Autonomous Extrinsic Motivation Research Articles

Changing trajectory of daily physical activity levels among at-risk adolescents: influences of motivational mechanisms

BackgroundGuided by Self-Determination Theory (SDT), the purpose of this study was to determine changes in the 16-week moderate-to-vigorous physical activity (MVPA) trajectory of underserved adolescents who participated in the Connect through PLAY afterschool program intervention and the effects of changes in participating adolescents’ intrinsic and autonomous extrinsic motivations on their MVPA trajectory over the 16-week intervention.MethodsA subsample of 113 adolescents (56.64% female; 61.06% African American; average age = 11.29) provided complete data throughout the 16-week intervention were examined. Adolescents’ objective daily MVPA was measured using 7- day accelerometer data. Changes in adolescents’ intrinsic motivation and autonomous extrinsic motivation were assessed using subscales from the Intrinsic Motivation Inventory [1] and the Treatment Self-Regulation Questionnaire [2] respectively. A hierarchical linear model was built and tested to address the research aims.ResultsThe results of hierarchical linear models showed that, on average, youth daily MVPA increased 6.36 minutes in each 8-week period. Intrinsic motivation change, but not autonomous extrinsic motivation, was a positive and significant level-2 predictor of daily MVPA changes.ConclusionThe findings provide significant evidence suggesting a benefit of integrating SDT-based approaches and further suggest that nurturing intrinsic motivation can be an effective approach to supporting youth daily MVPA in under-resourced afterschool programs.Trial registrationConnect Through PLAY: A Staff-based Physical Activity Intervention for Middle School Youth (Connect). https://clinicaltrials.gov/ct2/show/NCT03732144. Registered November 6th, 2018.

The paradoxical effect of perceived organizational politics on employees motivation: the mediation role of hostility and moderating role of organizational injustice

PurposeThis research aims to unpack the relationship between employees' perceived organizational politics (POP) and their self-determined motivation by itemizing the mediating role of hostility and a moderating role of organizational injustice.Design/methodology/approachData were collected at two different times from 270 employees working in various universities in Pakistan. Structural equation modeling (SEM) was used to test the hypotheses.FindingsThe findings revealed that POP negatively influence intrinsic motivation, autonomous extrinsic motivation and positively impact amotivation, whereas POP does not affect employees' controlled extrinsic motivation. Furthermore, POP positively influences hostility. Moreover, hostility mediates the relationships between perceived organizational politics and self-determined motivation. Finally, the findings also revealed that the relationship between perceived organizational politics and hostility was stronger when the perceived organizational injustice was high.Practical implications POP can lead to intentional efforts to harm the organization by enhancing employee hostility, which divulges how this peril can be restrained by implanting organizational fairness. Moreover, proactive employees with superior emotional intelligence skills have a greater capability to control their negative emotions. Emotional intelligence (EI) training can effectively reduce the hostility between employees provoked by POP and ultimately diminish self-determined motivation.Originality/valueThe current study revealed that ambiguous forms of political behavior trigger isolated work emotions, negatively affecting organizational sustainability and outcomes. These results have valuable suggestions regarding organizational injustice as a moderator to diminish the hostility resulting from POP.

Nature-Based Physical Activity and Hedonic and Eudaimonic Wellbeing: The Mediating Roles of Motivational Quality and Nature Relatedness.

The current study evaluated the degree to which nature-based physical activity (NPA) influenced two distinct types of psychological wellbeing: hedonic wellbeing and eudaimonic wellbeing. The type of motivation an individual experiences for physical activity, and the extent to which individuals have a sense of relatedness with nature, have been shown to influence the specific type of psychological wellbeing that is experienced as a result of NPA. However, the role of these two variables in the relationship between NPA and psychological wellbeing has not been examined. Thus, this study assessed the potential mediating influence of (1) motivational quality and (2) nature relatedness on the relationships between NPA and hedonic and eudaimonic wellbeing, respectively. Participants (N = 262) completed an online survey assessing hedonic and eudaimonic wellbeing, NPA, intrinsic motivation, autonomous extrinsic motivation, and nature relatedness. Data were analysed using Partial Least Squares Structural Equation Modelling. Results showed that motivational quality and nature relatedness both fully mediated the relationships between NPA and hedonic and eudaimonic wellbeing. Specifically, intrinsic motivation positively mediated the relationship between NPA and hedonic wellbeing. Autonomous extrinsic motivation and nature relatedness positively mediated the relationship between NPA and eudaimonic wellbeing. These findings suggest that the associations between NPA and eudaimonic wellbeing and hedonic wellbeing, respectively, are driven by different mechanisms relating to an individual’s (1) underlying motivation and (2) sense of connection to nature. These findings suggest that promoting distinct types of wellbeing (hedonic vs. eudaimonic) through NPA requires distinct approaches. Emphasising enjoyment, pleasure, and positive kinaesthetic experiences within NPA may be more conducive to hedonic wellbeing, while highlighting opportunities for connecting with nature or experiencing valued outcomes of NPA may be more conducive to eudaimonic wellbeing.

Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

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.

Examining the Relationships Among Cognitive Acceptance, Behavioral Commitment, Autonomous Extrinsic Motivation, and Physical Activity.

This study examined the relationships among cognitive acceptance, behavioral commitment, psychological need satisfaction, autonomous extrinsic motivation (EM) for physical activity (PA), and PA behavior. Participants (N = 456, M age = 40.7 years) completed online measures of these variables, and data were analyzed using structural equation modeling. Results indicated a direct pathway from behavioral commitment to autonomous EM, plus indirect effects via autonomy, competence, and relatedness. There was no direct pathway from cognitive acceptance to autonomous EM, but there were indirect effects via competence and autonomy satisfaction. There was a direct pathway from cognitive acceptance to self-reported PA plus indirect effects via autonomous EM. There was no direct pathway from behavioral commitment to self-reported PA, but there were indirect effects via autonomous EM. Cognitive acceptance and behavioral commitment potentially support the development of autonomous EM for PA. Future research using longitudinal and intervention-based research designs is required to determine the causal relationships among these variables.

Differential roles of self-determined motivations in describing job crafting behavior and organizational change commitment

Given the significance of motivating employees to engage in change-oriented behavior and attitude, we seek to examine self-determined motivations relating to job crafting behavior and organizational change commitment. More specifically, we expect these two constructs to be determined negatively by controlled extrinsic motivation but positively by autonomous extrinsic motivation and intrinsic motivation. Further, while intrinsic motivation is more likely to be related to job crafting behavior, autonomous extrinsic motivation is more likely to be associated with organizational change commitment. We collected data from 165 employees working for two manufacturing organizations in South Korea so as to test the hypotheses. The results of this study were largely consistent with our expectations. These findings contribute to the literature by extending the scope of self-determination theory and identifying the differential roles of self-determined motivations in describing job crafting behavior and organizational change commitment. Limitations of this research and directions of future research are discussed.

Motivação para Leitura e Lição de Casa no Ensino Fundamental

RESUMO Este estudo caracterizou a motivação para a leitura e os hábitos e estratégias para a realização da lição de casa de um grupo de estudantes do 2º ao 5º ano do Ensino Fundamental, de duas cidades de São Paulo e da Bahia. Explorou também a relação entre os construtos motivação e hábitos e estratégias para a realização da lição de casa e as diferenças em cada construto em razão do ano escolar. Os 545 participantes, entre 6 e 17 anos, preencheram um questionário de identificação e duas escalas do tipo Likert. A motivação extrínseca autônoma e as estratégias favoráveis à aprendizagem predominaram. As correlações entre os construtos alvo variaram de nulas a moderadas. A qualidade da motivação e os hábitos desfavoráveis à aprendizagem diferiram significativamente ao longo dos anos escolares, especialmente nos alunos paulistas.

Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)

BackgroundBecause computers are used in many aspects of today’s life, it seems necessary to include them in teaching and assessment processes.MethodThe aims of this cross-sectional study were to construct a multidimensional valid scale, to identify the factors that influenced the nature of student motivation on Computer Based Testing (CBT), to recognize how students self-regulated their activities around CBT, and to describe the efficiency of autonomous versus controlled situations on motivation. The study was carried out among 246 Iranian Paramedical Students of Tabriz Medical Sciences University, Tabriz, Iran; 2013–2014.The researchers prepared a questionnaire, based on the Self-Determination Theory (SDT), containing 26 items with a five-point Likert scale. It was prepared according to a previous valid questionnaire and by sharing opinions with some students and five professors. The factor analysis was done to perform instructional and exploratory factor analysis.ResultsThe Kaiser-Meyer-Olkin(KMO) measure was performed and variables were correlated highly enough to provide a reasonable basis for factor analysis. The selected 4 factors determined a 60.28% of the variance; autonomy 26.37%, stimulation 14.11%, relatedness10.71%, and competency 9.10%.ConclusionA questionnaire was prepared and validated, based on SDT variables. The results indicated that autonomous extrinsic motivation correlated positively with intrinsic motivation and CBT. There was a general positive attitude towards computer-based testing among students. As students became intrinsically motivated through the promotion of autonomous regulation, CBT was recommended as a proper test mode.

The Challenges Facing EFL Motivation in China and the Discussion of Possible Solutions

As language learning is difficult and dull for EFL (English as a Foreign Language) learners, this paper try to find out effective motivations based on the published research papers, experiment reports, and the reality of Chinese cultures and context, by analysis, summarizing, comparison and contrast. The following conclusions are drawn by this paper: “language motivational theories and factors” are a situated phenomenon, therefore, they should not be applied to the English learners in China without discussion and testing. Instrumental motivation, self-efficacy, autonomous extrinsic motivation, attitudes to learning English, ought-to L2 self are proven to be effective and can serve as positive motivations. Based on these, suggestions to teachers, parents and schools are given to improve the language learning efficiency.

How perceptions of organizational politics influence self-determined motivation: The mediating role of work mood

Abstract The relationship between perceptions of organizational politics (POPs) and self-determined work motivation has yet to be understood rigorously. Drawing on self-determination theory, affective events theory, and emotion-associated theories, we propose (1) that organizational politics is a crucial factor affecting self-determined motivation in organizations and (2) that work mood (e.g. anxiety and depression) is a psychological mediator affected by POPs and affecting self-determined motivation. We tested the model by using a Taiwanese sample of considerable variability in gender, hierarchical level, and tenure. Analysis results indicate that POPs diminish intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation, but increase amotivation. Anxiety is a partial mediator in the POPs–intrinsic motivation, POPs–autonomous extrinsic motivation, and POPs–controlled extrinsic motivation relationships, but anxiety does not mediate the relationship between POPs and amotivation. In contrast, depression is a partial mediator in the POPs–intrinsic motivation and POPs–amotivation relationships, and it is a complete mediator in the POPs–autonomous extrinsic motivation and POPs–controlled extrinsic motivation relationships. Given that work motivation is an important determinant of employee work behaviors; our results specify a possible link between POPs and employee outcomes. The distinct mediating roles of anxiety and depression in the POPs-work motivation relationships imply that different types of political behavior might induce distinctive work moods that produce divergent organizational outcomes.

Pluriform Motivation as Antecedent and its Relationships to Budgeting Participation and Managerial Performance (Empirical Study on Manufacturing Companies Listed on Indonesian Stock Exchange)

Based on the theories of motivation and self-determination, this research is expected to explain that pluriform motivation influences budgeting participation. This research will show that a different motivation will cause a different consequence in budgeting participation that may affect managerial performance. This research uses mail survey method to collect data from manufacturing companies listed on Indonesian Stock Exchange. The managers from different levels participated as respondents. The research result shows that intrinsic and controlled extrinsic motivation play a role as antecedent in budgeting participation but autonomous extrinsic motivation does not give any influence and gives a different consequence in budgeting participation.

Motivational Pluriform As Antecedent Of Influence Between Budgetary Participation On Budgetary Slack

The budget has a direct impact on the behavior of managers who are directly involved in budgeting, namely the possibility arises of functional and dysfunctional effects. Dysfunctional impact is shown by the creation of slack in the budget. This study uses a motivational pluriform as variable antecedent in the relationship between budgetary participation on budgetary slack. This study examines the effect of motivational pluriform on budgetary participation and budgetary slack simultaneously. The respondents were managers of various levels in manufacturing companies in Indonesia. Sampling techniques include purposive sampling, or sample selection method aims, using the consideration that the sample is a manufacturing enterprise managers in Indonesia who occupy the position of at least one year. The data was collected using a mail survey method, by sending a questionnaire to the manager or superintendent who led the manager-level functional departments. Processing data used analysis technique Structural Equation Modeling (SEM ) as this analysis technique was able to combine the measurement model and the structural model of simultaneously appropriated for the research purposes. Results of research on the relationship between motivational pluriform (three types of motivation) on budgetary participation shows variation. In relation variable intrinsic motivation and autonomous extrinsic motivation over budgetary participation showed no significant results, which means that both the motivation does not affect the budgetary participation. While the relationship between controlled extrinsic motivation showed significant results affects budgetary participation. On the relationship between budgetary participation on budgetary slack showed significant results.

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Despite a large body of research on motivation in psychology, few in information systems have related it to the information and communication technology acceptance research. This study investigates the relation between the Self-Determination Theory of Motivation and the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and confirms significant relationship across the two theories. In addition, this study investigates the effect of time sequential introduction of different types of motivation and finds the presence of the negative effect between intrinsic and extrinsic motivation is conditional on the type of extrinsic motivation. Controlled extrinsic motivation undermines intrinsic motivation that precedes it, but autonomous extrinsic motivation augments such intrinsic motivation. Implications of these findings are discussed.

Development of Sport Motivation Scale for College Athletes

The purpose of this study was to extend the existed sport motivation study (Lin & Chi, 2003) and adopted Deci and Ryan (1985, 1990) self-determination theory to develop a suitable sport motivation scale for college athletes. In this study, 1,603 college athletes were participated and completed in three stages. The first study (n=378) was to develop a questionnaire manuscript and examine items analysis, factor structure and internal consistency. The second study (n=393) used confirm factor analysis to confirm the factor structure and examine criterion-related validity, convergent validity, discriminant validity, composite reliability and average variance extracted. The third study with 832 participants was to examine the measurement equivalence. Results showed that the newly developed 22-item sport motivation scale indicated with 6 factors, including intrinsic motivation, integrated regulation, identified regulation, interjected regulation, external regulation and a motivation. Further, we adopted recent literature and combined integrated regulation and identified regulation into a new dimension entitled ＂autonomous extrinsic motivation＂ as second-order factor; and combined external regulation and interjected regulation into a new dimension entitled ＂controlled extrinsic motivation＂ as another second-order factor. Through the alternative model comparisons, the measurement equivalence indicated that our scale provides good reliability and validity. We concluded that our sport motivation scale has proved to be suitable for assessing the athlete motivation.

Intrinsic and Extrinsic Motivation and Participation in Budgeting: Antecedents and Consequences

ABSTRACT: Based on Self-Determination Theory (SDT; Ryan and Deci 2000b; Gagne´ and Deci 2005), the present research proposes and tests a motivation-based model of participation in budgeting that distinguishes among intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation for participative budgeting. The proposed model was tested using a survey conducted among managers of an international bank. The results suggest that while intrinsic motivation and autonomous extrinsic motivation for participation in budgeting are positively related to performance, controlled extrinsic motivation is negatively associated with performance. These findings highlight the importance of distinguishing among various forms of motivation in participative budgeting research and suggest that the mechanism by which the information benefits of participation in budgeting are obtained may be more complex than assumed. The results also provide evidence of the viability of using the proposed model to study commonly assumed reasons for participative budgeting within a general theoretically based framework of motivation.

Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning

Researchers have typically portrayed intrinsic and extrinsic motivation as dichotomous. Although this dichotomy has explanatory utility, we present a differentiated view of extrinsic motivation, arguing that the relative autonomy of one's motivated actions is more useful for characterizing the motivational basis of learning than is the undifferentiated intrinsic-extrinsic dichotomy. Our concept of autonomous extrinsic motivation is based on a developmental analysis of the processes of internalization and integration. In this article we review extensive research indicating that intrinsic motivation and integrated internalization are facilitated by autonomy supportive social contexts, and that these autonomous forms of motivation, in turn, promote high-quality learning.