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Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

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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.

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... 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. ...
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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. ...
Article
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.
... Self Determination Theory is mostly concerned with individual motivation, growth tendencies and inborn psychological state (Lynch et al., 2005). The theory is built on assumption that employees are inherently focused and able to master their inner self-drive and emotions (Deci & Ryan, 2005). The theory further assumes that people have inherent tendency There are three essential needs necessary for intrinsic motivation: relatedness, competence and autonomy (Deci & Ryan, 2005 (2008) when employees' feel appreciated at workplace, they feel valued and highly esteemed (relatedness need), and the loss for leaving the organization is greater than the benefits. ...
... The theory is built on assumption that employees are inherently focused and able to master their inner self-drive and emotions (Deci & Ryan, 2005). The theory further assumes that people have inherent tendency There are three essential needs necessary for intrinsic motivation: relatedness, competence and autonomy (Deci & Ryan, 2005 (2008) when employees' feel appreciated at workplace, they feel valued and highly esteemed (relatedness need), and the loss for leaving the organization is greater than the benefits. This in turn increases the employees urge to have normative commitment (obligation to stay). ...
... The theory also faces criticism in that it only assumes one psychological need (hedonistic need) and ignores all other innate psychological needs (Deci & Ryan, 2005). Despite the criticisms, the strengths and the significant benefit of self-determination theory is the increased awareness it brings, hence applicable in this study. ...
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Objective: The general objective of this study is to establish the influence of Transformational Leadership on Performance of Deposit Taking SACCOs in Nairobi city County, Kenya and more specifically establish the role of Employee Commitment in the relationship between transformational leadership and performance of the SACCOs. Theoretical Framework: The main concepts and theories that underpin the research and chosen to anchor the variables of the study include: Transformational leadership theory, Self-determination theory and Contingency theory. Method: The research philosophy embraced by this study was positivism. The research design used was descriptive research design and Census Survey was conducted on the forty (40) deposit taking Savings and Credit Cooperative Societies (SACCOs) in Nairobi City County, Kenya (SASRA, 2016). The study relied on primary data which was collected using structured questionnaires with close-ended questions. Results and Discussion: The results obtained from this study reveal that transformational leadership has a significant influence on performance of DTSACCOs which is in line with transformational leadrship theory that transformational leaders are able to articulate organizational goals and objectives in a bid to achieve the set objectives in organzations. At the same note, employee commitment was found to have a significant mediationg influence in the relationship between transformational leadrship and organzational performance. The limitations of this study is that data was collected from at a snap short (one point in time) and hence lmiting comparison. Research Implications: These results further reveal that organizations ought to provide a challenge to the goals, the feedback mechanism provided by management, and the opportunity to participate in decision-making by eemployees as it will raise their levels of commitment. The SACCOs’ management need to embrace strategies that enhance the employees’ level of commitment by making them achieve their needs since this contributes to employees feeling competent and confidence, which results in increased employee commitment and greater performance. In addition SASRA needs to come up with policies and programs that enhance employee commitment and encourage leaders to embrace the commitments of employees towards achieving the organizations performance. Originality/Value: The study contributes to literature by contributing to operationalization and conceptualization of the variables whch a long way to providing insight for scholars and researchers. These research also provide input regarding leadership practices and Employee engagement in the said SACCOs to improve Performance. The study also enriches the body of knowledge in relation to leadership, employee commitment and performance. Finally, the study shall contribute into policy by guiding SASRA in coming up with regulations that promote employee engagement and raise their commitment.
... We provide a distinct viewpoint on spiritual leadership and workplace spirituality that is firmly anchored in Islamic principles like justice, compassion and brotherliness. Second, through the creation of a spiritual environment that promotes autonomy, the encouragement of voluntary responsibilities that increase intrinsic motivation, and the promotion of a sense of brotherhood and relatedness, the findings from the Akhuwat Foundation case study reinforced the theory of self-determination (Deci and Ryan, 2012). Stressing shared standards and useful spiritual applications builds competencies, which further empowers employees. ...
... Hence, we expanded the spiritual leadership by adding new dimensions such as encouraging brotherhood, motivating via vision, providing consistent moral development training, cultivating a spiritual environment, caring employees, encouraging volunteerism and resolving organizational challenges. These findings are consistent with theoretical concepts such as social exchange theory (Cook and Emerson, 1987), self-determination theory (Deci and Ryan, 2012;Pandia et al., 2023) and positive organizational scholarship (Dutton and Glynn, 2008), indicating Akhuwat's emphasis on philanthropy, collective values and organizational problems. ...
... This research explored the importance of a spiritually enriched workplace, such as decreased employee depression and enhanced general well-being, by tackling organizational challenges through spiritual interactions and support networks. In addition, by creating a spiritual environment that promotes autonomy, encouraging voluntary responsibilities that increase intrinsic motivation and promoting a sense of brotherhood and relatedness, the findings from the present case study reinforced the theory of self-determination (Deci and Ryan, 2012). This study also supported the social exchange theory by showing how emphasizing brotherhood, collective principles, justice and spiritual settings fosters mutual support and reciprocal connections among leaders and employees. ...
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Purpose The purpose of this study endeavour is to delve into the perceptions and sense-making of both spiritually empowered leadership and workplace spirituality at the Akhuwat Foundation, a prominent social sector microfinance organization in the Muslim majority economy of Pakistan. Design/methodology/approach Using a qualitative research approach and an intrinsic instrumental case study research methodology, a series of 16 in-depth semi-structured interviews and three focus group discussions (each focus group contained five members) were conducted with employees and leaders at the Akhuwat Foundation of Pakistan from June 2020 to June 2021. Findings The findings from thematic data analysis show that the spiritual leadership at Akhuwat Foundation implemented workplace spirituality by creating a spiritual environment, such as brotherhood, at the workplace. Moreover, the employees exercise workplace spirituality by voluntarily performing their duties at lesser salaries. Alternatively, spiritual leaders care for employees by reducing organizational problems and improving their employees’ well-being. Research limitations/implications Although this research explores spiritual leadership and workplace spirituality in the national context of Pakistan, further investigation in other contexts is required to cross-check and validate the research findings. Practical implications Regulators and policymakers of organizations operating in Muslim-majority countries should focus on brotherhood, inspire employees through vision, resolve organizational challenges and create a spiritual environment for spiritual leadership and workplace spirituality to improve employee well-being, broader societal welfare and organization’s overall performance. Originality/value This study revealed new themes of workplace spirituality and spiritual leadership in the organizational context of a Muslim-majority country, Pakistan, identified context-specific themes and enhanced the theory of spiritual leadership and workplace spirituality.
... That is, if children's psychological needs are met, their engagement (more-observed and less-observed) in school activities (curricular and extra-curricular) increases. This is because behaviors that are inherently rewarding, exciting and pleasing are indicators of intrinsic motivation and in turn said behaviors are linked with a sense of impulsiveness and choice (Deci & Ryan, 2012). For this reason, activities done in need supportive environments facilitate motivated behavior which in turn enhances engagement (Vansteenkiste & Ryan, 2013). ...
... The study is attached to the Self-Determination Theory (SDT) with emphasis on the Basic Psychological Need Theory (BPNT) and the self-system theory derived from SDT. SDT and BPNT supports the fundamental needs of man to be autonomous, competent, and connected to others (Deci & Ryan, 2012). When these needs are fulfilled, a person becomes intrinsically motivated and highly engaged resulting in better performance and well-being, whereas deprivation leads to disengagement and ill being (Ryan, & Deci, 2009). ...
... SEI comprised 35 items (19 items for psychological and 16 items for cognitive). Under the Self Determination Theory (Deci & Ryan, 2012) ...
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This study explores what motivates students to engage with their learning by examining key factors like autonomy (the ability to make their own choices), competence (feeling capable and skilled), and relatedness (feeling connected to others). Using Confirmatory Factor Analysis (CFA), we found that these needs, along with support from teachers, peers, and family, play a significant role in how students experience their education. Drawing from Self-Determination Theory, this research highlights the importance of understanding the unique challenges and motivations of Filipino university students, a group that has been underrepresented in global studies. Findings reveal that students generally feel moderately satisfied with their autonomy, competence, and relatedness. They see their instructors, peers, and the university as supportive, fostering a sense of belonging. While their emotional (psychological) engagement is moderate, their intellectual (cognitive) engagement is notably strong. These results show that when students feel supported and their needs are met, they are more likely to invest effort and stay motivated in their studies. To enhance student engagement, teachers can focus on creating meaningful, relevant learning opportunities that build stronger connections to the school community and help students see the value in their studies and career goals. However, this study has some limitations, such as relying on self-reported data and focusing on a single university. Future research should expand to other institutions, include more voices like family and mentors, and explore how culture shapes students’ motivation and engagement over time.
... To enhance the esports players' readiness to engage in physical activities as an integrated part of their esports training, we chose to present and integrate playful physical activities in esports training. This form of activity promotes joy, fun, and laughter (40,41), and according to research related to play and motivation (e.g., 42,43) or theories of motivation, [e.g., (44)] playful physical activities motivate children to engage in activities supported by playful activities. Further, as an alternative way to introduce playful physical activities into esports coaching in clubs without scaring away players and coaches, this study includes physical activities that bring meaning for the players and coaches to enhance joy and laughter among the esports players rather than ordinary exercises emphasizing strength and endurance. ...
... Furthermore, coaches' attitudes were influenced by the meaningfulness of the activity as they recognized that relevant breaks away from the computer emphasized the development of skills related to games, such as communication and collaboration. Moreover, motivational factors such as children's knowledge, autonomy, competence, and relatedness to a task (such as knowledge of a map and ability to collaborate (44,90); during esports training can be stimulated by meaningful activities, which enhance skills necessary for gameplay and increase engagement in subsequent games. ...
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Introduction Over the past few years, attention has focused on how physical activity can enhance esports players' performance. For example, complementing esports training with physical activities has been explored. However, most of these activities are based on traditional strength or endurance-related exercises, which do not align with the interests of children attending organized esports clubs. Methods In this study, we investigate playful physical activities. Our research is based on qualitative pilot studies, where we observed and interviewed players (N = 77) and coaches (N = 12) from nine organized esports clubs for two to four months per club. We explored their experiences with playful physical activities implemented during esports training. Using a reflexive thematic analytical approach, we revisited and analyzed the data. Results The results are presented in this paper as three nonfictional short stories, creatively describing the lived experiences of the players and coaches. We emphasize patterns of shared meaning and identify the “What's” and “How's” associated with esports training when playful physical activities are incorporated. Despite differences in form, duration, and intensity compared to activities referenced in the literature on esports and performance, our results demonstrate that playful activities positively influence esports players' skills and performance. Discussion Furthermore, our findings suggest that playful physical activities, as opposed to traditional strength and endurance exercises, often associated with physical activity, are acceptable for esports coaches. However, for maximum impact, these activities must be relevant and directly related to the games played in the esports clubs. Based on our research, we recommend implementing playful physical activities that align with the actual esports training to support developing and optimizing players' esports skills and performance.
... 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). ...
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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. ...
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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. ...
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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 . ...
Thesis
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. ...
Article
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. ...
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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. ...
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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 Basic Psychological Needs Theory (BPNT) asserts that three innate needs-autonomy, relatedness, and competence-are essential for an individual's growth, functioning, and well-being, transcending gender and cultural boundaries. 31 Autonomy involves the experience of making one's own choices and decisions. Relatedness covers having meaningful and warm relationships, while competence involves feeling effective in one's pursuits. ...
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Purpose While previous studies have investigated the adverse effects of hyper-competitiveness on individual development, research addressing its underlying causes from a family systems perspective remains relatively scarce. This study provides a comprehensive, longitudinal analysis of how the father hunger impacts adolescent hyper-competitiveness, thoroughly investigating the roles of basic psychological needs satisfaction and mother-child attachment within the broad context of family dynamics. Methods We employ Father Presence Theory, Attachment Theory and Basic Psychological Needs Theory as our theoretical frameworks. Data were gathered from 417 high school students in Central China at two time points (December 15, 2023, and May 15, 2024). Descriptive statistics and tests of the moderated mediation model were performed using SPSS 23.0. Results Our results reveal that increased levels of father hunger are associated with greater adolescent hyper-competitiveness. Basic psychological needs satisfaction (BPNS) functions as a significant mediator, with higher levels of satisfaction correlating with lower hyper-competitiveness. Additionally, mother-child attachment serves as a significant moderator in both the first and second halves of the model, indicating its protective role in mitigating the adverse effects of elevated father hunger on BPNS. Furthermore, mother-child attachment can buffer the negative impact of unmet psychological needs on adolescent hyper-competitiveness. Conclusion The present study reveals that father hunger leads to adolescent hyper-competitiveness through the basic psychological needs satisfaction whilst mother-child attachment moderates the indirect effects of father hunger on hyper-competitiveness. The findings enhance our theoretical understanding of the interplay between father hunger and adolescent hyper-competitiveness and provides a foundational basis for future research aimed at improving father-child relationships and developing targeted interventions for managing adolescent hyper-competitiveness.
... GAVIS has been developed from theory of psychosocial environment, theory of basic universal values and analysis of students' experiences (Allodi, 2010). This framework is compatible with Self-Determination Theory (SDT) (Deci & Ryan, 2012). In terms of how GAVIS can be used by teachers, another framework of importance to acting based on teachers' reflection using GAVIS is Practice-Based Coaching (PCB). ...
Conference Paper
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The social climate in learning environments is established through relationships and interactions between teachers and students as well as between students. The network of relationships in the classroom and what is happening in the classroom socio-emotionally may support or hinder learning and development. Based on theoretical assumptions and empirical findings, there is reason to argue that high-quality learning environments can prevent behavioral difficulties, promote inclusion and engagement, reduce symptoms of mental illness, increase the students´ well-being, self-perception, and academic achievement, as well as address, with greater efficacy, the true needs and interests of students (Allodi, 2010). The aim of this presentation is to describe the study authors' recent work with GAVIS; this instrument is teacher-reported and provide a measure of classroom social climate. In this presentation, preliminary results from self-assessments made by primary school teachers participating in ongoing intervention study will be reported; this presentation also focuses on the study authors' reflections on how
... Compensatory online impulse buying arises from threats to self-esteem, a sense of control, and a sense of belonging. 57 When faced with the lack of these intrinsic needs, individuals often resort to alternative means, such as impulse buying, to satisfy their psychological needs and to restore or reinforce their self-concept. Influenced by collective values, individuals in Eastern cultures generally possess an interdependent self-construal, which is shaped by collectivist values. ...
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... Drawing on Engagement Theory and Relatedness Theory [14][15][16][17], consumer interest is heightened when a product establishes personal or cultural connections. A significant factor driving Chinese tourists' enthusiasm for Central Asia lies in the regions' shared historical and cultural roots. ...
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... As an important source of internal drive, PP represents the internal experience of learners after their learning needs have been accurately met in online learning (Deci & Ryan, 2012). However, there is limited research that examines the impact of internal drive on learner creativity from the perspectives of diversified thinking and uniqueness. ...
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In the context of the COVID-19 pandemic, students may experience severe learning loss. This study investigated the potential effects of family environment and teacher autonomy support on learning engagement among secondary school students during home-based online learning amidst the COVID-19 pandemic, as well as the underlying mechanisms, including the mediating roles of psychological distress and difficulties in learning motivation. The researchers recruited 2,470 secondary school students in Beijing to complete an online survey. The final sample for analysis included 1937 students with an average age of 15.16 years (SD = 1.67 years, range = 12.62–18.76 years). Several instruments were used, including the Home Environment Questionnaire for Secondary School Students, the Learning Climate Questionnaire, the Depression Anxiety and Stress Scale, the Middle School Students Learning Motivation Test, and the Utrecht Work Engagement Scale for Students. The results of structural equation modeling revealed the following findings: (1) both the family environment and teacher autonomy support significantly predicted students’ learning engagement; (2) difficulties in learning motivation mediated the relationship between the family environment and learning engagement as well as the relationship between teacher autonomy support and learning engagement; and (3) chain mediation effects were established, with psychological distress and difficulties in learning motivation mediated the association between the family environment and learning engagement as well as the association between teacher autonomy support and learning engagement. These findings enhance our understanding of the mechanisms underlying the effects of the family environment and teacher autonomy support on learning engagement, thus providing insights for promoting students’ learning engagement, especially during future crises or disasters.
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Background Gamification refers to using game design elements in nongame contexts. Promoting physical activity (PA) through gamification is a novel and promising avenue for improving lifestyles and mitigating the advancement of cardiovascular diseases (CVDs). However, evidence of its effectiveness remains mixed. Objective This systematic review and meta-analysis aimed to evaluate the efficacy of gamification interventions in promoting PA during short-term and follow-up periods in individuals with CVDs and to explore the most effective game design elements. Methods A comprehensive search of 7 electronic databases was conducted for randomized controlled trials published in English from January 1, 2010, to February 3, 2024. Eligible studies used mobile health–based gamification interventions to promote PA or reduce sedentary behavior in individuals with CVDs. In total, 2 independent reviewers screened the retrieved records, extracted data, and evaluated the risk of bias using the RoB 2 tool. Discrepancies were resolved by a third reviewer. Meta-analyses were performed using a random-effects model with the Sidik-Jonkman method adjusted by the Knapp-Hartung method. Sensitivity analysis and influence analysis examined the robustness of results, while prediction intervals indicated heterogeneity. A meta-regression using a multimodel inference approach explored the most important game design elements. Statistical analyses were conducted using R (version 4.3.2; R Foundation for Statistical Computing). Results In total, 6 randomized controlled trials were included. Meta-analysis of 5 studies revealed a small effect of gamification interventions on short-term PA (after sensitivity analysis: Hedges g=0.32, 95% CI 0.19-0.45, 95% prediction interval [PI] 0.02-0.62). Meta-analysis of 3 studies found the maintenance effect (measured with follow-up averaging 2.5 months after the end of the intervention) was small (Hedges g=0.20, 95% CI 0.12-0.29, 95% PI –0.01 to 0.41). A meta-analysis of 3 studies found participants taking 696.96 more steps per day than the control group (95% CI 327.80 to 1066.12, 95% PI –121.39 to 1515.31). “Feedback” was the most important game design element, followed by “Avatar.” Conclusions This meta-analysis demonstrates that gamification interventions effectively promote PA in individuals with CVD, with effects persisting beyond the intervention period, indicating they are not merely novel effects caused by the game nature of gamification. The 95% PI suggests that implementing gamification interventions in similar populations in the future will lead to actual effects in promoting PA in the vast majority of cases. However, the limited number of included studies underscores the urgent need for more high-quality research in this emerging field. Trial Registration PROSPERO CRD42024518795; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=518795
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Background Advancements in mobile technology have paved the way for innovative interventions aimed at promoting physical activity (PA). Objective The main objective of this feasibility study was to assess the feasibility, usability, and acceptability of the More In Action (MIA) app, designed to promote PA among older adults. MIA offers 7 features: personalized tips, PA literacy, guided peer workouts, a community calendar, a personal activity diary, a progression monitor, and a chatbot. Methods Our study used a mixed methods approach to evaluate the MIA app’s acceptability, feasibility, and usability. First, a think-aloud method was used to provide immediate feedback during initial app use. Participants then integrated the app into their daily activities for 5 weeks. Behavioral patterns such as user session duration, feature use frequency, and navigation paths were analyzed, focusing on engagement metrics and user interactions. User satisfaction was assessed using the System Usability Scale, Net Promoter Score, and Customer Satisfaction Score. Qualitative data from focus groups conducted after the 5-week intervention helped gather insights into user experiences. Participants were recruited using a combination of web-based and offline strategies, including social media outreach, newspaper advertisements, and presentations at older adult organizations and local community services. Our target group consisted of native Dutch-speaking older adults aged >65 years who were not affected by severe illnesses. Initial assessments and focus groups were conducted in person, whereas the intervention itself was web based. Results The study involved 30 participants with an average age of 70.3 (SD 4.8) years, of whom 57% (17/30) were female. The app received positive ratings, with a System Usability Scale score of 77.4 and a Customer Satisfaction Score of 86.6%. Analysis showed general satisfaction with the app’s workout videos, which were used in 585 sessions with a median duration of 14 (IQR 0-34) minutes per day. The Net Promoter Score was 33.34, indicating a good level of customer loyalty. Qualitative feedback highlighted the need for improvements in navigation, content relevance, and social engagement features, with suggestions for better calendar visibility, workout customization, and enhanced social features. Overall, the app demonstrated high usability and satisfaction, with near-daily engagement from participants. Conclusions The MIA app shows significant potential for promoting PA among older adults, evidenced by its high usability and satisfaction scores. Participants engaged with the app nearly daily, particularly appreciating the workout videos and educational content. Future enhancements should focus on better calendar visibility, workout customization, and integrating social networking features to foster community and support. In addition, incorporating wearable device integration and predictive analytics could provide real-time health data, optimizing activity recommendations and health monitoring. These enhancements will ensure that the app remains user-friendly, relevant, and sustainable, promoting sustained PA and healthy behaviors among older adults. Trial Registration ClinicalTrials.gov NCT05650515; https://clinicaltrials.gov/study/NCT05650515
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The article explores the main reasons why scientific and pedagogical professionals choose an academic career and university employment, given the wide range of job opportunities, limited choices, and lack of alternatives. It reveals the range of motivations for both the initial choice of a career and subsequent changes in employment, which are significant for various groups of academic professionals - those with no work experience, those who have worked outside the academic field, those who rotate within the field, and those who leave the university environment. The empirical basis for the study is based on interviews with 145 researchers and teachers from seven leading Russian universities. The main academic motivations for choosing a career as a scientific and pedagogical professional include: the desire to share knowledge, scientific curiosity, the desire to be part of the academic community, the intellectual challenges of the academic environment, and a desire for personal and professional growth. Non-academic motivations vary depending on whether a person has access to a variety of employment options. Those who do not restrict their options to the academic sector may choose the university because of its flexible work hours, long vacation periods, social status, government support, collegial atmosphere, social security, financial stability, and deferment from military service. Scientific and educational professionals who are committed to working in academia choose the university due to the presence of a prominent research school, the prestige and standing of the academic setting, and the resources available at the university. The informants, who initially chose a particular university as their employer, noted comfortable relationships in the team as one of the motives for their decision. They also mentioned personal and family circumstances and established interaction with their supervisor as important factors in their choice. Additionally, they felt a sense of belonging to the university's dynasty, which played a role in their decision-making process. The results of this study can be useful for university managers in their efforts to manage personnel sustainably. By understanding the motives behind the choices of their employees, managers can create a more effective system for attracting and retaining academic talent. This can help reduce staff turnover and improve the overall quality of education in Russian higher education institutions.
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Drawing from self-determination theory and self-regulation theory, this study applied cross-lagged panel model to investigate the longitudinal relationships between teacher and parent autonomy support, help seeking, and mathematics achievement. A sample of 1055 eighth-grade students in China participated. With two waves of data collected over the course of one school year, the study revealed positive reciprocal effects between (a) teacher autonomy support and achievement, and (b) teacher autonomy support and help seeking. Furthermore, higher prior help seeking led to higher subsequent parent autonomy support while higher prior achievement resulted in higher subsequent help seeking. This study extends extant literature, by simultaneously examining and differentiating the bidirectional relationships between two sources of autonomy support – teacher and parent – help seeking, and achievement.
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Background: Caries is a multifactorial disease that is influenced by oral hygiene practices and nowadays with advancing technology,this can also be aided by the use of oral health game applications.Aim: To assess the efficacy of various oral health game applications by evaluating the plaque index score of 5-8 years old children at a time interval of th th 14 days. Design: Plaque index was calculated for 20 children at baseline, 7 day and 14 day. They were randomly allocated into 4 groups,one control group and 3 different toothbrushing game app groups.Results: Plaque index scores reduced in all the 4 groups but were not statistically significant. Group C showed the highest reduction in the Plauqe index scores. Conclusion: Toothbrushing and Oral health game applications have proven to be an interesting and educational method to instill good oral hygiene habits in children.
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Objective Adaptive interventions may improve the potency and scalability of behavioral weight loss interventions, but the treatments—or treatment combinations—that should be offered are unknown. A two‐stage pilot sequential multiple assignment randomized trial was used to test the timing and dose of human support added to a core digital weight loss program. Methods In stage 1, 99 adults with overweight/obesity were randomized at baseline to a kick‐off with or without additional human support. In stage 2, “early non‐responders” who had not achieved a 2% weight loss were re‐randomized after 4 weeks to either biweekly counseling (120 min over 8 weeks) or a one‐time check‐in (30 min) with a dietitian. “Early responders” continued with the mHealth program alone. Feasibility and acceptability were assessed against pre‐specified criteria. Preliminary outcomes (weight loss, self‐monitoring and behavioral goal adherence) were explored. Results The study met all feasibility and acceptability criteria. The rate of early response was 52.5%. Mean (SE) 3‐month percent weight losses were significantly greater in early responders (−6.63% (0.72)) than non‐responders (−1.70% (0.43), p < 0.001). Outcomes were similar by first‐ and second‐line treatment though more counseling (27.3%) than check‐in (12.5%) participants achieved a 5% weight loss. Conclusions Identifying early responders may help optimize weight loss interventions, but more research is needed on rescue treatments for early non‐responders. Trial Registration ClinicalTrial.gov, NCT05929469.
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Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β = .211, p = .000) and classroom climate (β = .434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8% of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.
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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.
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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.
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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.
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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.
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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.
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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)
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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.
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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)
Chapter
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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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The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.
Article
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.