Autonomous Motivation Research Articles

Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach

PurposeA number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT.Design/methodology/approachThis study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses.FindingsThe outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots.Originality/valueThis study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.

Autonomous vehicles adoption motivations and tourist pro-environmental behavior: the mediating role of tourists’ green self-image

Purpose This study aims to examine the impact of autonomous vehicles adoption motivations (i.e. technological, ecological and intrinsic motivation) on tourists’ pro-environmental behavior and verify the mediating role of tourists’ green self-image between the relationship of eco-friendly attitudes and autonomous vehicles adoption motivations. Design/methodology/approach The data from 586 national and international tourists were analyzed using the partial least squares method. Findings The findings revealed that eco-friendly attitude is a significant predictor of tourists’ green self-image; tourists’ green self-image is a significant predictor of autonomous vehicles adoption motivations; and autonomous vehicles adoption motivations are significant predictors of tourists’ pro-environmental behavior. In addition, tourists’ green self-image mediated the relationship between eco-friendly attitudes and autonomous vehicles adoption motivations. Originality/value These outcomes provide valuable guidance for the future development of green destination tourism and allow interesting implications for the tourism industry and autonomous vehicles adoption.

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.

Effect of risk factor-tailored autonomy enhancement education in the first-time middle-aged patients undergoing percutaneous coronary intervention: a randomized controlled trial

PurposeIt is important for middle-aged patients who have undergone acute treatment for coronary artery disease to voluntarily improve their lifestyle and risk factors based on their recognition as patients with chronic diseases. This study conducted individual education to improve risk factors and tried to verify its effectiveness.MethodsThe hypothesis was verified by applying a randomized controlled pre- and post-test design through random assignment of two groups. Middle-aged (40–64 years) patients who underwent percutaneous coronary intervention for the first time were recruited from a university hospital in Seoul, Korea. For the experimental group, based on the Self-Determination Theory, risk factor- tailored counseling and education were provided individually for one hour based on the education booklet, and telephone counseling was conducted twice for 12 weeks. Differences in autonomous motivation, resilience, self-care compliance and biochemical indicators measured after 12 weeks in the experimental group and the control group were compared. Data were analyzed using SPSS/WIN ver. 22.0.ResultsThe autonomous motivation, resilience, and self-care compliance of the experimental group were significantly higher than those of the control group (p < .05). Body mass index (p = .005) and current smoking rate (p < .001) were also significantly decreased in the experimental group but there was no significant difference in other biochemical parameters.ConclusionFor middle-aged patients with first coronary intervention, risk factor-tailored education emphasizing autonomy by nurses should be provided early after discharge.Trial registrationThis study was retrospectively registered in the Clinical Research Information Service and the identification number is KCT0008698(11/08/2023).

Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences

Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low autonomous but high controlled motivation), ‘moderate motivation’ (moderate autonomous and controlled motivation), and ‘high quantity motivation’ (high autonomous and controlled motivation) EFL learners. Specifically, the ‘moderate motivation’ group had different levels of autonomous and controlled motivation, with boys exhibiting a higher controlled motivation and girls scoring higher in autonomous motivation. There was also a higher prevalence of ‘poor quality’ motivation among boys. Predictors of profile membership varied across genders. Competence was a stronger predictor of profile membership for boys but autonomy and relatedness were stronger predictors for girls. Theoretical and practical implications are discussed.

Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context

Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous and controlled motivation) based on self-determination theory and controlled for their gender, age, and prior performance. An integrated temporal model was built under the dynamic structural equation modeling framework. Participants were 118 Taiwanese graduate students (78 females and 40 males) with a mean age of 26.14 years old. Study findings showed that students engage with the video content in a consistent viewing pattern, which has a significant relationship with their motivation and academic performance from week to week. The frequency of skipping backward was negatively associated with controlled motivation, while the frequency of pauses was positively associated with autonomous and controlled motivation. A high frequency of skipping forward predicted lower learning performance. Besides, a higher ratio of skipping backward predicted higher controlled motivation. Male students, older students, and students with higher prior performance exhibited higher autonomous motivation, which was related to better learning performance. Understanding these relationships can help educators and instructional designers develop more effective strategies for fostering students’ preparedness, engagement and success in active learning contexts. The study findings were discussed considering theoretical advancement and practical implications for enhancing personalized and active learning in higher education to achieve educational equity.

Math anxiety and math motivation in online learning during stress: The role of fearful and avoidance temperament and implications for STEM education

Students’ math motivation can predict engagement, achievement, and career interest in science, technology, engineering, and mathematics (STEM). However, it is not well understood how personality traits and math anxiety may be linked to different types or qualities of math motivation, particularly during high-stress times such as the COVID-19 pandemic. In this study, we examined how fearful or avoidant temperaments contribute to math anxiety and math motivations for college students during the COVID-19 pandemic. Ninety-six undergraduate students from a large public university were assessed on temperamental fear, math anxiety, and math motivation in an online math course. Results showed that higher levels of temperamental fear are directly linked to higher levels of math anxiety. In addition, temperamental fear is indirectly linked to higher levels of autonomous motivation (i.e., intrinsic motivation and identified regulation) and lower levels of controlled motivation (i.e., external regulation) through math anxiety. Results have implications for helping students at high risk for both high math anxiety and for low motivation to engage in math learning.

Why do wealth advisors stay or leave their firms?

AbstractWe study the determinants associated with wealth advisors' consideration to leave or say at financial planning firms. Utilizing self‐determination theory as the foundational theoretical framework and focusing on the psychological aspect of the decision, we develop a structural equation model that defines the factors relating to work satisfaction, affective work commitment, and turnover intention in the wealth management profession. We provide evidence for the roles played by autonomous motivation, reward, and punishment in determining job retention and affective work commitment among wealth advisors in the United States. By showing the importance of autonomous motivation on retention, we are offering the wealth management industry one extra tool to influence employee retention.

Industrial and organisational psychology Master’s coursework and internship as enabler of employability

Orientation: The general goal of the professional industrial and organisational psychology (IOP) master’s coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design.Research purpose: The study explored the perceived effectiveness of the professional IOP master’s coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs).Motivation for the study: Internships are a practical way for intern psychologists to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings.Research approach/design and method: The sample involved South African intern psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed.Main findings: Guided by self-determination theory, the findings suggested that the IOP master’s coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP’s role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged.Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master’s coursework and internship programmes.Contribution/value-add: The study especially emphasised the need to enhance the effectiveness and support offered within the professional IOP master’s coursework and internship programmes by incorporating the principles of self-determination theory.

Characteristics Motivation of Work in the Context of Work Engagement Among Preschool Teachers

Being a specific group of educators due to the specifics of the organization as well as the pedagogical and psychological content of their activities, preschool teachers show both similar and different characteristics in comparison with their peers from other educational institutions. At the same time, data on their work engagement, as well as on its connection with autonomous and controlled motivation, are scarce. The purpose of this study was to identify the connection between the professional motivation of the preschool teachers and their work engagement. The research involved 260 female participants ( M = 35.95, SD = 10.08), of whom 131 were preschool teachers and 129 made up a comparison group (the respondents were employed in different fields of activity). Data were collected using the Utrecht Work Engagement Scale (UWES) by W. Schaufeli and A. Bakker (adapted by D.A. Kutuzova) and the Professional Motivation Questionnaire by E.N. Osin et al. The results of the study confirmed the hypothesis of a positive relationship between autonomous professional motivation and work engagement, and a negative relationship between controlled motivation and work engagement. In addition, data were obtained on the significant predictive role of autonomous motivation for the level of work engagement. It was also found that the preschool teachers had higher rates of work engagement, as well as autonomous and controlled professional motivation, than the respondents of the comparison group. At the same time, in the group of the preschool teachers, with pronounced autonomous motivation, the effect of controlled motivation, which is negative for work engagement, disappears, which was not found in the comparison group. The age of the preschool teachers turned out to make a positive impact to their work engagement. As prospects for further research, it is proposed to involve teachers employed at different levels of the educational process (preschool, junior school, etc.), as well as to clarify the role of age and experience of the preschool teachers in their work engagement and professional motivation, since the available data are rather ambiguous.

La responsabilidad como predictor del clima y la violencia escolar a través de la motivación autónoma en las clases de Educación Física: diferencias en función del sexo y la etapa educativa

The purpose of this study was to analyse the predictive power of responsibility on the index of psychological mediators, this on the autonomous motivation, and this on the school climate and the perception of school violence through the Self-Determination Theory. A second objective was to verify the possible differences that may exist according to gender and educational stage. To this end, data were collected by means of self-reported questionnaires in different Secondary and Primary Education centres in Physical Education classes, with a sample of 1007 students from Primary (n=294), Secondary (n=601) and Baccalaureate and training cycles (n=112), with a mean age of M=13.30 (SD=2.86). Of the participants, 53.6% were girls (n=540) and 46.4% boys (n=467). The data were analysed with IBM SPSS 25.0 and AMOS 23.0 software, using structural equation analysis. The results verified the predictive ability of accountability on the index of psychological mediators, autonomous motivation and on school climate and perception of school violence. The analysis of factorial invariance of the model confirmed its robustness to gender, but not to educational stage. According to educational stage, the analysis of variance showed significant differences between Primary School and Secondary School and Baccalaureate/Training, with younger students showing higher values for all variables except violence. It is concluded that responsibility has a relevant role in the educational environment, due to its predictive power on the school climate and school violence, as well as on the satisfaction of basic psychological needs and autonomous motivation, following the Self-Determination Theory. At the same time, students in higher educational stages presented lower values of responsibility, making it necessary to work on it in the classroom. It is recommended that future research should investigate, on the one hand, interventions where the central core is the promotion of responsibility, in addition to conducting longitudinal analyses with samples of students in different contexts, checking whether the model of this study is corroborated and allows creating a line of work for the improvement of school climate and the reduction of the perception of violence.

The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit.

We developed a research framework based on the community of inquiry theory to examine the relationship between three kinds of MOOC presence (teaching presence, social presence, and cognitive presence) and learning engagement. Further, we explored the mediating effect of autonomous motivation and the moderating role of grit in this relationship. The online survey included a sample of N = 794 college students (46.473% male) between the ages of 18 and 20. The COI survey instrument, short grit scale, the Utrecht work engagement scale-student scale and academic self-regulation questionnaire were used to test hypotheses. The study results showed that all three MOOC presences (teaching presence, social presence, and cognitive presence) had significant positive relationship with learning engagement. Autonomous motivation had a mediating role in them. Also, the positive relationship between social presence, cognitive presence, and autonomous motivation was stronger for students with a higher level of grit. This study enriches the literature on whether and how the presence knowledge of MOOC courses affects college students' learning engagement, and the complexity of MOOC environments determines that grit plays an indispensable role in the learning process.

Motivation to make music matters: Daily autonomous motivation, flow, and well-being in hobby musicians.

Motivation to make music matters: Daily autonomous motivation, flow, and well-being in hobby musicians.

Rethinking narratives about youth experiencing homelessness: The influence of self-determined motivation and peer relations on coping.

Using the cognitive appraisal theory of coping and the self-determination theory of motivation, we examined the shared variance of motivational orientations, attachment relationships, and gender on adaptive and maladaptive coping among youth experiencing homelessness. Several scales including The Global Motivation Scale (assessing motivational orientations; i.e., autonomous and controlled motivation), the Brief Cope (adaptive and maladaptive coping strategies), and the Inventory of Parent and Peer Attachment (self-perceptions of relationships with mothers, fathers, and peers) were administered to 102 youth aged between 16 and 24 (Mage = 20, SD = 2.07) years recruited from an evening program for youth experiencing homelessness in Montreal, Canada. Autonomous motivation was positively associated with engagement in effective coping strategies, while controlled motivation was positively linked to maladaptive coping. Moderation analyses were used to examine whether gender and relationships with attachment figures moderated the relationship between motivation and coping. A significant main effect of peer attachment on adaptive coping emerged, in which greater peer attachment was related to more adaptive coping among the youth. No interaction effects resulted. Although no significant moderating effects were associated with essential relationships and gender, further research implementing a more nuanced approach to assessing the interaction between these constructs may be warranted. Overall, the findings highlight the importance of intervention programs for youth experiencing homelessness, that focus on enhancing autonomous motivation and utilizing peer support to optimize the use of adaptive coping strategies.

Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classes: Differences based on sex and educational stage

The purpose of this study was to analyse the predictive power of responsibility on the index of psychological mediators, this on the autonomous motivation, and this on the school climate and the perception of school violence through the Self-Determination Theory. A second objective was to verify the possible differences that may exist according to gender and educational stage. To this end, data were collected by means of self-reported questionnaires in different Secondary and Primary Education centres in Physical Education classes, with a sample of 1007 students from Primary (n = 294), Secondary (n = 601) and Baccalaureate and training cycles (n = 112), with a mean age of M = 13.30 (SD = 2.86). Of the participants, 53.6% were girls (n = 540) and 46.4% boys (n = 467). The data were analysed with IBM SPSS 25.0 and AMOS 23.0 software, using structural equation analysis. The results verified the predictive ability of accountability on the index of psychological mediators, autonomous motivation and on school climate and perception of school violence. The analysis of factorial invariance of the model confirmed its robustness to gender, but not to educational stage. According to educational stage, the analysis of variance showed significant differences between Primary School and Secondary School and Baccalaureate/Training, with younger students showing higher values for all variables except violence. It is concluded that responsibility has a relevant role in the educational environment, due to its predictive power on the school climate and school violence, as well as on the satisfaction of basic psychological needs and autonomous motivation, following the Self-Determination Theory. At the same time, students in higher educational stages presented lower values of responsibility, making it necessary to work on it in the classroom. It is recommended that future research should investigate, on the one hand, interventions where the central core is the promotion of responsibility, in addition to conducting longitudinal analyses with samples of students in different contexts, checking whether the model of this study is corroborated and allows creating a line of work for the improvement of school climate and the reduction of the perception of violence.

Translation and Psychometric Evaluation of a Chinese Version of the Behavioral Regulation in Sport Questionnaire (BRSQ) with University Sport Athletes.

Our aim in this study was to translate and psychometrically evaluate a Chinese version of the Behavioral Regulation in Sport Questionnaire (BRSQ). Participants were Chinese collegiate athletes (N = 361) who were competitive in their respective sports. We examined the construct validity of the Chinese BRSQ using alternative structural equation models and evaluated convergent validity, factor score reliability, and measurement invariance of the optimal model. Due to insufficient score reliability for some subscales, our initial Chinese BRSQ was deemed problematic. A modified version of the questionnaire with a four-factor structure (amotivation, external regulation, introjected regulation, and autonomous motivation) demonstrated excellent construct validity, convergent validity, and score reliability. There was measurement invariance across athlete level and sex. This tool provides a valuable resource for practitioners and sport psychology researchers for assessing sport motivation among competitive university athletes in China.

Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom

As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms. We found: (1) for the seating factor, the distance of the seat from the center point predicted student situational engagement in the smart classroom; (2) for motivational factors, needs of competence and competence during the activity predicted student situational engagement, while autonomous motivation at the beginning of a course strongly predicted student situational engagement in subsequent activities; and (3) of all the factors, situational engagement was a significant predictor of students’ final course satisfaction and fully mediated the relationship between autonomous motivation and satisfaction. Finally, some practice implications are discussed to improve engagement and satisfaction in technology-enhanced environments.

Impact of Work Motivation on Occupational Health in Healthcare Workers

Objectives: The present cross-sectional study investigated, in a group of Italian healthcare workers (HCWs), the association between work motivation and occupational health and the impact of socio-demographic and job-related variables on this association. Methods: A total of 656 subjects (nurses, technicians, midwives and physiotherapists) completed the survey. Linear regression models were used to correlate motivation types (by Scale of Motivation At Work) with health indicators (general health, depression, professional exhaustion, satisfaction and turnover intention) and burnout’s subscales (emotional exhaustion, depersonalization and reduced professional achievement). Findings: Autonomous motivation correlated positively with general health and work satisfaction and negatively with depression, exhaustion and turnover intention. Scoring high on intrinsic/integrated regulation was associated with better health and job satisfaction and with turnover intention, depression and emotional exhaustion. Controlled motivation, demotivation and external regulation nourished burnout’s indicators, while autonomous motivation was protective. Operating in intensive care or surgical areas negatively affected general health; working as a nurse manager or midwife increased one’s depressive risk and reduced satisfaction; being older than 60 increased emotional exhaustion and turnover intention; having a master’s degree protected from exhaustion and depression. Implications: Collectively, our findings extend evidence on the role of work motivation in shaping occupational health and underline the importance for healthcare organizations of promoting actions to reinforce autonomous motivation at work.

More sense of self-discipline, less procrastination: the mediation of autonomous motivation

Procrastination is considered a result of failed self-regulation. However, could experiencing a sense of successful self-discipline help to boost motivation and reduce procrastination? To explore this question, two studies were conducted to investigate the relationship between the sense of self-discipline, autonomous motivation, and procrastination. Results showed that trait sense of self-discipline negatively predicted general procrastination (Study 1); self-discipline primed participants procrastinated less than the control group (Study 2); autonomous motivation mediated the relationship between sense of self-discipline and procrastination (Study 1 and Study 2). These findings suggest that cultivating a sense of self-discipline can have positive effects on both autonomous motivation and procrastination, and provide useful guidance for interventions aimed at reducing procrastination.

Development and evaluation of measures to assess self-determination in peripartum contraceptive decision-making

ObjectivesWe aimed to adapt and validate person-centered measures to evaluate various contributors to self-determination in perinatal contraceptive decision-making. Study designWe developed and administered four scales adapted from existing measures in the context of Self-Determination Theory: the Treatment Self-Regulation Questionnaire (TSRQ), Perceived Competence Scale, modified Health Care Climate Questionnaire, and Important Other Climate Questionnaire. The TSRQ consists of three subscales: autonomous motivation, controlled motivation, and amotivation. We recruited a nonprobability convenience sample of 300 hospitalized postpartum patients in Baltimore, MD, between 2015 and 2016 and administered surveys in English and Spanish. We validated the scales with Cronbach's alpha coefficients, confirmatory factor analysis, and invariance analysis. We examined construct validity by testing correlations between the scales and other person-centered measures, such as satisfaction with counseling. ResultsCronbach's alpha was >0.8 except for the amotivation subscale. Confirmatory factor analysis was adequate for all scales. Autonomous motivation correlated positively and significantly with perceived competence, health care provider autonomy support, important other autonomy support, and other measures of patient satisfaction. ConclusionsWe found the four scales to be internally consistent and valid except for the amotivation subscale. We recommend using the autonomous motivation subscale in place of the full TSRQ. The autonomous motivation subscale, Perceived Competence Scale, modified Health Care Climate Questionnaire, and Important Other Climate Questionnaire showed adequate internal consistency, construct validity, and adherence to the expected conceptual structure of the scales. ImplicationsAutonomous decision-making is central to ethics and quality of care, especially for contraceptive methods that require a provider for initiation or discontinuation and at more vulnerable times, such as postpartum and postabortion. These scales may help tailor person-centered and autonomy-supportive interventions and programs to improve contraceptive counseling and care delivery.