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A systematic review and meta-analysis of self-determination-theory-based interventions in the education context
Abstract
For more than two decades, researchers/schools have adopted Self-Determination Theory (SDT)- based interventions to provide valuable insights into improving education process. The systematic review examined 36 SDT-based intervention studies (N = 11,792 participants) to understand the nature and effects of these interventions in promoting students’ intrinsic motivation and basic psychological needs. Among those studies, 31 included effect sizes related to the effectiveness of the SDT-based interventions. Results from the meta-analysis with the 137 effect sizes extracted from those studies (N = 9433 participants) consistently support students’ need for autonomy and competence, with evidence of effectiveness of SDT-based interventions across both experimental/ quasi-experimental (autonomy: g = 1.14, p < 0.0001; competence: g = 0.48, p < 0.05) and pre- post study designs (autonomy: g = 0.19, p < 0.01; competence: g = 0.58, p < 0.05). These interventions also demonstrated a partially significant effect in enhancing students’ intrinsic motivation within experimental/quasi-experimental frameworks (g = 0.58, p < 0.01), but no significant overall effect on satisfying students’ relatedness (g = 0.44, p > 0.05). We also discussed the different designs of teacher-centered, student-centered, parent-centered, mentor- mentee-centered, and combined approaches of SDT-based interventions and extracted basic psychological needs support strategies from the included interventions (N = 119). Through synthesizing the results from systematic review and meta-analysis, we provide nine research recommendations and future directions for conducting evidence-based and sustainable SDT interventions.
... In contrast, extrinsic motivation is driven by external factors, such as the pursuit of good grades, a degree, or a better job (Dörnyei & Ushioda, 2021;Ryan, 2023). Studies have consistently shown that students with higher levels of intrinsic motivation tend to have better language learning outcomes compared to those primarily driven by extrinsic factors (Bureau et al., 2022;Grassinger et al., 2024;Namaziandost et al., 2024a;Wang et al., 2024). ...
... Learners who felt more confident in their L2 abilities tended to exhibit higher levels of WTC when interacting with ICALA platforms. Abdullaeva et al. (2024), as well as Wang et al. (2024), emphasized that when educational systems were designed to provide positive learning experiences that aligned with students' needs and expectations, it led to greater intrinsic motivation, identified regulation, and reduced amotivation towards language learning. Learners with a history of successful language learning tended to exhibit higher levels of self-determined motivation, which influenced their performance on the ICALA assessments. ...
In recent years, Intelligent Computer-Assisted Language Assessment (ICALA) has emerged as a transformative approach in language education, leveraging technology to enhance student assessment and learning processes. Despite its growing importance, there is a scarcity of research investigating the connections among needs satisfaction, teacher support, L2 learning experience, willingness to communicate, and academic motivation—factors that play a crucial role in students’ academic performance in this context. This study addressed the lack of knowledge by examining the impact of needs satisfaction and teacher support among Omani students enrolled in English as a foreign language (EFL) classes. The structural equation modeling data via SMART PLS revealed a positive correlation between needs satisfaction, L2 learning experience, increased willingness to communicate, and academic motivation in ICALA. Furthermore, teacher support positively impacted willingness to communicate, academic motivation, and L2 learning experience. The results facilitate fostering needs satisfaction and teacher support in ICALA and contribute to our understanding of the connections between these variables. A more in-depth discussion is held regarding the significance of the study for educational practices.
... By transforming challenging pharmacology concepts into captivating, memorable experiences, CCNs foster intrinsic motivation, encouraging students to take ownership of their education. Selfdetermination theory posits that intrinsically motivated learners exhibit higher engagement and are more likely to pursue knowledge independently [32][33][34]. Visual aids and mnemonics featured in the CCNs, such as likening helminth parasites to Dune-inspired sandworms, likely played a pivotal role in driving this engagement and facilitating memory retention. Such creative approaches elevate the learning experience beyond rote memorization, providing students with vivid, lasting impressions of the material. ...
Medical education faces the dual challenge of addressing cognitive overload and sustaining student engagement, particularly in complex subjects such as pharmacology. This study introduces Cinematic Clinical Narratives (CCNs) as an innovative approach to teaching antiparasitic pharmacology, combining generative artificial intelligence (genAI), edutainment, and mnemonic-based learning. The intervention involved two short films, Alien: Parasites Within and Wormquest, designed to teach antiparasitic pharmacology to first-year medical students. A control group of students only received traditional text-based clinical cases, while the experimental group engaged with the CCNs in an active learning environment. Students who received the CCN material scored an average of 8% higher on exam questions related to the material covered by the CCN compared to students in the control group. Results also showed that the CCNs improved engagement and interest among students, as evidenced by significantly higher scores on the Situational Interest Survey for Multimedia (SIS-M) compared to traditional methods. Notably, students preferred CCNs for their storytelling, visuals, and interactive elements. This study underscores the potential of CCNs as a supplementary educational tool, and suggests the potential for broader applications across other medical disciplines outside of antiparasitic pharmacology. By leveraging genAI and edutainment, CCNs represent a scalable and innovative approach to enhancing the medical learning experience.
... Additionally, several empirical studies have highlighted key conceptual differences and complementarities in self-regulation and motivation in terms of their developmental trajectories, links with academic outcomes, and responsiveness to environmental supports. Regarding malleability, self-regulation has been found to be quite responsive to interventions (Pandey et al., 2018), whereas evidence is more mixed for motivation, suggesting it may be a more durable individual-level trait (Wang et al., 2024). Regarding developmental processes, while many studies highlight positive developmental trajectories of self-regulation skills during early childhood (Montroy et al., 2016;Wanless et al., 2016), others demonstrate a declining trend in motivation as students progress to upper grades (Scherrer & Preckel, 2019). ...
... The significance of academic motivation for L2 learning can be discussed from the perspectives of SDT (Ryan & Deci, 2024). SDT posits that motivation is intrinsically linked to the satisfaction of three fundamental psychological needs: autonomy, competence and relatedness (Ryan & Vansteenkiste, 2023;Wang, Wang et al., 2024). Deci and Ryan (2008) point out that when learners feel a sense of control over their learning process, experience a sense of mastery and accomplishment and feel connected to their peers and instructors, their motivation is likely to flourish. ...
The rapid and pervasive integration of artificial intelligence (AI) technologies into education presents both unprecedented opportunities and significant challenges. While AI‐powered tools offer personalised learning experiences and access to vast knowledge repositories, their successful implementation hinges on a nuanced understanding of how learners' psychological and cognitive processes interact within these dynamic environments. This study delved into the intricate interplay between cognitive‐emotion regulation, critical thinking, academic resilience, academic motivation and autonomy in a cohort of English as a foreign language (EFL) learners engaged in AI‐mediated learning. For this, a sample of 302 EFL learners was recruited using a stratified random sampling method. The data were analysed using structural equation modelling and confirmatory factor analysis through SMART PLS software. Findings revealed that there was a significant correlation between cognitive‐emotion regulation and academic motivation and autonomy among EFL learners in AI‐mediated learning environments. Moreover, the results showed that a significant correlation between critical thinking and academic motivation and autonomy existed. Additionally, the outcomes indicated that the academic resilience was significantly correlated with the academic motivation and autonomy. These findings underscored that by cultivating learners' ability to effectively manage their emotions, engage in critical inquiry and exercise autonomy, educators can empower them to navigate the complexities of AI‐integrated learning environments, achieve academic success and develop the essential skills for lifelong learning in the digital age.
... Cognitive Behavioural Theory (CBT) (Ruggiero et al., 2018) posits that thoughts influence emotions and behaviours; academic mindfulness helps learners identify and reframe negative thought patterns related to language learning, thereby reducing anxiety and improving outcomes. Self-Determination Theory emphasises the importance of intrinsic motivation and the fulfilment of psychological needs (Ryan & Deci, 2020;Wang et al., 2024). Academic mindfulness enhances intrinsic motivation by fostering a sense of competence and reducing fear of failure. ...
The integration of artificial intelligence (AI) into language education is rapidly transforming English as a foreign language (EFL) learning environments, presenting both opportunities and challenges. While AI‐supported tools offer potential benefits, they can also trigger complex test‐related emotions that may impact learners’ psychological and academic well‐being. Therefore, understanding the interplay between internal resources like self‐esteem and academic mindfulness, alongside these emotions, becomes crucial. This study investigated the correlations between self‐esteem and academic mindfulness with test emotions, psychological well‐being and academic achievement among EFL learners in AI‐supported contexts in China. To meet this purpose, a quantitative approach was employed, using data collected from a sample of 305 EFL university students (155 males and 150 females) in China selected through stratified random sampling. The analysis was conducted via confirmatory factor analysis and structural equation modelling using SMART PLS software. The results indicated that self‐esteem and academic mindfulness were strong predictors of test emotions, psychological wellness and academic achievement. Higher levels of academic self‐esteem and academic mindfulness were linked to higher test emotions, psychological well‐being and academic achievement. These findings stress the necessity of incorporating socio‐emotional skills into AI‐enhanced EFL learning, considering students’ psychological well‐being when deploying AI tools and designing interventions to address emotional challenges within AI‐supported environments.
... Due to our study context and features, we classified environmental antecedents into three concepts, relatedness, autonomy, and competence, as psychological needs that facilitate learners' well-being (Ryan & Deci, 2017). According to recent systematic and integrative literature reviews on self-determination theory, it highlighted its predictive power in measuring and reflecting learners' autonomy, competence, and relatedness in any learning context (Koole et al., 2018;Wang et al., 2024). Furthermore, studies indicate that these basic needs possess a variety of important characteristics, making them a significant component of learning environments, resulting in their significance as psychological, inherent, essential, and universal factors (Deci & Ryan, 2004;Ryan, of, & Ryan, 2023). ...
The high attrition rate of Language Massive Open Online Courses (MOOC) is becoming an issue of concern for
administrators. To remedy this problem, previous LMOOC studies applied motivational, self-regulation, and
technology acceptance theories; however, for the sake of persistence in this context, the term persistence needs to
be addressed. For this gap, in the current study, the researchers developed a new conceptual framework, namely,
the control-value theory of persistence in LMOOC (CVTPLMOOC), which includes a serial mechanism incorporating environmental factors, cognitive appraisals, persistence, and boredom. The questionnaire was administered through the Iranian LMOOC platform, and 197 intermediate language learners completed it. The
symmetrical part of the study validated the factorial structures of our conceptual theory in LMOOC and
demonstrated that the higher the interaction between language learners, the more their perception of LMOOC
content aligned with their objectives, the more persistence they displayed, and the lower the boredom level.
Moreover, serial mediation analysis revealed that extrinsic value appraisal also mediated language learners’
persistence and boredom in LMOOCs. Furthermore, the Necessary Conditional Analysis (NCA) revealed that at least eight
conditions should be met by the presence of environmental antecedents and cognitive appraisals to shape language learners’ persistence in LMOOC. The study has thus contributed to the development of a new theory within
the field of LMOOC and CALL and recommended that LMOOCs should be designed based on cMOOCs since
language learners’ interactions were one of the necessary conditions and had the highest correlation with their
persistency in this context.
... Furthermore, differentiating between positive and negative IJ yields more reliable results that align with theoretical assumptions. However, within Self-Determination Theory (SDT), IJ is further nuanced by the concept of ego-involvement [45]. Ego-involvement, in turn, encompasses self-approval and other-approval. ...
Introduction Self-Determination Theory [1,2] offers a comprehensive framework for understanding human motivation and behavior, emphasizing the intrinsic tendencies towards growth and fulfillment. Within this theoretical framework, introjected regulation occupies a pivotal position, representing a form of extrinsic motivation where individuals have internalized certain behaviors or goals, albeit not entirely congruent with their authentic desires. Despite its significance, the conceptualization and measurement of introjected regulation has posed challenges in empirical research. One prominent issue in the study of introjected regulation pertains to its presumed unidimensional nature. Traditional approaches often treat introjected regulation as a singular construct, failing to capture its multifaceted nuances [3]. Consequently, studies relying on such simplistic conceptualizations have yielded inconsistent results [4-6], hindering our understanding of this motivational construct within the context of SDT. To address this limitation, recent research has endeavored to differentiate between positive and negative aspects of introjection [7-10]. By distinguishing between these dimensions, scholars have aimed to elucidate the complexities inherent in introjected regulation and its impact on motivational processes. Although this approach has led to greater consistency in empirical findings, it does not completely fulfill the theoretical foundations of SDT.
... Under the self-determination model, academic burnout is negatively associated with academic satisfaction because it compromises the student's needs for competence and autonomy (Wang et al., 2024). Students who experience academic burnout feel that they are not achieving their academic goals, which decreases their sense of competence (Shih, 2015). ...
This study aimed to determine if academic burnout and family communication predict life satisfaction in Peruvian university students. The design was cross-sectional predictive, and 708 Peruvian university students participated. The Maslach Burnout Inventory (MBI), the Family Communication Scale (FCS), and the Satisfaction with Life Scale (SWLS) were used to obtain information on the variables. Descriptive and inferential analysis used structural equation modeling and the Robust Maximum Likelihood Estimator. The results present a negative relationship between academic burnout and Life Satisfaction with a significant estimate of −0.849 (p < 0.001), with a beta coefficient (β) of −0.469, and a positive relationship between Family Communication and Life Satisfaction, showing a significant positive estimate of 0.436 (p < 0.001), with a beta coefficient (β) of 0.420. These results confirm the need to implement programs that provide guidance to students on academic burnout and how to prevent it. Likewise, strategies to improve family communication must be incorporated in order to improve students’ life satisfaction. In conclusion, these findings confirm that AB and FC are predictive factors of LS, academic burnout decreases life satisfaction, and family communication increases life satisfaction in Peruvian university students.
In a multicultural context, drama education, as a distinctive pedagogical paradigm, facilitates the achievement of educational objectives effectively. Compared to traditional classrooms, student-centered instruction based on self-determination theory places greater emphasis on nurturing students' intrinsic motivation for learning. This article uses the high school Chinese literature text "Hamlet" as a case study, applying the perspectives of autonomy, competence, and relatedness—the three psychological needs of self-determination theory—to various aspects of practical teaching. This approach constructs a framework for multicultural drama education.
Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed.
Agentic engagement, or attempts to proactively influence instruction, predicts positive classroom climate and students’ motivation. As such, it is a potentially effective target for intervention, though causal evidence is limited. This investigation explored whether an agentic orientation could be cultivated through a brief, online intervention for university students and the potential benefits of such an intervention. Three randomized field experiments with college students in psychology (Study 1 and Study 2) or introductory physics and chemistry courses (Study 3) tested the effects of an agentic orientation intervention compared with an alternative study skills intervention or an inactive control condition. The intervention encouraged students to view their motivational experiences in class as malleable and responsive to agentic behaviors they were encouraged to use. Relative to the alternative intervention (Studies 1 and 3) and inactive control (Studies 1, 2, and 3), students exposed to the target intervention at the beginning of the semester later reported a more agentic mindset. Indirect effects indicated that the intervention predicted greater student-reported in-class agentic and other forms of engagement, instructor autonomy support, need satisfaction, domain personal interest, and intention to persist in the field at the end of the semester via an enhanced agentic mindset. Multigroup comparisons suggested that the intervention worked similarly for students who have been traditionally underrepresented in science compared with their counterparts, with limited evidence of variation on certain outcomes. The investigation provides preliminary causal evidence regarding the benefits of intervening on an agentic orientation.
Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.
This study challenged the widely spread assumption that East Asian students are more persistent than their American counterparts because they are more likely to believe that success results from eforts rather than innate ability. The examination was conducted through comparing the impact of three factors— internalization of learning motivation, learning beliefs, and preference of choice—on learning persistence between 888 Chinese and 361 American college students represent East Asian
and Western students respectively. Structural equation modeling was conducted to testify the culturally specifc pathways towards persistence. The fndings suggested that American and Chinese students were sharing two common factors (integrated internalization and belief in efort) that predict their persistence signifcantly. Moreover, there are also diferences between Chinese and American students. Guilty and having choice are signifcant factors for Chinese students’ learning persistence, while ego is a signifcant factor for American students’ persistence. Such results
suggested that the East Asian students are not more persistence and their education model should not be imported by other countries even though they perform better in international large-scale assessments.
Introduction
Many changes of medical curricula have been conducted in the past years. Based on learning psychology, three dimensions of learning have to be covered, in order to create the best possible curricula: Cognitive, metacognitive and motivational. The metacognitive and cognitive dimension (what/how to teach) have always been considered and the motivational dimension has been neglected, although the importance and benefits of motivation in learning have been emphasized repeatedly. One way to influence motivation in medical curricula are the teaching formats, as it has been shown that the construction of a curriculum can influence students’ motivation. So far, evidence about the motivational effects of teaching formats are scarce.
Methods
In a prospective interventional cohort study, 145 3rd year medical students were sampled. The effects of a 3-day bedside teaching in the operating theatre and two simulation-based trainings on students’ motivation (outcome measure) were analysed. It was hypothesised, that the simulation training and the bedside teaching enhance autonomous motivation and decrease controlled motivation.
Results
The bedside-teaching decreased external (controlled) motivation (−0.14, p = .013, 95% CI [-.24, −0.03]), alongside with identified (autonomous) motivation (−0.22, p < .001, 95% CI [-0.34, −0.10]). The simulation-based trainings did not change students’ motivation.
Conclusion
To prevent the unintended decrease of identified (autonomous) motivation, undergraduates should be supervised and introduced carefully, when attending bedside teaching in unknown medical fields. Simulation-based medical education certainly has plenty of benefits in medical education but its effects on the motivational dimension of learning needs further investigations.
Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.
This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training.
This study examined the effectiveness of a two-session preventive parenting intervention, the Parent Check-In. The intervention, grounded in Self-Determination Theory (SDT), is designed to facilitate adaptive parenting, specifically autonomy support, structure and involvement, and parenting efficacy, and to increase autonomous self-regulation and decrease behavior problems in children. Fifty-seven parents of 8–12-year-olds (M = 9.88, SD = 1.32) were randomly assigned to an intervention (N = 31) or waitlist (N = 26) group. The intervention included psychoeducation about SDT, parenting strategies, and practice applying these strategies to families’ situations. Parents and children completed questionnaires regarding parenting behaviors, children’s self-regulation, and child symptomatology. Relative to the waitlist participants, intervention participants showed positive changes on some parenting indices, though the effects sizes were modest. In particular, intervention participants increased in parental efficacy, decreased in parent and child reports of controlling parenting strategies, and increased in child reports of parent autonomy support. Children of parents in the intervention group reported decreased externalizing symptomatology. There was some evidence that the intervention was more effective for parents with lower levels of education and parents with children higher in internalizing symptomatology at pre-test. Although some effects were not significant, the results show the promise of the Parent Check-In as a brief, preventive intervention. Ways in which the intervention could be strengthened are discussed.
Organizational research underpinned by self‐determination theory (SDT) has grown substantially over the past decade. However, the effectiveness of interventions designed to promote support for basic psychological needs in organizations remains ill documented. We thus report the results of a qualitative systematic review and synthesis of SDT‐informed studies of interventions to cultivate autonomy, competence, and relatedness needs, and in turn, autonomous motivation in organizational contexts. Studies were included in the review if they evaluated the effect of interventions to develop autonomy‐, competence‐, or relatedness‐supportive work climates or leader behaviours. A systematic search yielded ten eligible field studies for inclusion: three randomized‐controlled trials and seven non‐randomized intervention studies (combined N = 2,337). Seven studies yielded mostly favourable effects, two yielded mixed effects, and one study showed no evidence of change post‐intervention. Substantial heterogeneity in intervention format and delivery existed across studies. Studies pointed towards possible moderators of effectiveness. Interventions were more effective at spawning change at the proximal (leader) level than at the distal (subordinate) level, though few studies tracked employees over time to comprehensively evaluate long‐term transfer. Bias assessments showed that risk of bias was moderate or high across studies. We discuss overall implications of the review and suggest several recommendations for future intervention research and practice.
Practitioner points
Interventions to help leaders to support subordinates' basic psychological needs are effective in creating change in leader behaviour.
Intervention effects for subordinate outcomes are smaller and may take time to materialize.
Interventions tend to be more effective if they are aligned with organizational strategic needs, proactively consider unique work contexts, are endorsed by senior levels of management, and give preference to pedagogy that aligns with basic needs.
Design thinking has become increasingly important in the context of the current movement toward integrated STEM education. Allied teaching practices often take the form of project-based learning, which represents a major shift in the teaching and learning process and poses challenges for many teachers during implementation. Many professional development programmes for STEM teachers focus on the development of teacher beliefs and content or technological knowledge. Teachers may not have enough opportunities to gain sufficient knowledge of how to foster students' intrinsic motivation for project-based learning. The teacher-support dimensions-autonomy, structure and involvement-distinguished in self-determination theory (SDT) can foster student motivation, and the teaching experience can allow for feedback and reflection. Accordingly, this study aimed to investigate how to design a PD programme consisting of a workshop and actual teaching experience as a way of using SDT-based design thinking in teaching STEM project-based learning. Specifically, the study comprised two interventions designed to examine how teacher/student learning is affected by workshops alone and actual teaching experience, respectively. The participants were 60 teachers and 358 secondary school students. The findings revealed that it is beneficial for teachers to apply what they learned from workshops in classroom teaching and that SDT-based design thinking benefits students more than non-SDT-based design thinking. Hence, this study suggests that professional development should occur over a sustained period, enhance teacher capacity to support students' needs, and offer multiple opportunities for feedback and reflection. Consequently, a model of pedagogical design thinking for professional development programmes is proposed.
The goal of the present study is to extend previous research on the developmental trajectory of intrinsic reading motivation during early adolescence. Using large-scale panel data on secondary school students in Germany, we examined: (1) the longitudinal measurement invariance of intrinsic reading motivation, (2) the generalizability of the developmental trajectory of intrinsic reading motivation across students’ gender, parental socioeconomic status (SES), and school tracks (academic vs. vocational), and (3) the associations between the developmental trajectory of intrinsic reading motivation and the developmental trajectory of reading proficiency. The scale we used to measure intrinsic reading motivation showed the (strict) measurement invariance across six occasions of measurement from Grades 5 to 10, indicating the high structural similarity (e.g., factor loadings, intercepts) of intrinsic reading motivation during early adolescence. Our analyses of latent growth curve models also confirm previous findings that students tend to experience a steady and significant linear decline in intrinsic reading motivation from Grades 5 to 10. This developmental decline also seems to be more pronounced in size than previously reported (Δ = −0.772, p < .001). The developmental decline in intrinsic reading motivation was observed irrespective of students’ gender, parental SES, and school tracks. Male students expressed lower mean-levels of intrinsic reading motivation across the waves and exhibited a steeper motivational decline compared to female students. Despite mean-level differences across the waves, students showed similar degrees of a motivational decline across parental SES and school tracks. Finally, the larger decline in students’ intrinsic reading motivation was associated with the smaller growth of their reading proficiency from Grades 5 to 10. Our study provides further support for the high prevalence of the developmental decline in intrinsic reading motivation during early adolescence, its generalizability across students’ demographic characteristics, and its implications for the development of reading proficiency.
Student outcomes are influenced by different types of motivation that stem from external incentives, ego-involvement, personal value, and intrinsic interest. These types of motivation as described in self-determination theory each co-occur to different degrees and should lead to different consequences. These associations with outcomes are in part due to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals, but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated to performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
Background: It is generally accepted that learning engagement is predictive of better learning outcomes. Yet, there might be some underlying motives for students to engage in or disengage from learning.
Aims: Grounded in self-determination theory, this study aimed to examine whether satisfaction of international students' innate needs for autonomy, competence, and relatedness correlated positively with their engagement in learning and improvement of health literacy in China.
Sample: Forty-three international undergraduates from a medical university in China participated in the study.
Methods: Both qualitative and quantitative methods were used to deal with data collected from surveys on health literacy, perceived need satisfaction and the need satisfaction intervention, and from observation log recording dynamic changes in the students' performance while implementing a need-satisfying scheme in Hygiene education. In addition, final examination scores of with/without-intervention parts were compared to unveil the effect of the intervention.
Results: Perceived autonomy support motivated the participants to engage actively in learning; close relation to peers and teachers encouraged them to take on challenges; satisfying their need for competence enabled them to have better performance and academic achievements as well as an improvement on health literacy.
Conclusions: The present study suggested that fulfillment of the students' basic needs contributes to their engagement in learning and improvement of health literacy.
Internalization is an important component of motivation and self-determination. In most of the previous studies of internalization, researchers have focused on the theoretical framework of internalization continuum, but they have not yet empirically evaluated the stages of internalization as a continuum. This article presents a new Internalization of Learning Motivation (ILM) Scale based on multiple motivational forces. The scale was administered to 1337 Chinese college students. Confirmatory Factor Analysis was used to test the reliability and dimensionality of the scale. Instead of four dimensions according to the self-determination theory, five dimensions were identified: lack of internalization (INL), partial ego internalization (INPE), partial guilt internalization (INPG), identified internalization (INID), and integrated internalization (ININ). The reliability omega was .841 for INL, .895 for INPE, .864 for INPG .874 for INID, and .913 for ININ. Modern measurement theory analysis was applied to empirically examine the degree to which the five dimensions could be represented on a single linear continuum. The results indicated that ILM items worked together to form a continuum that represents internalization. The ILM Scale can distinguish between participants with different levels of internalization and provide a deeper understanding of how specific motivation forces facilitate internalization of learning motivation. Educators and researchers can use this scale to identify students’ level of internalization in order to inform appropriate interventions.
Purpose
To examine strategies utilized by physical therapists that contributed to patient perceptions of basic psychological needs support articulated within Self-Determination Theory (SDT).
Methods
Semi-structured interviews were conducted with physical therapists (n = 9) and physical therapy patients (n = 9) undergoing rehabilitation for a variety of musculoskeletal injuries.
Results
Both patients and practitioners articulated the value of specific competence (e.g. matching rehabilitation challenges with patient abilities) and autonomy support strategies (e.g. active decision-making). Interestingly, both patients and therapists emphasized the salience of relatedness need support, a finding indicative of the potential importance of this need in a rehabilitation environment. The possibility that relatedness need support may be of equal – or potentially greater – importance than the other two needs in a rehabilitation setting, is however, antithetical to SDT contentions. Whether the primacy of relatedness need support is an artifact of the sample used in the current study or a reflection of a broader rehabilitation trend, is uncertain and remains a topic for further investigation.
Conclusions
Understanding the strategies physical therapists use to support patients’ psychological needs may have substantial implications for patient motivation and rehabilitation adherence, such as, improved psychological well-being, enhanced function, and increased adherence to physical therapists’ recommendations.
Abstract: The present quasi-experimental study tested the business impact of a leadership development program focusing on psychological well-being through the satisfaction of basic psychological needs. Based on the concept of engaging leadership and self-determination theory, the 8-month program targeted midlevel team leaders of the customer fulfilment center of a health systems multinational organization. The program was designed in co-creation between senior leadership and the team leaders that participated in the program. Outcomes showed positive business results through significant increases in a preselected key performance indicator and decreased employee absenteeism. Through changes in autonomy satisfaction and intrinsic motivation, the team leaders (N = 14) benefitted in a moderate to very large extent relative to a similar control group (N = 52). In contrast, team members (N = 148) displayed no such benefits. Specifically, higher levels of autonomy satisfaction are said to lead to higher levels of psychological well-being and motivation. Still, the link with business performance is absent in most organizational studies within self-determination theory, making the present study one of the first to fill this gap. The study discloses the program design, compares the effects to a relevant control group, evaluates the lessons learned, and provides practical suggestions.
Keywords: co-creation; leadership development; self-determination theory; engaging leadership; intrinsic motivation; absenteeism; well-being
Mindful attention appears to facilitate greater satisfaction of basic psychological needs (i.e., autonomy, competence, and relatedness). Recent findings suggest that nonattachment may arise from mindfulness, with nonattachment being found to mediate relationships between mindfulness and various outcomes, such as increased wellbeing. Across two undergraduate samples, nonattachment was found to partially mediate relationships between mindful attention and the perceived satisfaction of each of autonomy, competence, and relatedness with others (N = 247), and greater relative autonomous motivation for study (N = 578). The findings therefore support and extend on existing research related to mindful attention within the Self-Determination Theory literature while also adding to the growing literature on the apparent benefits of nonattachment. Future research on autonomous motivation and basic need satisfaction may therefore benefit from considering nonattachment alongside mindful attention.
Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students’ basic psychological needs for autonomy, competence, and relatedness. Findings also show a dynamic link between teacher and student motivation, as teachers are themselves impacted and constrained by controlling mandates, institutional pressures, and leadership styles. Ironically, despite substantial evidence for the importance of psychological need satisfactions in learning contexts, many current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs, a knowledge versus policy gap we should aspire to close.
Although teachers are recommended to create a stimulating learning environment in which children can use, perfect, and extend their skills, this is far from easy. In many cases, identifying the optimal difficulty level of learning tasks involves a trial-and-error process during which teachers offer children too difficult tasks, with negative outcomes as a result. This experimental study investigated if autonomy-supportive instructions could dampen or even cancel out these presumed negative outcomes associated with math difficulty in elementary school children (N = 479; Mage = 9.41). After varying an autonomy-supportive versus a controlling instructional style through a comic book, children solved a series of either easy-medium or difficult math exercises, followed by the completion of questionnaires and the opportunity to choose the difficulty level of a final set of exercises to work on independently. Children who solved difficult, relative to easier, exercises reported less interest, more irritation, and more cognitive disengagement, while also seeking less challenge when asked to work independently. Need-based experiences of competence and autonomy accounted for these effects. Yet, the impairing impact of task difficulty could, at least partially, be dampened through the use of an autonomy-supportive relative to a controlling instructional style, which led to enhanced autonomy satisfaction. These findings largely occurred independent of children’s motives for mathematics. The results have high practical value, especially for poor performers and children with Mathematical Learning Disabilities, who find math to be harder overall. Limitations and implications for practice are discussed.
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
The nature of practices of educational leaders and their outcome in terms of productivity and teacher motivation are greatly shaped by the sociocultural norms that regulate them. The sociocultural norms proposed by Hofstede are widely considered as the benchmark for national cultural examination and comparison, which suggests that collectivist cultures are characterized by higher scores on power distance and uncertainty avoidance, and lower on individualism, masculinity, long-term orientation, and indulgence. These dimensions may exert positive, negative, or mixed influence, especially on organizations such as schools that constitute intricate work structures with a variety of stakeholders influencing them from multiple directions.
Educational leadership for effective change in school requires the ability to integrate traditional sociocultural norms with the global principles for effective outcomes. Providing autonomous work environments has been widely found to be the most effective of these principles that lead to higher productivity and enhanced teacher motivation. In the context of work-organization, self-determination theory (SDT) has emerged as an effective motivational theory that proposes autonomy, competence, and relatedness as three universal psychological needs; satisfaction of these needs would predict optimal outcomes. Just like their individualistic culture counterparts, it is possible for school leaders in predominantly collectivist cultures to function in a need-supporting way for their teachers to yield desired outcomes.
In this review we examined the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modelling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes, and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences.
Keywords: classroom learning, physical education, motivation, meta-analysis, autonomy.
Students' achievement emotions have an impact on learning and academic success. Therefore research on learning and teaching in higher education should not only focus on cognitive outcomes but on students' emotions, as well. The aim of our quasi-experimental study was to analyze students' achievement emotions based on the control-value approach in different instructional settings. An intervention was carried out with two teachers and 217 students referring to self-determination theory. We tested the influence of a student-oriented versus a teacher-centered approach on students' experience of self-determination and their achievement emotions. The results show a generally high level of students' positive achievement emotions. As expected, more autonomy and participation are experienced in student-oriented settings, but not more positive and less negative emotions than in teacher-centered settings. Main quantitative results are being discussed in terms of theoretical and methodological implications.
Background:
The massive abundance of studies relating to tropical medicine and health has increased strikingly over the last few decades. In the field of tropical medicine and health, a well-conducted systematic review and meta-analysis (SR/MA) is considered a feasible solution for keeping clinicians abreast of current evidence-based medicine. Understanding of SR/MA steps is of paramount importance for its conduction. It is not easy to be done as there are obstacles that could face the researcher. To solve those hindrances, this methodology study aimed to provide a step-by-step approach mainly for beginners and junior researchers, in the field of tropical medicine and other health care fields, on how to properly conduct a SR/MA, in which all the steps here depicts our experience and expertise combined with the already well-known and accepted international guidance.We suggest that all steps of SR/MA should be done independently by 2-3 reviewers' discussion, to ensure data quality and accuracy.
Conclusion:
SR/MA steps include the development of research question, forming criteria, search strategy, searching databases, protocol registration, title, abstract, full-text screening, manual searching, extracting data, quality assessment, data checking, statistical analysis, double data checking, and manuscript writing.
The aim of the present study was to investigate the effects of an intervention on students’ achievement and motivation. The intervention was in the form of an instructional approach named Dual-Approach Instruction since it was designed to facilitate both the cognitive and non-cognitive aspects of students’ learning. The intervention effects were assessed through a cluster-level assignment design, which compared the control and intervention groups’ achievement and motivational outcomes. A total of seven teachers and 427 grade 7 students participated in this study. Four teachers were assigned to the intervention condition and participated in a series of workshops on Dual-Approach Instruction. These teachers then applied the intervention to two topics, Speed and Density, with 231 students. The rest of the teachers and students were in the control group. Multiple regression analyses of students’ achievement and motivation pre-test and post-test scores indicated that the intervention had a significant effect on students’ achievement in complex problem solving, as well as in the following six motivational attributes: self-regulation, engagement, sense of competence, task goal orientation, education aspiration, and career aspiration in science. The results suggest that Dual-Approach Instruction benefits students in terms of dual outcomes: science achievement and motivation.
Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students’ perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students’ perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students’ perceptions of the impact on student learning.
Systematic reviews and meta-analyses present results by combining and analyzing data from different studies conducted on similar research topics. In recent years, systematic reviews and meta-analyses have been actively performed in various fields including anesthesiology. These research methods are powerful tools that can overcome the difficulties in performing large-scale randomized controlled trials. However, the inclusion of studies with any biases or improperly assessed quality of evidence in systematic reviews and meta-analyses could yield misleading results. Therefore, various guidelines have been suggested for conducting systematic reviews and meta-analyses to help standardize them and improve their quality. Nonetheless, accepting the conclusions of many studies without understanding the meta-analysis can be dangerous. Therefore, this article provides an easy introduction to clinicians on performing and understanding meta-analyses.
Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, constitutes an important growth process. In Part II, we indicate how autonomy-supportive teaching and the provision of a rationale are critical to fostering internalization, and we review past empirical studies. Further, we propose an emerging model to explain when provided rationales foster perceived self-relevance and promote the process of internalization, thereby, considering both critical features of the rationale itself and the broader context in which the rationale becomes embedded. In Part III, the process of internalization is discussed in relation to the concepts of utility value and instrumentality.
Grounded in achievement goal and self-determination theories, the purpose of this study was to investigate the effects of mastery and performance climate interventions on students’ psychobiosocial (PBS) states and self-determined motivation. A first study was conducted to determine the validity of the measures. In a second study, two groups of female students (N = 65, 14–15 years of age) took part in the investigation. A mastery-performance group participated in eight task-involving lessons and then in another set of eight ego-involving lessons. A performance-mastery group participated in ego-involving lessons and then in task-involving lessons. Findings revealed that the program was effective in changing PBS states and self-determined motivation in the performance-mastery group. In particular, participants in this group reported lower scores on pleasant/functional PBS states and self-determined motivation after the first phase of the intervention. Furthermore, lower levels of self-determined motivation were maintained after the second phase of the intervention, thereby suggesting detrimental carryover effects.
Especially for students in lower achievement levels, there is a significant negativetrend in academic self-determined motivation across childhood through adolescence and moreso in maths than in any other school subject. To counteract this negative development, amulticomponent intervention study based on the main ideas of self-determination theory,students’ emotions in relation to maths, and the concept of self-regulation was developedand implemented in Swiss seventh-grade maths classes with basic demands. The study applieda quasi-experimental design comparing two experimental groups (combined student/teachergroup: teachers and students participated in the intervention; student-only group: only studentsparticipated in the intervention) and a control group. Intervention effects were evaluatedlongitudinally (pre-post test) via self-reports of 348 students. Within-group results (t tests)showed no significant changes for students in the control group, a significant decrease inintrinsic and identified motivation for students in the student-only group, and a significantincrease in intrinsic motivation and self-concept for students in the combined student/teachergroup. Multivariate analyses of covariance controlling for pre-test variables as well as genderand migration background showed significant group effects. As the most positive effects werefound for students in the student/teacher group, the results highlight the importance of co-constructed teaching and learning.
p class="3">Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.</p
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.
The two-stage (or doubly) randomized preference trial design is an important tool for researchers seeking to disentangle the role of patient treatment preference on treatment response through estimation of selection and preference effects. Up until now, these designs have been limited by their assumption of equal preference rates and effect sizes across the entire study population. We propose a stratified two-stage randomized trial design that addresses this limitation. We begin by deriving stratified test statistics for the treatment, preference, and selection effects. Next, we develop a sample size formula for the number of patients required to detect each effect. The properties of the model and the efficiency of the design are established using a series of simulation studies. We demonstrate the applicability of the design using a study of Hepatitis C treatment modality, specialty clinic versus mobile medical clinic. In this example, a stratified preference design (stratified by alcohol/drug use) may more closely capture the true distribution of patient preferences and allow for a more efficient design than a design which ignores these differences (unstratified version).
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.
With an increasing number of students pursuing their tertiary studies overseas, ways to improve their adaptation into a new environment become of the utmost importance. By applying self-determination theory, the current research investigated the extent that a basic psychological need intervention can increase need-satisfying experiences and promote the adjustment of Mainland Chinese international students to college. In total, 55 participants were randomly assigned to an intervention or control condition. They completed questionnaires on basic need satisfaction and college adjustment before the start of the study, right after the completion of the intervention, and after a 5-week follow-up. Participants who received the intervention had significantly higher need satisfaction and adjustment to college than those in the control condition. The intervention effect was maintained after a 5-week delay. In addition, the results showed that the increases in psychological need satisfaction after the intervention predicted higher levels of students’ adjustment to college. Theoretical implications for the universality of basic need satisfaction to students’ well-being and practical implications for international education are discussed.
Many secondary students in today’s schools are indifferent or unmotivated to accomplish academic tasks. Given the intense focus on student achievement, students’ amotivation can be devastating. Recognizing motivation and amotivation may be even more challenging now in the unique learning environments that the COVID pandemic has structured. The data reported in this article demonstrate that students’ perceptions of their motivation and causes of amotivation are not aligned with teachers’ perceptions. Teachers may not be employing appropriate interventions in battling amotivation because they may not be sensitive to their students’ beliefs for what is causing their amotivation. This article outlines ideas for appropriately recognizing the if of motivation and for understanding the why of amotivation.
The goal of this project was to evaluate the effects of an innovative intervention model created specifically for youth in alternative school settings. The Motivational Interviewing with At-Risk Students (MARS) Mentoring Program is a unique intervention rooted in self-determination and behavior modification theories and delivered through a motivational interviewing framework. Student participants were enrolled at a K–12 district disciplinary alternative school and were predominately Black males who qualified for free or reduced price lunch (N = 39). Students were randomized using a block design to receive MARS Mentoring or to a wait-list control group. Regression analyses revealed significant and large treatment effects at 3-month follow-up. Mean improvements on the Behavior Assessment System for Children-Third Edition (BASC-3) social, emotional, and behavioral composites all indicated medium to large effect sizes. Students enrolled in MARS also experienced significantly fewer school disciplinary actions and improved academic performance. Analysis of intervention feasibility and acceptability reports indicated the program to be well received by stakeholders and practical to implement within the school setting. This brief, manualized intervention can be readily disseminated and has the potential to serve as a model for addressing the unique and profound social, emotional, and behavioral needs of youth in alternative school settings.
Introduction
Assuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents.
Methods
A comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students' motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students' PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration's tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach.
Results
In total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta-analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), self-determination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = −0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = −0.188). The narrative data synthesis indicated an increase in students' PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA.
Models of mortality often require constraints in order that parameters may be estimated uniquely. It is not difficult to find references in the literature to the “identifiability problem”, and papers often give arguments to justify the choice of particular constraint systems designed to deal with this problem. Many of these models are generalised linear models, and it is known that the fitted values (of mortality) in such models are identifiable, i.e., invariant with respect to the choice of constraint systems. We show that for a wide class of forecasting models, namely ARIMA models with a fitted mean and or 2, identifiability extends to the forecast values of mortality; this extended identifiability continues to hold when some model terms are smoothed. The results are illustrated with data on UK males from the Office for National Statistics for the age-period model, the age-period-cohort model, the age-period-cohort-improvements model of the Continuous Mortality Investigation and the Lee–Carter model.
Accumulating evidence indicates weak correlations between self-report and behavioral measures of the same construct. We suggest that these weak correlations result from the poor reliability of many behavioral measures and the distinct response processes involved in the two measurement types. We also describe how researchers can benefit from appropriate use of these measures.
Researchers consider motivation a key determinant of physical activity. In physical education (PE) and youth sport, the more children and adolescents evaluate their teachers and coaches to be autonomy supportive, as opposed to controlling, the more self-determined they are in their motivation. Therefore, it appears valuable to help PE teachers and youth sport coaches optimize their interactions with the individuals they work with. This study was designed to systematically review the literature related to autonomy support interventions with PE teachers and youth sport coaches. After relevant databases were searched and duplicates were removed, 1,523 potentially pertinent articles were found. These were subsequently screened based on specific inclusion criteria. This systematic review process helped identify 21 studies that were included for further analyses. Overall, the interventions were frequently successful in enhancing PE teachers’ and youth sport coaches’ behavior. Additional research appears justified to foster self-determined motivation among children and adolescence.
Traditional literature reviews and more advanced systematic reviews have been a focal point in assessing the epistemological progress of any field. However, studies assessing the nature and quality of the systematic review papers published in tourism and hospitality literature are scarce. Considering the items of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, this study reviews how tourism and hospitality scholars have operationalised systematic reviews. All systematic reviews published across 34 tourism journals until 2017 were considered for this review and the results of the study portray multiple limitations in the design, organization and execution of current systematic reviews.
This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci & Ryan, 2012). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.
Carefully designed interventions consistently help K-12 teachers learn how to implement a more autonomy-supportive classroom motivating style. In the present study, we investigated what resources teachers acquired during these interventions that explained why they are so able to successfully upgrade the quality of their motivating style. We randomly assigned 91 full-time teachers to participate or not in a year-long autonomy-supportive intervention program (ASIP), and we longitudinally assessed autonomy support and three hypothesized mediating resources—gains in need satisfaction during teaching, gains in teaching efficacy, and a greater adoption of intrinsic instructional goals. The ASIP did increase teachers’ autonomy support, as expected, and the two resources that explained this professional developmental achievement were intervention-enabled gains in teaching efficacy and intrinsic instructional goals.
Diverse perspectives are required to address the technological problems facing our world. Although women perform as well as their male counterparts in math and science prior to entering college, the numbers of women students entering and completing engineering programmes are far below their representation in the workforce. This paper reports on a qualitative, multiyear study of the experiences of women students in an Engineering Technology programme. The project addressed some of the unique, fundamental challenges that female students face within their programmes, and the authors describe a programmatic framework based on Self-Determination Theory as an intervention for the recruitment and retention of female engineering students. Data from focus groups and interviews show how students were supported in their undergraduate experiences and how inclusive learning environments are needed to further improve outcomes. Conceptual issues and methodological considerations of our outcomes are presented.
Students' feelings of relatedness (i.e., feeling connected to others) are crucial for success in any learning environment; however, online courses often limit relatedness development, either by removing spontaneous interaction (e.g., asynchronous delivery) or by introducing seemingly incompatible online and on-campus factions (e.g., synchronous hybrid delivery). It was hypothesized that the strengths of one delivery mode could offset the weaknesses of the other. The purpose of this study was to implement and evaluate an online discussion board intervention designed to scaffold relatedness development. Deci and Ryan’s (1985) self-determination theory was adopted as the theoretical framework. Participants were 83 graduate students enrolled in synchronous hybrid MBA, MPA, and MS-Avit programs offered at a large midwestern research university. This study used a convergent parallel mixed methods approach (QUAN + qual = triangulation). The methods involved a pretest-posttest experimental design in which students were randomly assigned to either the experimental group, wherein they participated in the intervention, or the control group, wherein they attended classes without any auxiliary interactions. The results indicated that students who participated in the intervention improved their self-efficacy for developing relatedness with individuals who attended online. The qualitative analysis generated three key themes: relatedness beliefs, program delivery, and student-interface interaction. This study holds practical implications for online learning in that it explicated how a threaded discussion can be used to scaffold relatedness development. The theoretical implications of this study involved the substantiation of three key elements of SDT: the basic needs, the types of motivation, and the importance of contextual support.
The present study investigates whether productive classroom discourse in the form of instructional and motivational classroom discourse (Turner et al., Journal of Educational Psychology 94: 88–106, 2002) provides a supportive social context for students that fosters the fulfilment of the basic psychological needs of autonomy and competence (Meyer and Turner, Educational Psychologist 37(1): 17–25, 2002; Ryan and Deci, Contemporary Educational Psychology 25(1): 54–67, 2000). In order to explore this, we studied the ways in which a teacher professional development programme (Dialogic Video Cycle; Gröschner et al. 2015) might affect the quality of teachers’ instructional and motivational discourse. The programme provided video-based professional development on productive classroom discourse for an entire school year. During the same period of time, we explored changes in students’ perceptions of autonomy and competence support and possible implications for students’ intrinsic learning motivation. The study followed a two-group field-experiment design; 10 STEM classes participated (N = 226 students). The intervention group (IG) was compared to a control group (CG), which participated in traditional professional development on classroom discourse (IG: nStudents = 136, nTeachers = 6; CG: nStudents = 90, nTeachers = 4). The results show significant group differences in the development of instructional and motivational discourse throughout the school year, resulting in significant benefits for the IG. Furthermore, the students experienced their teachers as more autonomy- and competence-supportive throughout the year, leading to increased experiences of self-determination and intrinsic learning motivation. The results are discussed in the light of recent research and theory.