomy, i.e., Bloom's taxonomy and other similar taxonomies. Also, Bloom's taxonomy and other taxonomies explain abstract cognitive domains that are insufficient for the learners' self-regulation, competence, and imagination (Deci & Ryan, 2012). ...
Attention and awareness are complexly interconnected and are conceived to be the two crucial cognitive components for a holistic learning experience. However, this paper claims that teaching and learning instructional materials, educational taxonomies, and evaluation strategies have not given due importance to cultivating these two cognitive components for effective learning. To substantiate its claim, this paper aims to offer a review of a range of educational taxonomies to foreground how two of the most crucial cognitive components integrally connected to critical thinking abilities are not discussed. The paper argues that a study of this kind will enable us to identify the gaps hindering the goal of achieving the concept of critical pedagogy. The paper will also offer an in-depth review of literature from the domains of cognitive science, neuroanatomical science, and language education to assert the significance of attention and awareness. The paper's originality lies in its ability to propose an eclectic learner-centric taxonomy that could be adopted for achieving the goals of critical pedagogy.
... For this reason, we postulate that our esport players are unlikely to quit gaming any time soon; and for the same reason, it likely remains not only impossible but also unprofitable for many treatment-seekers to stop playing permanently. Various psychological theories of human needs, motivation, and embodied cognition hold that autonomy and the experience of control are some of the most fundamental factors in individual wellbeing (Deci & Ryan, 2012;Di Paolo & Thompson, 2014;Schultheiss & Wirth, 2018). The position can be traced back to the Ricoeurian notion of human identity that is rooted in "various ways in which our biology challenges our experience of being an autonomous self" (Rosfort 2019, p. 338). ...
... Moreover, teachers' support measured in PISA 2018 emphasises interpersonal interactions between teachers and students during language lessons (Khine et al., 2022). The positive teacher-student relationship motivates students to actively engage in learning (Deci & Ryan, 2012). If students perceive their teachers as friendly, trustworthy, and helpful, they are motivated to pursue success and have reduced anxiety, which develops their resilience, as evidenced by the increased effort and persistence in learning (Ma et al., 2018). ...
a significant positive influence on student resilience both directly and indirectly, and the indirect influence was mediated by students' achievement goals; and (iii) teacher support had only an indirect significant positive effect on student resilience mediated by achievement goals. This study establishes a mediation model to associate teacher feedback and support with student resilience via students' achievement goals. It also reveals the cultural relevance of student resilience. The findings have implications for East Asian teachers to cultivate resilient students in changing times.
... The motivational disposition of the concepts was a major contributing factor to the success of the Founders' response to Great Britain. Motivation is associated with self-esteem, self-determination, and self-actualization (see Bloch, 1986; see also Christiansen, 2009;Deci & Ryan, 2012;Goodwin et al., 2001;Maslow, 1954Maslow, /1987Snyder, 2000;Ryan & Deci, 2000. Therefore, a democratic social change process was developed based on the first principles of democracy. ...
Existing social disparities in the United States are inconsistent with Lincoln's promise of democracy; therefore, there is a need for a critical conceptualization of the first principles that undergird American democracy and the genesis of democratic social change in America. This study aimed to construct a grounded theory that provides an understanding of the process of American democratic social change. The result was the construction of two frameworks: the demoralization process that triggers social change, and a formal grounded theory that could explain democratic social change endeavors across different domains and levels of analysis. This democratic social change grounded theory answers the research question: How do the principles of the American founding documents provide an understanding of the process of American democratic social change?
... Self-Determination Theory (SDT) represents a macro theory that addresses human motivation and personality, focusing on the fundamental concerns of growth and the innate psychological needs of individuals. This theory focuses on the level of self-motivation and self-determination in individual behavior [4][5][6]. SDT comprises six mini-theories, which complement each other and are based on basic psychological needs to form the macro-theory of self-determination: cognitive valuation theory, organismic integration theory, causality orientation theory, basic psychological needs theory, goal content theory, and relational motivation theory [7]. SDT identifies three innate needs that, if met, allow for optimal functioning and growth: Competence, Relatedness, and Autonomy [8]. ...
In the last decade, great strides have been made to increase access to education and enrollment rates at all levels (primary, secondary, and higher education). Actions such as promoting equal access to education, preventing school dropout, and establishing free education, among other actions proposed by organizations such as UNESCO, seek to guarantee the universality of education. This is undoubtedly a great challenge, and to address it, it is necessary to characterize how students face the learning process, considering factors such as autonomy, competencies, and their own basic psychological needs, looking for effective learning models based on students’ needs in a changing world, where ICTs play a relevant role. This research analyzes learning models, motivation, self-determination, and technologies used for learning achievement in higher engineering education. The study will highlight relevant initiatives and the most commonly used technological tools. It will also identify learning models that seek to link emotional intelligence, self-determination, cognitive skills, and ICT. The PRISMA protocol guided the study, finding 132 relevant articles to be analyzed and proposing best practices in using learning models, strategies, and ICT to foster students’ intrinsic motivation.
... There are higher states of consciousness where restful alertness can be present even during activity (Alexander & Langer, 1990;Maheshwari, 2023;Mason et al., 1997;Nader, 2021;Nidich et al., 2000;Travis, 2014;Travis et al., 2002Travis et al., , 2004. Nader and Maheshwari (2023) theorized that development of consciousness can lead to higher purpose and to "intrinsic motivation and well-being" (Deci & Ryan, 2012b). Maheshwari (2023) showed that higher consciousness of leaders can create an environment of well-being in which teams and organizations can flourish. ...
Job burnout is a serious problem in medicine, leading to lost productivity, costly attrition, loss of well-being, and even loss of life through suicide. A major US medical school introduced a 2-credit elective course that featured the Transcendental Meditation® (TM®) technique to try to address this problem. This chapter reports on an 8-year study of medical students’ experiences with this course. The TM technique has been shown to reduce burnout and improve self-care and well-being through the development of consciousness. The authors use qualitative research and a grounded theory approach to assess the effects of this initiative. They report three major benefits. First, the technique addressed their most pressing needs: reducing stress and anxiety. Second, the students reported multiple positive benefits affecting many facets of health, well-being, and learning, including a spontaneous increase in compassion and empathy. Third, TM students reported gaining 2–5 hours of more productive time daily, plus improved relationships and teamwork.
... Parental autonomy support is parental encouragement of students' problem-solving, selection and decision-making (Grolnick, 1989). However, Deci and Ryan (2012) concur that the intent of parental autonomy support is to embrace students' opinions, encourage self-determination, and offer an autonomous family environment that promotes a sense of competence and control. This also plays a vital role in promoting the pillar of education of learning to attend and care, enhancing the development of the students having insights they are capable of despite their vulnerability (Sobe, 2021). ...
Family support is one of the most significant elements related to students’ academic performance and success at universities. However, little research has been conducted on how family support fosters academic performance and learning among occupational therapy students who experience academic pressures and challenges in South Africa. An interpretive, qualitative, exploratory-descriptive approach was used to explore the occupational therapy students’ perceptions of family support towards their academic performance. Four groups of occupational therapy students from the first- to fourth-year study were purposively selected for the study. Four focus group discussions were conducted, audio-recorded, transcribed verbatim and analysed thematically. Three themes emerged from the study, namely: “My parents do support me in everything”; “My parents don’t really know what is OT”; and “I physically took my assignment, and the educator looked at it and helped me.” The findings showed that the participants received support from their parents comprising academic, emotional, physical, psychological, financial and virtual support. The participants felt that the financial component of family support seemed to form part of the challenges they encountered while at university. The family emotional aspect was acknowledged by most participants as a significant contributor to their academic performance and success.
... In an educational context for example, methods of participation and engagement are employed to enhance motivation and increase academic performance (Christenson, Reschly, & Wylie, 2012). A core component of SDT is relatedness, which is a need to feel connected to others, and participating in a socially supportive environment is vital for psychological well-being (Chen et al., 2015) and performance (Deci & Ryan, 2012). ...
Diminished cardiovascular reactivity is a proposed marker of motivational dysregulation and is related to a range of adverse behavioural and health outcomes. Social participation represents the frequency an individual engages in social activities, is a form of motivated behaviour, and has been recently linked to lower cardiovascular responses to acute psychological stress. With recent work emphasizing the importance of assessing adaptation of the cardiovascular response to recurrent stress, the aim of the current study is to build on previous work by examining the relationship between social participation and cardiovascular stress response adaptation. Analyses were conducted using a general linear model and previously obtained data from the Pittsburgh Cold Study 3 (PCS 3). Two hundred and thirteen participants (M = 30.13; SD = 10.85) completed a social participation measure and had their systolic and diastolic blood pressure (SBP, DBP) and heart rate (HR) monitored across two separate standardized stress testing sessions. In line with previous research, lower social participation was related to lower cardiovascular responses to stress. Findings also indicate that higher levels of social participation were associated with greater blood pressure habituation to recurrent stress. Given that cardiovascular habituation to recurrent stress signifies good health, the implications of these findings are discussed. Key words: social participation, cardiovascular reactivity, cardiovascular habituation, blood pressure, Pittsburgh Cold Study.
... 14 SDT is founded on the premise of individuals possessing fundamental psychological needs for competence, autonomy, and relating to others, whose satisfaction facilitates autonomous motivation whereas their nonsatisfaction leads to a sense of pressure to behave in particular ways (controlled motivation) or lack of motivation. 15 Within SDT, behaviors depend on six types of motivations; namely intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The GAMS was developed and validated to measure the extent to which participants' gaming behavior relies on each of the SDT's six motivation domains. ...
Objective:
Gaming motivations are a central aspect of playing video games, and their importance to understanding both healthy and problematic gaming behavior has been increasingly elucidated. In this study, we aimed to translate the 18-item Gaming Motivation Scale (GAMS-18) to Persian and validate it in a population of Persian speaking gamers, specifically for the assessment of online gaming.
Methods:
After translation from English to Persian, content validity of the questionnaire was assessed by a panel of experts and test-retest reliability was calculated in a sample of 70 students. Data from an online survey of 791 Iranian online gamers were used for the assessment of construct validity using confirmatory factor analysis.
Results:
The item content validity index and the scale content validity index for clarity and relevance ranged from 0.80 to 1.00. Internal consistency reliability of the GAMS-18 was 0.90 and the test-retest reliability was 0.89. The test-retest reliability of the GAMS-18 was 0.89, and the internal consistency was 0.90. The GAMS factors had acceptable correlation with other motivational scale such as Player Experience of Need Satisfaction. Incorporating the proposed additional error paths improved the model fit to an acceptable level.
Conclusion:
The Persian version of the GAMS can assess digital gaming behavior based on the six self-determination theory motivation types, and measures different aspects of motivation that other instruments. It is also demonstrated to have good reliability and validity and could be used in research on the motivations of online gamers in Persian-speaking populations.
... Additionally, they should be incorporated into the national lexicon to be internalized and integrated-the process of adapting another's values to one's own (Deci & Ryan, 2000, 2012. Although there are several distinguishing characteristics between the traditional democratic values and the first principles of democracy, the empowering disposition of the first principles will be the focus of this article as it answers the second part of the research question: How do (the two democracy frameworks woven into the American founding documents) differ? ...
Great Britain subjugated colonists using various power strategies, including dehumanization, misinformation, fear, and other divisive strategies. The Founders described these oppressive strategies as “a long train of abuses and usurpations.” Throughout the Declaration of Independence and the U.S. Constitution, the Founding Fathers imbued the people with hope in a government for the people: one unlike that of the monarchy, which sought to protect itself at the expense of colonists. As a result, the Founders created a government more likely to lead with fairness, demonstrate respect for human dignity, unite Americans as one people, empower citizens through hope, and lead the nation toward security. This socio-ethical framework was an abductive discovery nested within a grounded theory study where it had been concluded that the first principles of democracy were woven within the American founding documents. Using Charmaz’s constructivist grounded theory, the first principles of democracy—knowledge, fairness, human dignity, hope, unity, and security—were used to answer an emerging research question: Are there two democratic frameworks in the founding documents, and how do they differ? The first principles of democracy promote a culture of ethics, resilience, and freedom. Their empowering disposition makes them suitable as a normative framework for a democratic government for the people.
... Second, official disobedience might cause a major change regarding the moral character of public officials. Since personal autonomy is condemned when in public office, public servants develop particular traits of character accordingly; e.g., lack of empathy, blind obedience to the status quo, and the inability to understand rulebreakers (Deci andRyan 2012, Zacka 2017). In light of these facts, some might worry that even if the selection effect for rule-following personalities changes, people in office would tend to develop similar characteristics. ...
A legitimate expectation in a liberal democracy is that public officials enforce the law regardless of its content; when they don’t do so, their actions tend to be publicly condemned. This expectation puts street-level bureaucrats in a moral dilemma when they consider that a certain law is unjust: either they don’t enforce the law and violate their duties to the citizenry, or they enforce it and become complicit in injustices. This paper argues for the legal permission of public officials to disregard legal mandates for moral reasons. Call it official disobedience. Contrary to common intuitions, I show that official disobedience would foster the principles of and improve governance in liberal democracies: it accommodates public officials’ personal autonomy and yields three main democratic benefits. First, information about the outcomes of the law would become available for lawmakers; second, in the aggregate, it would protect citizens from injustices; third, it would improve the moral character of bureaucrats.
... In the dialectical relation of students' and teachers' exchange, in line with the assumption of the three basic psychological needs of autonomy, competence, relatedness, three teacher motivating styles are distinguished -autonomy support, struc-ture support, and involvement support, which are regarded universally as either effective or not depending on whether and to what degree they do or do not meet the basic psychological needs of each individual (Deci & Ryan, 2012;Reeve et al., 2004;Reeve, 2002;Vansteenkiste et al., 2020;Yu et al., 2018). The motivating style of autonomy support, which satisfies a student's need for autonomy, describes teacher behaviours aimed at creating an atmosphere of mutual respect between teachers and students in which students are given the opportunity to express their personal opinions, as well as multiple choices regarding teaching content and classwork (Reeve, 2009). ...
The aim of this research was to test whether students' school level (primary school or secondary school level) has a significantly moderating impact on relationships between students' perception of teachers' motivating styles (autonomy, structure and involvement support) and students' academic motivation (intrinsic, extrinsic, introjected motivation and amotivation) in the context of science-mathematics and socio-linguistics subjects. The sample was comprised of 494 students (females = 57.9%) divided into two school levels: 1) students in the final grades of primary school (53.8%); and 2) students in the first two grades of secondary school (46.2%). The results of the moderation analyses indicated that school level did not have a significant moderate influence on the tested relations in the context of socio-linguistic subjects, while it did in the context of science-mathematics subjects. The results of the simple slope tests indicated that the perceived structure support had a positive effect on the realization of intrinsic motivation, especially in the younger respondents, and that both perceived autonomy support and structure support displayed a negative association with amotivation in both age groups of students in the context of the science-mathematics subjects, but that these effects were stronger in the younger respondents. The results offer new insights into how teachers' motivational styles may influence different aspects of students' motivation to learn science-mathematics and socio-linguistics subjects in students at different school levels.
... Inherent motivation reflects the internal factors that induce people to perform an activity for intrinsic satisfaction. On the other hand, extrinsic motivation refers to factors that influence one's participation in action for external outcomes or rewards (Deci & Ryan, 2012). Studies found that highly motivated people tend to use negotiation strategies more frequently while maintaining their level of participation (Hubbard & Mannell, 2001;Moghimehfar & Halpenny, 2016). ...
Travelling as a backpacker is gaining popularity among Asians and women in particular, emerging as an exciting segment. Despite advances in gender equality in the context of travel, there have been discrimination and restriction among women due to perceived constraints. The current study advances the use of the full constraint-negotiation model to understand Asian women’s participation in backpacking trips by examining the relationship between motivation, perceived constraints, and the negotiation strategies used by them to enhance their participation. Survey responses from 246 women travellers were collected, and the structural model was tested using PLS-SEM. Findings reveal that constraints negatively influence intention, and out of all the constraints, structural constraints have a more substantial influence on choice than intrapersonal and interpersonal. Negotiation and motivation positively impact women’s intention to participate in backpacking trips.
... The theory suggests that motivation is not solely influenced by external factors, but also by an individual's internal motivation. External influences, such as rewards or punishments (Deci and Ryan, 2012), interact with internal motivation to influence behavior. In the field of Information Systems, self-determination theory has been widely used to explain user behavior, including continuous usage, online shopping intentions, and information security motivations (Yoon and Rolland, 2012;Gao et al., 2018). ...
Purpose
The purpose of this study is to examine the impact of social media affordances, specifically social engagement and social endorsement, on knowledge contribution in online Q&A communities. Building on self-determination theory, this research seeks to tackle the issue of under-provision of knowledge in these communities.
Design/methodology/approach
The study employs a sample collected from a popular social Q&A community in China and uses linear panel data models along with multiple robustness checks to test the research model.
Findings
The findings reveal that both social engagement and social endorsement have a positive effect on users' knowledge contribution to the online Q&A community. However, the impact of social engagement is mitigated by social endorsement.
Originality/value
This paper makes a valuable contribution to the field by filling the research gap on the role of social engagement behaviors and their interaction with social endorsement in online Q&A communities. The results provide insights into how social media affordances can be leveraged to enhance knowledge contribution in these communities.
... It is therefore important to highlight how the reality of dual carrier families is increasingly growing, in which, just as the involvement of women in the world of work increases, so does the involvement of men in family responsibilities; this therefore requires a more equitable redistribution of responsibilities among the partners and a greater attention to the sources of support of the well-being of the same (Li et al., 2020). Through the data reported it is in fact possible to state that highly effective people do not achieve well-being if they do not follow goals that satisfy basic psychological needs; cultural values and social contexts, proximal or distal, in fact influence both the type of motivation and the satisfaction of these basic needs, and from this follows better psychological health (Deci & Ryan, 2012). ...
The traditional family, today, is outclassed by the spread of dual-career families (Gahlawat et al., 2019), hence the need to seek a balance in the management of work and family and to pay attention to what can affect individual well-being. Through attention to the quality of contexts, it is possible to study those constructs considered fundamental for psychological functionality as motivation and basic psychological needs. This study, therefore, analyzes a model that validates the mediating role of needs between work and family motivation and work and family satisfaction, in 208 dual-career parenting couples. Analyzes have shown that needs mediate the effect of motivations on satisfaction outcomes. Motivation, encouraging needs satisfaction, contributes to results of greater satisfaction in the domains of interest. These results, in line with the most recent SDT contributions (Ryan & Deci, 2017), confirm the mediation role of needs as a guarantee of greater well-being results.
... The need for autonomy describes psychological space and accomplishes a specific task (Broeck et al., 2010;Vansteenkiste et al., 2010;Williams et al., 2012). While psychological freedom is chosen based on one's worth and passions (Ryan & Deci, 1995, Deci & Ryan, 2012, it also describes acting without external stress or enforcement . As a result, freedom refers both to skilled (a) choice flexibility, which indicates having the ability to pick in between numerous strategies, as well as seasoned (b) task meaningfulness, which suggests that the strategy available adheres with one's very own objectives and also characters. ...
While studies have explored the experiences of motherhood among female academics, the experiences of motherhood among precariously employed academics have not received adequate attention. This autoethnographic inquiry uses poetry to embody my experiences of mothering, in the context of my emotional journey and my subjectivities as a precariously employed academic in a premier higher educational institution in India. From a critical feminist standpoint, the poem explores the experiences through known metaphors including the leaky pipeline of academia, work–life imbalance in the ivory tower, and the sense of being on the hamster wheel. This work is a critical inquiry voicing the everyday realities of precariously employed academics mothering their children. It delves into how the nature of their work status influences their inner turmoil, decisions, and actions vis-à-vis motherhood. It also attempts to demonstrate and raise consciousness about how the private (motherhood) and the public (work) interact.
A motivação é um dos principais fatores determinantes para o aumento da aprendizagem, além de ser um excelente precursor para a reflexão e a criticidade dos assuntos abordados. Neste contexto, avaliar a motivação dos estudantes é uma tarefa complexa, mas fundamental para entender os fatores que podem contribuir ou dificultar o processo de aquisição de conhecimentos. Assim, conhecer os fatores motivacionais e desmotivacionais dos estudantes universitários, desde o primeiro ano do curso até sua conclusão, poderá trazer subsídios importantes para traçar estratégias motivacionais que possam garantir sua permanência ativa, crítica e reflexiva durante a formação, principalmente neste momento tão delicado de pandemia de Covid-19. Frente ao exposto, o presente estudo teve como objetivo avaliar a motivação acadêmica de estudantes universitários de uma instituição privada de ensino superior do Distrito Federal. Tratou-se de uma pesquisa quantitativa, por meio de um estudo descritivo, a qual foram aplicados dois questionários: um sóciodemográfico e acadêmico e a EMA – Escala de Motivação Acadêmica, validada no Brasil em 2016. Participaram 350 acadêmicos de Enfermagem regularmente matriculados na instituição analisada. A pesquisa revelou que a motivação dos acadêmicos de enfermagem diminuiu no período pandêmico, contudo, não pensaram em trancar ou abandonar o curso - as aulas remotas e a dificuldade em se adaptar a este novo modelo de estudo foram os principais motivos desmotivacionais desses sujeitos. Em relação à EMA, a pesquisa apontou que acadêmicos do 4º ano do curso estavam mais desmotivados em comparação aos demais estudantes. Acadêmicos dos anos iniciais do curso apresentaram maior índice de motivação intrínseca em relação aos demais. Em contrapartida, alunos do 4º ano do curso apresentaram maior motivação extrínseca, especialmente a motivação voltada para regulação externa (precisar vir à universidade devido frequência obrigatória) e regulação introjetada (mostrar para si mesmo e para o outro o quanto é capaz, mesmo desmotivados). Nesse contexto, foi evidente que a motivação muda no decorrer da formação acadêmica - nos anos iniciais evidencia-se a motivação intrínseca; nos anos finais, a motivação extrínseca. Deste modo, as universidades devem ter diferentes estratégias motivacionais para manter o estudante em todo o processo formativo. Caso contrário, este poderá apresentar maiores índices desmotivacionais, principalmente acadêmicos do quarto ano do curso. Portanto, espera-se que outros estudos possam ser realizados para fomentar a discussão sobre a motivação acadêmica e as diferentes estratégias motivacionais no âmbito universitário
The aim of the study is to examine the similarities and differences between the motivational states of individuals with light and dark personality traits while exhibiting unethical pro-organizational behaviors. It is planned to contribute to the literature by integrating the contrasting structure of light and dark personality traits with the contrasts of unethical pro- organizational behaviors. In this study, which was prepared with a qualitative research design, the research population consists of bank personnel who are working actively in our country. Within the scope of the study, face-to-face and online interviews were conducted with 11 bankers over a semi-structured questionnaire. As a result of the qualitative analysis, autonomy, support from the top management and workplace happiness are motivational factors, and goal pressure, the colleague's unprofessional behavior and authoritarian management were found to be demotivating factors for the light and dark triad. In addition, according to Self-Determination Theory, extrinsic motivation was observed in displaying unethical pro-organizational behaviors; The phenomena between motivation and unethical pro-organizational behaviors in terms of the light and dark triad were examined and discussed.
Background
Youth mental health has declined since the COVID-19 pandemic began. Health coaching and mindfulness-based intervention may support therapeutic processes that promote resilience in the face of risk factors for adverse mental health outcomes. Building Resilience for Healthy Kids (HK) is a school-based intervention designed to support mental health through targeting these processes.
Objective
In this study, we tested HK in a pilot randomized controlled trial. Specifically, we examined intervention effects on the theoretically-informed therapeutic processes of emotion regulation, mindfulness, self-efficacy, and resilience and the clinical outcomes of depression and anxiety symptoms. The trial took place between April and June 2021, offering an opportunity to assess the impact of HK in the context of COVID-19.
Methods
Participants were early adolescents (N = 230), randomized to HK or assessment-only. Participants in the intervention condition received weekly one-on-one sessions with health coaches. All youth completed validated self-report measures at baseline and post-intervention.
Results
Linear mixed effects models indicated that participants who received HK had a greater reduction in emotion regulation difficulties, relative to assessment-only controls (d = 0.84, large effect). Follow-up analyses revealed that youth who endorsed negative affectivity at baseline experienced more benefits than those who did not, and youth who attended more HK sessions increased in self-efficacy, in addition to improved emotion regulation. Intervention effects did not reach significance for other outcomes.
Conclusions
Findings suggest that HK may support youth in reducing difficulties in emotion regulation, which are precursors to the development of mental health concerns in adolescence.
TRN
NCT04202913, 12/16/2019.
This study explores the emerging implementation of EMI in Latin America from the perspectives of both teachers and students (Aliaga Salas & Andrade, 2023). Although Latin American EMI is recent and limited, there is evidence of a growing interest in implementing this approach in these countries. Through open-ended questionnaires, participants report on their experiences in EMI courses, their opportunities and challenges, and how they address potential difficulties. While both groups regard EMI as an approach that boosts opportunities for mobility and collaboration, its implementation may be negatively affected by students’ low English proficiency. The authors also conclude that further support for teacher education is needed.
This study examines the relationships among students' perceptions of autonomy, competence, and relatedness, self‐determined motivation, and achievement across two different undergraduate Calculus learning environments at the same institution. Furthermore, it also exposits how learning environments are not culturally or socially neutral by establishing clear evidence that one learning environment offered motivational support and associated achievement gains to specific demographic groups while diminishing motivation and achievement for others. To accomplish this, we applied constructs from Self‐Determination Theory (SDT) within a quasi‐experimental design ( N = 6866), controlling for prior math knowledge, in both Calculus I and Calculus II over seven semesters. We use this information to advance the broad notion of student‐centeredness and identify the role of motivational processes by which undergraduate Calculus learning environments function. We propose using motivational frameworks as a tool for defining and measuring student‐centeredness relative to individual students, or student groups, rather than to students as a monolith.
n European countries, digitalisation has found its way into almost all spheres of life, and the university sector is no exception. As far as the learning and teaching of foreign languages is concerned, the use of technology can enhance courses. Comparative studies concerned with the use of new media for learning and teaching languages show that there is no significant difference between the performance of students participating online or in hybrid settings, and the results achieved by students taking part in attendance-based courses. That is why the question arises as to whether Universities of Applied Sciences (UAS) could profit from implementing hybrid scenarios. In particular, this dissertation aims to answer the question as to whether the introduction of a Blended Learning course for English for Specific Purposes (ESP) leads to at least the same level of student performance as an attendance-based course with the same teaching content and if students in hybrid settings are more motivated and satisfied than their face-to-face counterparts. In addition, it explores whether teachers workloads during the semester increase in a hybrid setting and if organisational issues are simplified. To address these questions, a two-semester ESP-course at an Austrian UAS was analysed comprehensively using quantitative and qualitative methods. Results show that the performance of the Blended Learning course participants was equal to or better than that of the students who attended the face-to-face course. In addition, the hybrid learning environment is shown to have had a positive impact on student motivation and satisfaction. This study also indicates that the teachers workload increases, while the administrative workload decreases in Blended Learning environments. It can thus be concluded that Blended Learning, if based on a sound pedagogical-didactical concept, can add value to the teaching and learning of ESP, whilst the teachers additional tasks must be taken into account.
Although works councils provide a highly developed mechanism to promote workplace democracy, research on their consequences has been dominated by economic aspects. This study brings a new perspective to the understanding of works councils by examining their influence on workers’ political behavior. Political spillover theory suggests that participation in the firm's decision making has the potential to foster workers’ political participation in civic society. Our study for Germany indeed finds a positive association between the presence of a works council and workers’ interest in politics. This holds in panel data estimations including a large set of controls and accounting for unobserved individual‐specific factors. However, separate estimations by gender show a positive association between works councils and political interest only for men, but not for women. Traditional gender roles may make it difficult for women to be politically engaged even when a works council is present.
Στόχος της έρευνας ήταν η μελέτη προστατευτικών προβλεπτικών παραγόντων και παραγόντων κινδύνου της πρόθεσης εγκατάλειψης μεταπτυχιακών σπουδών. Η έρευνα βασίστηκε στη Θεωρία του Αυτο-Προσδιορισμού. Συνολικά συμμετείχαν 288 μεταπτυχιακοί/ές φοιτητές/ριες. Οι συμμετέχοντες/ουσες κλήθηκαν να απαντήσουν ηλεκτρονικά σε ένα ερωτηματολόγιο που αποτελούνταν από κλίμακες αυτο-αναφοράς, οι οποίες αξιολογούσαν την αντιληπτή υποστήριξη και ματαίωση των αναγκών από τους/τις καθηγητές/ριες, την οικογένεια και τους/τις συμφοιτητές/ριες τους, την αντιληπτή επάρκεια και αυτονομία, το αυτόνομο και ελεγχόμενο κίνητρο και την πρόθεση εγκατάλειψης των σπουδών. Για τη στατιστική ανάλυση εφαρμόστηκε ανάλυση διαδρομών. Ελέγχθηκαν δύο μοντέλα. Στο πρώτο, τις εξωγενείς μεταβλητές αποτελούσαν οι μεταβλητές της ικανοποίησης των αναγκών από φορείς του πλαισίου, ενώ στο δεύτερο η ματαίωση των αναγκών από τους ίδιους φορείς. Διαμεσολαβούσες μεταβλητές και στα δύο μοντέλα ήταν η επάρκεια, η αυτονομία και το αυτόνομο/ελεγχόμενο κίνητρο, ενώ εξαρτημένη μεταβλητή η πρόθεση εγκατάλειψης σπουδών. Στο πρώτο μοντέλο σημαντικοί προγνωστικοί παράγοντες αναδείχτηκαν η υποστήριξη των αναγκών από τους/τις καθηγητές/ριες, η επάρκεια και η αυτονομία, ενώ στο δεύτερο η ματαίωση των αναγκών από τους/τις καθηγητές/ριες και τους/τις συμφοιτητές/ριες, η επάρκεια, η αυτονομία και το αυτόνομο κίνητρο για τις σπουδές. Τα ευρήματα συζητιούνται υπό το πρίσμα της σύγχρονης θεωρίας και έρευνας στη διεθνή βιβλιογραφία, ενώ παράλληλα αναφέρονται οι περιορισμοί και διατυπώνονται προτάσεις εφαρμογής και μελλοντικής έρευνας.συμμετείχαν 288 μεταπτυχιακοί/ές φοιτητές/ριες. Οι συμμετέχοντες/ουσες κλήθηκαν να απαντήσουν ηλεκτρονικά σε ένα ερωτηματολόγιο που αποτελούνταν από κλίμακες αυτο-αναφοράς, οι οποίες αξιολογούσαν την αντιλαμβανόμενη υποστήριξη και ματαίωση των αναγκών από τους/τις καθηγητές/ριες, την οικογένεια και τους/τις συμφοιτητές/ριες τους, την αντιλαμβανόμενη επάρκεια και αυτονομία, το αυτόνομο και ελεγχόμενο κίνητρο και την πρόθεση εγκατάλειψης των σπουδών. Για τη στατιστική ανάλυση εφαρμόστηκε ανάλυση διαδρομών. Τα μοντέλα ήταν δύο. Στο πρώτο, τις εξωγενείς μεταβλητές αποτελούσαν οι μεταβλητές της υποστήριξης των αναγκών από φορείς του πλαισίου, ενώ στο δεύτερο η ματαίωση των αναγκών από τους ίδιους φορείς. Στο πρώτο μοντέλο σημαντικοί προγνωστικοί παράγοντες αναδείχτηκαν η υποστήριξη των αναγκών τους/τις καθηγητές/ριες, η αντιλαμβανόμενη επάρκεια και η αντιλαμβανόμενη αυτονομία, ενώ στο δεύτερο η ματαίωση των αναγκών από τους/τις καθηγητές/ριες και τους/τις συμφοιτητές/ριες, η αντιλαμβανόμενη επάρκεια , η αντιλαμβανόμενη αυτονομία και το αυτόνομο κίνητρο για τις σπουδές. Τα ευρήματα συζητώνται υπό το πρίσμα της σύγχρονης θεωρίας και έρευνας στη διεθνή βιβλιογραφία, ενώ παράλληλα αναφέρονται οι περιορισμοί και διατυπώνονται προτάσεις εφαρμογής και μελλοντικής έρευνας.
The chapter is meant to provide an overview to a wide assortment of psychological considerations relevant to media-based behavior interventions. In an age of increased surveillance and integration of sensor technology into all aspects of daily life, this chapter opens with an empirical case study highlighting the potential benefits and limitations of using new media strategies—in this case, gamification of user data and modeling of social systems through serious games—for the purpose of behavior change interventions. Expanding upon the findings of that study, this chapter identifies and reviews an assortment of psychological processes—including goal-setting, social modeling, message framing, social comparisons, and the competition for individuals’ finite attentional resources—that are relevant for media designers seeking to motivate and guide users toward particular habits or patterns of behavior. In turn, it presents a typology of psychological methods for effecting behavior change—namely, reinforcement, nudging, and internalization—and reviews how different media technologies, both new and old, befit these different methods. Finally, the chapter considers how media formats that differentially leverage these distinct approaches to motivational design and behavior change compare with respect to (1) their allowance for personal autonomy, (2) their likelihood for instilling long-term compliance, (3) their relative prioritization of designer goals versus user wellbeing, and, in turn, (4) the implications for fostering a healthy and functioning society.
Recent studies indicate that mathematics performance by high school students in the Iraq have declined considerably. There are many reasons that have been advanced for this phenomenon, chief among them, the political turmoil the country has gone through in the recent past. This paper endeavoured to find out specific reasons that teachers perceive to be causing such decline in performance. Data was collected from teachers in 8 major cities of Iraq through an online questionnaire. The results show that mathematics curriculum, lack of proper grounding in the foundation years, lack of concentration among students during lesson time and overcrowding in the classroom contribute to demotivation of students in mathematics leading to poor performance.
Recent studies indicate that mathematics performance by high school students in the Iraq have declined considerably. There are many reasons that have been advanced for this phenomenon, chief among them, the political turmoil the country has gone through in the recent past. This paper endeavored to find out specific reasons that teachers perceive to be causing such decline in performance. Data was collected from teachers in 8 major cities of Iraq through an online questionnaire. The results show that mathematics curriculum, lack of proper grounding in the foundation years, lack of concentration among students during lesson time and overcrowding in the classroom contribute to demotivation of students in mathematics leading to poor performance.
The aim of this study was to adapt the Career-related Teacher Support Scale to Turkish and to carry out validity and reliability studies. Data were collected from a total of 752 high school students studying in Turkey. Confirmatory factor analysis showed that the scale had an excellent fit. Students’ perceptions of career-related teacher support were also examined in terms of demographic variables. The findings showed that female students perceived teacher support more. Also, students with a high socioeconomic level had a higher perception of support.
Previous research demonstrated a positive relationship between strength-based parenting (SBP) and subjective well-being (SWB). However, the underlying mechanisms still need further research. Based on the social cognitive theory and developmental assets framework, we investigated the influence of SBP on college students’ SWB through the mediating role of personal growth initiative (PGI) and strengths use. A total of 621 Chinese college students were recruited. Participants completed self-report scales about the SBP, PGI, strengths use and SWB. The results showed that SBP had a positive impact on college students’ SWB. On the one hand, PGI and strengths use mediated the above relationship respectively. On the other hand, SBP influenced SWB through the chain mediating effect of PGI and strengths use. The findings indicate that exploring the relationship between SBP and SWB has positive implications for family education and youth development.
The present paper explored the relation of wealth and support for self-determination to national subjective well-being (SWB).
Support for self-determination was considered from both a political and cultural values standpoint. The results confirmed
associations between wealth, support for self-determination, and well-being in a large sample of countries. Importantly, political
and cultural value supports for self-determination remained significantly associated with national well-being (as measured
by happiness reports and life expectancy) even after controlling for national differences in wealth.
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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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.
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.
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)
The current studies examined relations between mothers’ trust in organismic development, autonomy supportive parenting, and
adaptation among mothers and their young children. Study 1 showed that trust in organismic development was distinct from optimism,
neuroticism, and social desirability whereas it correlated with having relaxed expectations for developmental milestones and
making fewer social comparisons about one’s child. Study 2 used observational methods to demonstrate a significant link between
trust in organismic development and mothers behaving in an autonomy-supportive rather than controlling manner toward their
1-year-old child during puzzle solving activities. Study 3 used a 1year prospective design to show that trust in first time
mothers was associated with better maternal and child adaptation over time, controlling for initial levels of adaptation and
child temperament. Study 4 explored possible social/political antecedents of trust in organismic development by comparing
the beliefs of first time mothers from Canada and Norway. The four studies suggest that trust in organismic development fosters
autonomy supportive parenting practices and positive maternal and child adaptation. These findings are discussed from the
perspective of self-determination theory.
Five studies examined whether quality of motivation (as individual differences and primed) facilitates or thwarts integration of positive and negative past identities. Specifically, more autonomously motivated participants felt closer to, and were more accepting of, both negative and positive past characteristics and central life events, whereas more control-motivated participants were closer to and more accepting of positive, but not negative, past characteristics and events. Notably, controlled motivation hindered participants' acceptance of their own negative identities but not of others' negative identities, suggesting that control-motivated individuals' rejection of negative past identities was an attempt to distance from undesirable parts of themselves. Defensive processes, reflected in nonpersonal pronouns and escape motives, mediated interaction effects, indicating that lower defense allowed fuller integration. Integration of both positive and negative past identities predicted indicators of well-being, namely, vitality, meaning, and relatedness satisfaction.
Autonomy, often associated with an open and reflective evaluation of experience, is sometimes confused with reactance, which
indicates resistance to persuasion attempts. Two studies examined a path model in which autonomy and reactance predicted motivation
following the provision of anonymous or source-identified health-risk information, via the mediation of perceived threat to decision-making freedom and of perceived informational
value. Study 1 (N = 122) investigated alcohol consumption. The results showed that autonomy was positively related to autonomous motivation
and intentions to drink responsibly. Reactance negatively predicted autonomous motivation in the source-identified information condition but positively predicted autonomous motivation and intentions in the anonymous information condition. Reactance negatively predicted attitudes through the mediation of perceived threat to decision-making
freedom. Study 2 (N = 145) tested our hypothesized model for smoking behavior and replicated several of the Study 1 findings. Implications for
our understanding of autonomy, reactance, and responses to risk-information are discussed.
Workers in a wide variety of jobs are paid based on performance, which is commonly seen as enhancing effort and productivity
relative to non-contingent pay schemes. However, psychological research suggests that excessive rewards can, in some cases,
result in a decline in performance. To test whether very high monetary rewards can decrease performance, we conducted a set
of experiments in the U.S. and in India in which subjects worked on different tasks and received performance-contingent payments
that varied in amount from small to very large relative to their typical levels of pay. With some important exceptions, very
high reward levels had a detrimental effect on performance.