Application Of Self-determination Theory Research Articles

Exploring basic psychological needs within and across domains of physical activity

ABSTRACT Purpose This study explored variations in adults’ experience of satisfaction, unfulfilment and frustration of basic psychological needs within and across four domains of physical activity: Transport, household, occupation, and recreation. Methods We utilized a qualitative approach, conducting semi-structured interviews with a diverse group of 42 Danish adults. The participants ranged in age from 16 to 79 years (mean age 49 years, SD 21 years), gender (45% men, 55% women), and physical activity levels (38% low, 33% average, 29% high). Data were analysed using a thematic analysis, applying Self-Determination Theory as the guiding framework. Results In the Transport domain, while most activities were seen as utilitarian necessities, autonomy satisfaction emerged for some through control over their means of transport. In Household domain, tasks were generally viewed as obligatory; however, activities with personal significance led to autonomy satisfaction and skill development. Occupation-wise, physical activity satisfaction varied, with the nature of the job impacting feelings of autonomy and competence. For Recreation domain, personal choice dictated autonomy satisfaction, with competence and relatedness varying according to goal achievement and social interactions. Conclusion The variations in the findings across domains indicate the effectiveness of applying strategies tailored to specific domains for enhancing need satisfaction.

Exploring the perceived benefits of a motivational exercise program (FIT-CANCER) in colorectal cancer patients during chemotherapy treatment: A qualitative study from self-determination theory

Introduction: Physical activity (PA) is considered an important factor to enhance the survival rate and overall quality of life in colorectal cancer (CRC) patients. However, a small percentage of patients comply with PA recommendations and most of them decrease their PA levels during chemotherapy. Theoretical frameworks could be useful for guiding exercise programs focused on the promotion of patients’ adherence to PA. Nevertheless, few studies have applied self-determination theory (SDT), one of the most prominent motivational theories, to understand exercise motivation in interventions with CRC patients. The aim of this study was to explore the benefits of an SDT-based 6-month exercise program (FIT-CANCER) regarding satisfaction of basic psychological needs and different psychological and behavioural consequences in CRC patients (stage II-III) during adjuvant chemotherapy. Methods: Qualitative data from 16 patients (nine men and seven women; Mage = 64.00, SD = 11.58), six relatives (Mage = 55.00, SD = 15.09) and five healthcare professionals (Mage = 40.40, SD = 9.66) were obtained through semi-structured interviews and field notes (N = 27). Results: Participants perceived that the motivational exercise program satisfied CRC patients’ needs for autonomy, competence, relatedness and novelty, giving rise to positive psychological consequences during chemotherapy treatment, such as enjoyment of exercise, optimism, vitality, sociability and keeping some good memories. The program allowed patients to feel that they were actively doing something important to overcome their cancer, an aspect that could foster their psychological well-being. Participants perceived that patients increased their exercise participation during chemotherapy treatment, even during the COVID-19 pandemic, with an online adaptation of the exercise program, and integrated exercise into their lifestyle. Participants also highlighted the importance of patients belonging to a group undergoing a similar situation and the instructor's knowledge, specialization and empathy. Conclusion: Motivational exercise programs could help improve CRC patients’ psychosocial and behavioural outcomes during chemotherapy treatment.

Motivation When Desire Is Low: Associations Between Sexual Motivation and Sexual Intimacy, Sexual Satisfaction, and Sexual Distress for Men with Hypoactive Sexual Desire Disorder and Their Partners.

Hypoactive sexual desire disorder (HSDD) in men, characterized by chronically low sexual desire, is associated with poor sexual well-being, such as lower sexual satisfaction and higher sexual distress. Additionally, despite their low desire, men with HSDD often report wanting sexual intimacy and validation within their sexual lives/relationships. Studies that apply self-determination theory to sexual relationships demonstrate that adopting more autonomous (e.g., engaging in sex for its inherent pleasure) and less controlled (e.g., engaging in sex for some external reward or consequence) motives for engaging in sex is associated with greater sexual well-being for both members of the couple. Given that autonomous motivation in relationships is associated with intimacy and sexual satisfaction, and lower sexual distress, having sex for autonomous reasons may allow men with HSDD and their partners to feel more sexually intimate despite their lower sexual desire, whereas having sex for controlled reasons may hinder sexual intimacy and satisfaction and augment sexual distress. In this dyadic cross-sectional study, we examined the associations between types of sexual motivation and sexual intimacy, sexual satisfaction, and sexual distress for men with HSDD and their partners (n = 64 couples). Men with HSDD who reported having sex for more autonomous reasons reported more sexual satisfaction and both partners reported more sexual intimacy. Men with HSDD who had sex for more controlled reasons had partners who felt less sexual intimacy and satisfaction, and both partners were more sexually distressed. Promoting autonomous sexual motivation and decreasing controlled motivation may help couples navigating HSDD to feel closer in their relationship, more sexually satisfied, and less sexually distressed.

Leader–member exchange (LMX) and work performance: an application of self-determination theory in the work context

ABSTRACT Using self-determination theory (SDT) as a guiding framework, we examined the effects of leader–member exchange (LMX) on performance through psychological need satisfaction and intrinsic motivation. Lagged data was collected from 333 dental hygienists across four time points. We examined three forms of performance: task performance, organizational citizenship behaviour (OCB), and counterproductive work behaviour (CWB). LMX was positively related to all three forms of psychological need satisfaction (competence, relatedness, autonomy), autonomy need satisfaction was positively related to intrinsic motivation, and intrinsic motivation was negatively related to CWB. Overall, there were significant indirect effects from LMX to all forms of performance; however, the mediating mechanisms varied. LMX was indirectly linked to task performance through competence need satisfaction and autonomy need satisfaction, to OCB through competence need satisfaction, and to CWB through the sequential effects of autonomy need satisfaction on intrinsic motivation. Our results highlight the complexity of the LMX-performance relationship and show that SDT can help to explain the relationship, depending on the type of performance being assessed.

Why do consumers consume masstige products? A cross-cultural investigation through the lens of self-determination theory

Shaping consumers' attitudes and influencing their consumption of masstige brands via intrinsic and extrinsic motivation is an unexplored research area. By applying self-determination theory, this study attempts to divulge how extrinsic and intrinsic motivations in a cross-cultural context affect masstige consumption behavior. Thus, a research framework and hypotheses are developed and validated using cross-sectional research. The data were collected from 437 Canadian and 412 Indian respondents using Amazon Mechanical Turk. Path analysis was performed using covariance-based structural equation modeling (CB-SEM) to test the hypothesized relationship. The path analysis established that attitudes and masstige consumption are influenced by both extrinsic and intrinsic motivations and further studies established that attitude partially mediates the effect of extrinsic and intrinsic motivations on masstige consumption. However, the moderation analysis failed to establish the role of Hofstede's cultural variable (i.e., power distance) in modifying the effect of extrinsic and intrinsic motivation on masstige consumption for Indian consumers, while it did in the Canadian context, albeit on select relationships. The findings of this study may be useful to masstige marketers in understanding cultural differences when designing promotional campaigns that resonate with consumers.

템플스테이 체험이 헤도니아와 유데모니아 및 삶의 질에 미치는 영향: 자기결정성이론(SDT)의 적용

템플스테이 체험이 헤도니아와 유데모니아 및 삶의 질에 미치는 영향: 자기결정성이론(SDT)의 적용

Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English Classes at Ba Ria-Vung Tau University

This study applied self-determination theory to understand the roles of teacher’s behavioral control and care in student learning outcomes. The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English classes at Ba Ria – Vung Tau University. By applying qualitative research combined with quantitative research (mixed method), this research tested the relationship between classroom management (teacher behavioral control, teacher care), motivation to learn and academic performance. The research results indicated that teacher behavioral control and teacher care have positive relationships with motivation to learn and academic performance; motivation to learn is positively related to academic performance. In addition, motivation to learn plays a partial mediator role between classroom management and academic performance. Finally, the study proposed some implications for administrators and teachers in improving classroom management to increase the motivation to learn and the academic performance of students in Business English classes at Ba Ria – Vung Tau University.

Are Autonomy and Intrinsic Motivation of Public Servants Lower in Post-Communist States?

Post-communist states have economic, geopolitical and cultural importance; however, they remain largely under-explored in public management literature. This study applies self-determination theory (SDT) to understand how work context affects perceived autonomy and intrinsic motivation in the public sector of post-communist states, whose administrative context is distinct from that of their counterparts from other administrative traditions. Using the data of 5,662 individuals from the International Social Survey Program we find that public sector employees in post-communist states demonstrate a lower level of autonomy, which in turn, decreases their intrinsic motivation. Our findings provide support to important SDT insights and have implications for public managers.

Applying self-determination theory to stem medical schools' clinical teacher sustainability crisis.

Medical schools require highly skilled and committed clinical faculty to teach, assess, supervise and mentor students' clinical care. Medical education is facing a crisis in recruiting and sustaining these clinical teachers. Faced with multiple demands and responsibilities in fast-paced clinical environments, teachers may not have the time, resources or stamina to sustain these critical roles. Medical school leaders must commit to and provide structures and processes to attract, sustain and retain clinical teachers. The authors use the lens of self-determination theory to frame approaches to support teacher sustainability. Self-determination theory describes sources of human motivation. The theory and its evidence base characterise three human psychological needs: autonomy, competence, and relatedness. This theory can bridge individual psychological and institutional leadership perspectives to help medical school leaders anticipate and respond to their clinical teachers' needs. The authors propose three practical steps: practices to advance employee-centredness, processes to align individual and institutional values, and restructuring education to support clinical teachers' needs alongside student and patient needs. The authors describe limitations to this relational approach that focuses on leadership actions and consider individual agency as another key factor for sustainability. Medical school leaders can develop and apply theory-driven approaches to advance sustainability. Sustainability now and in the future requires careful attention to the needs of clinical teachers and to their relationships with and within medical schools.

Implementing nature-based physical activity in physical and health education teacher education

ABSTRACT In this study we sought to answer the following regarding student learning: After bi-weekly implementation of nature-based physical activity (NBPA) in a Physical and Health Education Teacher Education (PHETE) course, did pre-service elementary teachers report a greater perceived competence and motivation to teach children NBPA? The term NBPA refers to physical activities that are done in natural areas, require little specialized equipment, can be done by most children, are cost-efficient, and can be used by teachers on a regular basis. As part of the NBPA experiences in PHETE, we employed focus groups for data collection. Applying self-determination theory as a lens, we found that, overall, participants reported feeling more competent and motivated to teach NBPA. Their motivation increased due to their experiences as learners and their ability to think as teachers. Future research could extend this study to explore if pre-service teachers incorporate NBPA during their teaching practicums after learning NBPA in their PHETE courses.

Correction to Choi et al. (2022).

Reports an error in "Flaws and all: How mindfulness reduces error hiding by enhancing authentic functioning" by Ellen Choi, Hannes Leroy, Anya Johnson and Helena Nguyen (Journal of Occupational Health Psychology, 2022[Oct], Vol 27[5], 451-469). In the original article, in the first sentence of the paragraph under "Participants" in the "Part I: Method" section, changes were needed to correct four numbers from percentages to whole numbers. The sentence "Of the 230 participants, most were women (93.5%), which is representative of the health-care context, and 29.6% of participants were between the ages of 25% and 34%, 39.6% between 35% and 44%, and 20.0% between 45 and 54" should have said "Of the 230 participants, most were women (93.5%), which is representative of the health-care context, and 29.6% of participants were between the ages of 25 and 34, 39.6% between 35 and 44, and 20.0% between 45 and 54." The online version of this article has been corrected. (The following abstract of the original article appeared in record 2022-60042-001). Hiding errors can undermine safety by amplifying the risks of undetected errors. This article extends research on occupational safety by investigating error hiding in hospitals and applies self-determination theory to examine how mindfulness decreases error hiding through authentic functioning. We examined this research model in a randomized control trial (mindfulness training vs. active control group vs. waitlist control group) within a hospital setting. First, we used latent growth modeling to confirm that our variables were related as hypothesized, both statically or cross-sectionally as well as dynamically as they evolved over time. Next, we analyzed whether changes in these variables were a function of the intervention and confirmed the effects of the mindfulness intervention on authentic functioning and indirectly on error hiding. To elaborate on the role of authentic functioning, in a third step, we qualitatively explored the phenomenological experience of change experienced by participants in mindfulness and Pilates training. Our findings reveal that error hiding is attenuated because mindfulness encourages a receptive view of one's whole self, and authentic functioning enables an open and nondefensive way of relating to positive and negative information about oneself. These results add to research on mindfulness in organizations, error hiding, and occupational safety. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Self-Determination Theory and Quality of Life of Adults with Diabetes: A Scoping Review.

Diabetes is one of the leading causes of sickness, death, and decreased quality of life globally. The prevalence of diabetes keeps rising globally due to lifestyle changes and urbanization. Therefore, improved quality of life (QoL) and appropriate diabetes self-management practices, including treatment adherence, are crucial to improving and sustaining the health of diabetic patients. Some studies have adopted the self-determination theory (SDT) to study diabetes interventions, but less is known about its effectiveness in improving QoL, treatment adherence, and diabetes self-management. Aim/Objective. This review assessed the effectiveness of SDT in improving self-management practices, treatment adherence, and QoL among adult diabetic patients. We followed the six-stage framework by Arksey and O'Malley in conducting the review. PubMed, JSTOR, Central, and ScienceDirect databases were searched for published articles from January 2011 to October 2021 using keywords and Boolean logic. Furthermore, we screened a reference list of related articles. Also, Google Scholar, Z-library, and web-based searches were carried out to retrieve other relevant evidence that applied SDT in improving QoL, diabetes self-management, and treatment adherence. Findings. Fifteen studies met the inclusion criteria, from which data were extracted as findings. SDT effectively improved QoL, diabetes treatment adherence, and diabetes self-management among diabetic patients. Of these studies, 11 provided data on SDT and diabetes self-management and affirmed the effectiveness of the theory in improving appropriate diabetes self-management practices. Two studies confirmed the effectiveness of SDT in improving treatment adherence. SDT and QoL were assessed in 4 of the studies, which demonstrated the effectiveness of SDT in enhancing the QoL of diabetic patients. SDT effectively improved QoL, diabetes treatment adherence, and diabetes self-management. The application of SDT in diabetes management will improve the health and QoL of diabetic patients. Hence, diabetes management interventions could adopt SDT to guide treatment.

Motivation, injury prevention, and the incidence of sports injuries: A three-wave longitudinal test of self-determination theory.

This study applied self-determination theory (SDT) as a psychological framework to examine whether psychological need support and autonomous motivation are predictive of sports injury preventive behaviors and the incidence of sports injuries. 2042 secondary school students (mean age=14.33, male=44.3%) from China completed a survey of the study variables (using established scales) at three time points (baseline, 1-month follow-up, 3-month follow-up). Structural equation modeling examined the core tenets of SDT by testing if the change-scores of the SDT variables (i.e., psychological need support from PE teachers, students' motivation, and students' behavioral adherence) between baseline and 1-month follow-up, were predictive of sports injury incidence assessed at 3-month follow-up. Our model demonstrated acceptable goodness-of-fit parameters (CFI=0.97, TLI=0.96, RMSEA=0.03, and SRMR=0.05). The relationships between psychological need support, autonomous motivation, and behavioral adherence were both positive and significant. These SDT variables predicted the future incidence of sports injuries following the motivational pathways of SDT. Our study provides evidence of the predictive power of SDT variables on sports injury preventive behaviors and the incidence of sports injuries: Students who perceive their PE teachers as psychological need supportive possess higher autonomous motivation and behavioral adherence towards sports injury prevention, and are also less likely to encounter sports injuries in the future.

Teachers' use of motivational strategies in the synchronous online environment: A self-determination theory perspective.

With the development of synchronous videoconferencing technology, research on the professional practices of synchronous online teaching has been growing at an exponential rate. However, little is known about synchronous online teachers' use of motivational strategies, despite the important role of teachers in fostering student motivation. To address this gap, this mixed-methods study examined how synchronous online teachers utilized motivational strategies and explored the influence of the synchronous online environment on the use of motivational strategies. As an analytical framework, we drew ontheneed-supportive teaching principlesof the self-determination theory, which present three types of motivational strategies: involvement, structure, and autonomy-support. The quantitative analysis of survey results collected from language teachers (N = 72) revealed the perception that autonomy-support and structure were relatively well suited to the online environment while involvement was difficult to implement. The qualitative analysis of follow-up interviews (N = 10) elucidated how the online environment influenced theteachers' use of each strategy while producing a new framework and specific strategy lists that may be applicable to synchronous online teaching. This study presents important theoretical implications regarding the application of self-determination theory in online education, while also providing practical implications for synchronous online teacher preparation and professional development.

Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot

ABSTRACT As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in the classroom is needed. This study used self-determination theory as the undergirding framework to investigate how teacher support moderates the effects of student expertise on needs satisfactions and intrinsic motivation to learn with AI technologies. This experimental study involved 123 Grade 10 students, and used chatbots as AI-based technologies in the experiment. The analyses revealed that intrinsic motivation and competence to learn with the chatbot depended on both teacher support and student expertise (i.e. self-regulated learning and digital literacy), and the teacher support better satisfied the need for relatedness, and it less satisfied the need for autonomy. The findings refined our understanding about the application of self-determination theory and expand the pedagogical and design considerations of AI application and instructional practices.

Life insurance salespeople linking work stressors to proactive behaviors by passion: Servant leadership as a moderator.

As the main sales force of life insurance companies, salespeople have accounted for more than 50% of life insurance sales channels over the years, playing a pivotal role in the development of the industry. Since the adoption of the model of employment at an agency, the commission income of life insurance salespeople has largely relied on their sales volume, which requires employee proactivity under a great number of stressors. However, because previous studies have analyzed stressors in a single dimension, our understanding of the relationship between work stressors and proactive behaviors remains limited. Applying self-determination theory, we investigated differential relationships between challenge/hindrance stressors and proactive behaviors, which were expected to be mediated by passion and moderated by servant leadership. In the sample of 332 insurance salespeople, there was a positive (negative) relationship between challenge (hindrance) stressors and proactive behaviors. In addition, passion mediated the relationship between stressors and proactive behaviors, and servant leadership moderated the relationship between stressors and passion. Theoretical and practical implications are discussed.

Flaws and all: How mindfulness reduces error hiding by enhancing authentic functioning.

Hiding errors can undermine safety by amplifying the risks of undetected errors. This article extends research on occupational safety by investigating error hiding in hospitals and applies self-determination theory to examine how mindfulness decreases error hiding through authentic functioning. We examined this research model in a randomized control trial (mindfulness training vs. active control group vs. waitlist control group) within a hospital setting. First, we used latent growth modeling to confirm that our variables were related as hypothesized, both statically or cross-sectionally as well as dynamically as they evolved over time. Next, we analyzed whether changes in these variables were a function of the intervention and confirmed the effects of the mindfulness intervention on authentic functioning and indirectly on error hiding. To elaborate on the role of authentic functioning, in a third step, we qualitatively explored the phenomenological experience of change experienced by participants in mindfulness and Pilates training. Our findings reveal that error hiding is attenuated because mindfulness encourages a receptive view of one's whole self, and authentic functioning enables an open and nondefensive way of relating to positive and negative information about oneself. These results add to research on mindfulness in organizations, error hiding, and occupational safety. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

An interventional study with the Maldives generalist teachers in primary school physical education: An application of self-determination theory.

In Maldives' primary schools, physical education (PE) is mainly taught by generalist classroom teachers who often lack knowledge and confidence to teach PE. Also, PE programs in primary schools are affected by a perceived lack of infrastructure, resources and equipment. Children in primary schools are allocated one 35 minute period of PE per week. Researchers have previously investigated interventions implemented by specialist PE teachers to enhance the motivation of secondary school students in PE classes. However, limited research has been conducted with generalist teachers' implementing PE intervention with primary school children. In this study we applied self-determination theory to investigate the effects of a professional learning program and an associated resource support package, that was then delivered by the Maldives generalist teachers' delivering PE. The participants were 30 primary school teachers (control group, n = 15; intervention group, n = 15), and their 725 primary school students aged 9-12 years (mean age of 10.5 years). The teachers in the group undertook eight hours of professional learning that focused on strategies and behaviours to support student satisfaction for the three main elements of self-determination theory: autonomy, competence, and relatedness. A repeated measure ANCOVA was carried out for each of the dependent variables. Overall results when compared to pre-intervention measures, the students of teachers in the intervention group significantly increased their post-intervention perceptions for autonomy, competence, and relatedness; and, increased their psychological need satisfaction. Moreover, intervention-students in the post-intervention phase reported reduced need frustration for autonomy, competence, and relatedness; and, experienced higher levels of self-efficacy, enjoyment and engagement. We contend that these results accentuate the usefulness of professional learning programs for generalist teachers delivering PE to promote students' psychological need satisfaction, whilst reducing thwarting behaviours to enhance students' self-determined motivation toward PE classes. The intervention program significantly enhanced the students' perceived need support, and autonomous motivation, it also reduced teachers' need frustrating behaviours within PE classes. Facilitating teachers to provide more moderate to vigorous physical activity (MVPA) and psychological need support could reduce the rate of non-communicable diseases that are currently prevalent in the Maldives.

A Self-Determination Theory Application to Physical Activity in Charity Sports Events

Charity sports events, specifically 5K events, reach large numbers of people and may help promote physical activity (PA). Few studies exist applying Self-Determination Theory (SDT) to participation in these events. This study examined changes in SDT constructs of Autonomy, Competence, and Relatedness satisfaction in participants (n = 207) of charity 5K events and (2) examined relationships among post-event SDT constructs, PA, and intention to complete future events. Participants completed online surveys before and after a charity 5K event using the Psychological Needs Satisfaction in Exercise Scale, Behavioral Regulation in Exercise Questionnaire-2, and International Physical Activity Questionnaire-Short Form. Repeated measures analysis of covariance analyzed the first purpose and regression the second. Competence satisfaction increased ( P = .04) and relatedness satisfaction decreased ( P = .04). Higher post-event relatedness satisfaction was associated with intention to complete future charity 5K events (OR = 1.05, 95% CI: 1.00, 1.11). Higher post-event autonomy, competence, and relatedness satisfaction and intrinsic motivation were associated with greater post-event MET-minutes of PA (all P < .05).Findings may be useful for promoting PA and helping organizations increase participation. Specifically, events facilitating relatedness among participants may lead to repeat participation as these events have opportunities to fulfill SDT outcomes and increase post-event PA.

Predictors of Social Workers Attitudes Towards Evidence-based Practice: Self-determination and the Moderating Role of Organisational Learning

Abstract Social workers’ attitudes towards evidence-based practice (EBPA) are critical to evidence-based practice (EBP) implementation. However, current studies on EBPA have not yet established a theoretical framework based on the intrinsic motivations that underlie social workers’ attitudes. By applying self-determination theory, this study constructed an explanatory framework that focussed on intrinsic motivation and used organisational learning capability (OLC) as a moderating role. Furthermore, this study verified the constructed framework using data from the Chinese Social Workers Survey including 5,620 social workers from all provinces in China. The results showed that social workers’ professional autonomy, job satisfaction and professional competence had significantly positive impacts on their EBPA and that OLC played a moderating role in the relationship between social workers’ intrinsic motivations and their EBPA. These findings provide further insight into social workers’ EBPA. The practical implications include emphasising practitioners’ innate psychological needs, including the voice of service users and building learning organisations when improving social workers’ EBPA and implementing EBP.