Exploring consumers’ stick-or-switch behaviors in omnichannel retailing service: self-determination theory perspectives

PurposeThe current work explores the attributes that serve as motivation regulations for students' selection of a higher education institute (HEI).Design/methodology/approachWith a self-determination theory (SDT) perspective, the current study used a mixed-method approach to develop a scale to measure HEI attribute-based motivation regulations.FindingsA total of eight regulations were proposed: academic/extracurricular activities, infrastructure, faculty research expertise, teaching and learning quality, placement opportunities, marketing and promotion, education cost and social influence. The first four were autonomous motivations and the remaining were controlled motivations.Research limitations/implicationsThe study leverages the SDT motivation continuum into a structured HEI attribute-based student motivation framework.Practical implicationsThe study guides HEI managers with specific attributes to position the institute appropriately.Originality/valueThis is one of the few works in the higher education utilizing the complete SDT framework.

This study explores the perceptions and motivation for weight loss among participants who completed a free community-based weight loss program in a predominantly Hispanic and low-income region along the US-Mexico border using a Self-Determination Theory (SDT) perspective. This manuscript is timely as qualitative research on the effect of motivation as a factor in behavioral interventions to reduce overweight or obesity is currently lacking. Individual semi-structured interviews were conducted with 20 participants (80%, n = 16 female) who completed a community weight-loss intervention to assess motivation for weight loss and participating, and the role of social support and self-efficacy in weight loss. Directed content analysis was used with SDT guiding the questions and subsequent theme analysis. The findings communicate perspectives of participants relevant to 8 prominent themes. The regulation types and constructs related to SDT included: non-regulation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic regulation as well as competence and relatedness. Participants mentioned external sources of motivation, such as wanting to improve their physical appearance, and motivation due to financial incentives. Fewer participants reported intrinsic motivators, which the literature suggests are more likely to create lasting change and improved health behaviors. Understanding the motivation for behavior change and completion of weight loss programs is essential to help participants reach their goals effectively and sustain weight loss. A greater emphasis during weight loss programs on the motives for individuals to lose weight may help improve outcomes in weight-loss interventions. Additionally, increasing strategies targeted at enhancing intrinsic motivation for weight loss may be beneficial.

Profiles of motivations for responsible drinking among college students: A self-determination theory perspective

Grounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy.

A survey of 2,520 college students was conducted to test relationships between academic success and college student motivational orientation, conceptualized from a self-determination theory (SDT) perspective, while also considering the moderating effects of background characteristics such as gender, socioeconomic status, race/ ethnicity, and institutional type. Findings indicated that going to college to fulfill intrinsic motivation needs for autonomy and competence was positively associated with intention to persist and GPA but that motivation geared toward the fulfillment of relatedness needs had a more nuanced relationship to the outcome variables. Implications for recognizing the importance of motivational orientation in student affair research, theory, and practice are provided.

Promoting adolescent physical activity is crucial as this marks a time when physical activity rates decline. This study examined motivation for physical activity from a self-determination theory (SDT) perspective in a large sample of adolescents in the USA across three settings: in school, out of school, and on weekends. Participants (N = 1,661) were adolescents from the National Cancer Institute's Family Life, Activity, Sun, Health, and Eating study. Participants had a mean age of 14.47 (standard deviation = 1.61) and were 50.2% female. In this national sample balanced to match the U.S. population on several key demographics, 64.2% were non-Hispanic White. Analyses included three linear regression models in which estimated weekly minutes of moderate-to-vigorous physical activity (MVPA) in school, out of school, and on weekends were entered as dependent variables. Five forms of motivation (intrinsic, integrated, identified, introjected, and external) were entered simultaneously as independent variables. Age, body mass index, gender, and race/ethnicity were also included as covariates. All models were significant. For MVPA in school, external regulation, introjected regulation, identified regulation, and intrinsic motivation were positively associated with MVPA. For MVPA out of school, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation were positively associated with MVPA. For MVPA on weekends, integrated regulation, and intrinsic motivation were positively associated with MVPA. The relationship between motivation and MVPA varies across settings. These findings have important implications for motivating adolescents to engage in physical activity and may inform future interventions aimed at increasing physical activity.

This chapter reviews the burgeoning research conducted from a self-determination theory (SDT) perspective concerning people’s motivation for learning new languages. To guide the review, a conceptual model of motivational processes, grounded in SDT principles, is presented. The model highlights the central role of basic psychological needs in motivational dynamics, including behavioral regulation (or orientations) and engagement, and ultimately the diverse outcomes that follow from language learning. These resultant resources include not only linguistic proficiency but also sociocultural (e.g., relationships with members of the target ethnolinguistic community, a broader cultural perspective) and psychological (e.g., well-being, personal growth) capital. The model emphasizes that language learning takes place across diverse sociopolitical and sociocultural milieu and that, depending on the context, teachers, family members, members of the target-language community, and many others could support (or not) learners’ motivation. The chapter ends with directions for future interdisciplinary research on language learning and teaching from a SDT perspective.

This paper presents a Self-Determination Theory (SDT) perspective on the relationship between human flourishing and emotion regulation. It argues that SDT's organismic approach to motivation, development, and wellness enables it to directly address this relationship, placing emotion regulation within comprehensive conceptions of eudaimonic functioning (i.e., flourishing) and regulation (i.e., self-determination). This is in contrast to the dominant goal-directed process model of emotion regulation, which addresses only limited aspects of well-being, ignores forms of motivation that are essential to flourishing, and blurs the line between emotion regulation and other forms of regulation.

The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to comparison and intervention groups and exposed to the control and treatment, respectively. The control involved completing 15 non-DDL tasks, whereas the treatment was completing 15 DDL-enhanced tasks over a month. The results of a task motivation questionnaire and semi-structured interviews showed that DDL-enhanced tasks increase learners’ task motivation from the SDT perspective. In other words, enhancing FonF tasks with DDL leads to more self-determined motivation to perform English tasks. That is, discovery learning which is a kind of self-regulated learning, along with awareness raising, in tasks with authentic language data where the primary attention is on meaning, tends to promote learners’ agency, and result in more motivation to learn English. This kind of motivation which seems to be the result of increased achievement in English language skills, autonomous language learning, association with others, internal reward, and usefulness, is most influential, as it is self-determined.

BackgroundApplied Calculus courses serve hundreds of thousands of undergraduates as quantitative preparation and gatekeepers across diverse fields of study. The current study investigated how motivational factors are associated with students’ learning outcomes in Applied Calculus courses from the perspective of self-determination theory—a sound comprehensive motivation theory that has been supported by considerable research in psychology and education. In order to have a nuanced understanding of students’ motivation and learning in Applied Calculus courses, we used three different types of learning measures to investigate students’ mathematics achievement, including course grades, a standardized knowledge exam, and students’ perceived knowledge transferability.ResultsWe tested the relationships between motivational factors and learning outcomes with a multi-semester sample of 3226 undergraduates from 188 Applied Calculus classrooms. To increase the precision of our analysis, we controlled for three demographic variables that are suggested to be relevant to mathematics achievement: gender, minority group status, and socioeconomic status. With a series of multilevel modeling analyses, the results reveal that: (1) competence satisfaction predicts college students’ mathematics achievement over and above the satisfaction of needs for autonomy and relatedness; and (2) autonomous motivation is a more powerful predictor of college students’ mathematics achievement than controlled motivation and amotivation. These findings are consistent across different types of learning outcomes.ConclusionsSelf-determination theory provides an effective framework for understanding college students’ motivation and learning in Applied Calculus courses. This study extends self-determination theory in the field of mathematics education and contributes to the dialogue on advancing undergraduate science, technology, engineering, and mathematics (STEM) education by providing evidence to understand how motivational factors are associated with students’ learning outcomes in undergraduate mathematics courses.

A long-term illness is stressful both for the person with the diagnosis and for his or her informal caregivers. Many people willingly assume the caregiving role, so it is important to understand why they stay in this role and how their motivation affects their health. Self-determination theory (SDT) is a theory of human motivation that has been successfully applied in human research domains. To our knowledge, there is no literature review on the application of SDT in a caregiver context. A systematic review of the literature could improve the understanding of motivation in caregiver work and contribute to the utility of SDT. To describe and explore empirical studies of caregivers' motivation from the perspective of self-determination theory. An integrative literature review according to Whittemore and Knafl was conducted with systematic repetitive searches in the MEDLINE, Scopus, PsychInfo, PsycNET, Chinal, Cochrane Library and EMBASE databases. The searches were performed from May through December 2018. The PRISMA diagram was used for study selection, and papers were assessed for quality based on the Mixed Methods Appraisal Tool. Data analysis consisted of a four-stage narrative analysis method. Of 159 articles, 10 were eligible for inclusion. All studies considered satisfaction of the three basic psychological needs for competence, autonomy and relatedness as essential in predicting the quality of caregivers' motivation and thereby their well-being. In this review, autonomous motivation was the most important determinant of caregivers' well-being. Findings showed that SDT can be applied to identify, categorise, explain, predict, promote and support motivation among caregivers. This lends interesting support for SDT and promotes further study and application of the theory as a psychological approach to caregivers' health and health promotion.

Creating classroom environments that are enjoyable to students and motivating their learning can be a challenging task for teachers. Self-determination theory holds that intrinsic motivation leads to students’ improvement of performance, engagement and well-being. How can language teachers ensure that their students develop a love of language and see it as a powerful tool for expression and change? From the perspective of self-determination theory, this paper puts forward corresponding strategies and suggestions on how to empower foreign language classes and stimulate students' intrinsic learning motivation, so as to meet students' basic psychological needs and improve students' learning efficiency and effect. Replicable activities and assessments are provided as well from the authors’ experience that empower students’ language learning.

Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

1. The Historical Development of Self-determination Theory Marylene Gagne and Edward L. Deci Part One: Conceptual Issues 2. The Importance of Universal Psychological Needs for Understanding Motivation in the Workplace Edward L. Deci and Richard M. Ryan 3. Employee Commitment, Motivation, and Engagement: Exploring the Links John P. Meyer 4. Effective and Sustained Proactivity in the Workplace: A Self-determination Theory Perspective Karoline Strauss and Sharon K. Parker 5. A Behavioral Economics Perspective on the Overjustification Effect: Crowding-In and Crowding-Out of Intrinsic Motivation Antoinette Weibel, Meike Wiemann, and Margit Osterloh 6. Passion for Work: Determinants and Outcomes Robert J. Vallerand, Nathalie Houlfort, and Jacques Forest Part Two: Individual Considerations 7. The Foundation of Autonomous Motivation in the Workplace: An Attachment Perspective Sigalit Ronen Mario Mikulincer 8. Contingent Self-Esteem: A Review and Applications to Organizational Research D. Lance Ferris 9. Person-Environment Fit and Self-Determination Theory Gary J. Greguras, James M. Diefendorff, Jacqueline Carpenter, and Christian Troster Part Three: Organizational and Contextual Considerations 10. The Motivational Power of Job Design Marylene Gagne and Alexandra Panaccio 11. Leadership Stephanie L. Gilbert and E. Kevin Kelloway 12. Compensation and Work Motivation: Self-determination Theory and the Paradigm of Motivation through Incentives Amar Fall and Patrice Roussel 13. SDT and Workplace Training and Development Anders Dysvik and Bard Kuvaas Part Four: Outcomes of Work Motivation 14. Self-Determination and Job Stress Claude Fernet and Stephanie Austin 15. Self-Determination as a Nutriment for Thriving: Building an Integrative Model of Human Growth at Work Gretchen M. Spreitzer and Christine Porath 16. Emotional Labor through the Lens of SDT Michel Cossette 17. Understanding Why Employees Behave Safely from a Self-Determination Theory Perspective Natasha Scott, Mark Fleming, and E. Kevin Kelloway 18. Understanding Workplace Violence: The Contribution of Self-Determination Theory Veronique Dagenais-Desmarais and Francois Courcy 19. Encouraging Environmental Actions in Employees and in the Working Environment: A Self-Determination Theory Perspective Luc G. Pelletier and Nicole M. Aitken 20. Translating research results in economic terms: An application of economic utility analysis using SDT-based interventions Jacques Forest, Marie-Helene Gilbert, Genevieve Beaulieu, Philippe LeBrock, and Marylene Gagne Part Five: Domains of Application 21. Teacher Motivation Johnmarshall Reeve and Yu-Lan Su 22. At the Interface of Work and Health: A Consideration of the Health Gradient using Self-Determination Theory Maynor G. Gonzalez, Christopher P. Niemiec, and Geoffrey C. Williams 23. What is a Functional Relationship to Money and Possessions? Dan Stone 24. Future Leaders' and Lawyers' Life Values and Goals: Toward a Dual Valuing Process Model Frederick M.E. Grouzet 25. A Self-determination Theory Approach to Goals Richard Koestner and Nora Hope 26. Self-Determination Theory in the Work Domain: This is Just the Beginning Marylene Gagne

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course (SPOC) + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes (64 students) of physical education majors in a university were selected and randomly divided into an experimental group (34 students) and a control group (30 students). The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results(1) The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. (2) After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. (3) Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education (PE). “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation.