Autonomous Motivation Research Articles

Social Support and Motivation in STEM Degree Students: Gender Differences in Relations with Burnout and Academic Success

Existing research underscores the importance of both social-environmental factors (e.g., social support) and psychological factors (e.g., motivation) as buffers against attrition, low performance, and psychological maladjustment in science, technology, engineering, and math (STEM) degree programs. Female STEM students in particular contend with additional academic challenges that can hamper their motivation and performance. This study investigated the relations between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling with 221 STEM undergraduates showed significant indirect paths between personal support and STEM career intentions via autonomous motivation. Multigroup analyses further showed male STEM students to benefit more from both personal and academic supports, as well as from greater autonomous motivation, with the academic risks of controlled motivation observed primarily for female STEM students. Implications for motivationally supportive teaching practices in STEM degree programs are discussed.

Impacts of motivation for self-development on job performance in employees of a deluxe hotel in Korea

Purpose: The aim of this study is to examine the effect of the self-development motivation of Deluxe Hotel employees in Korea on job performance.
 Design/Methodology/Approach: The current study included 332 subjects who were employees of deluxe hotels located in Korea, for whom a self-reporting questionnaire survey was performed. They were given questionnaires via a mail survey using a judgment sampling method. The selection criteria for the current study were limited to employees who were engaged in the department of foods and beverages or cuisine at deluxe hotels in Korea. Structural equation model analysis was conducted to verify the hypothesis.
 Finding: The results of this study supported the following hypotheses: “Autonomous motivation has a significant positive impact on job competency,” “Job competency has a significant positive impact on job efficacy”, and “Job efficacy has a significant positive impact on job performance.”
 Conclusion: The current results indicate that motivation for self-development is an essential factor that may raise employees’ performance and create new opportunities for an organization. Therefore, it would be mandatory to implement effective strategies for motivation and self-development and involve employees in the decision-making process. Thus, dedicated efforts should be made to harmonize an employee's goals with an organization’s goals.

Predicting Accelerometer-Assessed Estimates of Adolescents' Multidimensional Physical Activity: A Self-Determination Theory Approach.

Based on the tenets in self-determination theory, a dual-process model of motivational processes was tested to predict accelerometer-assessed estimates of adolescents' light physical activity (LPA), moderate to vigorous physical activity (MVPA), and sedentary time. Here, we hypothesized that (a)perceptions of psychological need support for exercise would be positively associated with LPA and MVPA and negatively associated with sedentary time via exercise-related psychological need satisfaction and autonomous exercise motivation and (b)perceptions of psychological need thwarting for exercise would be negatively associated with LPA and MVPA and positively associated with sedentary time via exercise-related psychological need frustration and controlled exercise motivation. Adolescents (N = 338; 234 female) age 11-15years (M = 12.75, SD = .90) wore an ActiGraph accelerometer for 8days and completed questionnaires pertaining to the self-determination-theory variables. Results showed psychological need support to indirectly and positively predict LPA and MVPA via psychological need satisfaction and autonomous exercise motivation. Although directly predictive of need frustration and indirectly predictive of controlled motivation and amotivation, the hypothesized effects from psychological need thwarting to the behavioral outcomes were nonsignificant. The current findings highlight the important role that need-supportive environments play in facilitating autonomous exercise motivation and behavior by being conducive to exercise-related psychological need satisfaction.

Satisfaction of basic needs mediates relationships between incremental mindsets and well-being.

Research on the extent to which people believe that people can change (incremental beliefs) suggests that incrementalist beliefs are positively related to well-being, whereas entity beliefs (people cannot change) are not. One explanation for this relationship is that incremental beliefs are associated with a mastery orientation, whereas entity beliefs are not. If this is the case, then autonomous and competence motives should mediate relationships between incrementalism and well-being because these motives reflect different aspects of mastery. The present study examined the possibility that autonomous and competence motives mediate relationships between self-theories and well-being. Participants were adult community members (n = 428) who completed the Life Engagement Test (eudaimonic well-being), the Satisfaction with life Scale (hedonic well-being), the Mental Health Continuum Scale (eudaimonic, subjective, and psychological well-being), the Basic Needs Satisfaction scale (autonomy, competence, relatedness), and a measure of implicit theories of the self (incremental and entity beliefs). Regression analyses found that incremental beliefs were significantly related (positively) to all three measures of well-being, whereas entity beliefs were not significantly related to well-being. Regression analyses also found that incremental beliefs were positively related to satisfaction of autonomy and competence needs but were not related to satisfaction of relatedness needs. Entity beliefs were not related to the satisfaction of any of the three basic needs. A series of mediational analyses found that competence and autonomy motives mediated relationships between incremental beliefs and all three measures of well-being. In all but one case, satisfaction with life, the direct effects of incremental beliefs on well-being were rendered non-significant when satisfaction of autonomy and competence needs were included as mediators. The present results confirm and extend to the general domain the supposition that a mastery orientation is responsible for relationships between well-being and incremental theories of the self. They also conform the importance of the tenants of Self-Determination Theory in understanding self-theories.

Development and Validation of a Basic Psychological Needs Scale for Technology Use

Abstract: The aim of this work was to develop a valid and reliable scale to measure Basic Psychological Need Satisfaction for Technology Use (BPN-TU). According to the self-determination theory, satisfaction of the Basic Psychological Needs (BPNs) for Autonomy, Competence, and Relatedness is crucial to well-being and autonomous motivation. Research into the role of BPN Satisfaction in technology use is scarce, partly due to a lack of appropriate measuring tools. To develop a pool of original BPN-TU scale items, we held 10 interviews. Based on these items, we conducted four validation studies with four independent samples (total N = 821), collecting user responses to different technologies: digital voice assistant, exoskeleton, chatbot, and social robot. Good model fit was supported by confirmatory factor analyses for a twelve-item scale, containing three items each for satisfaction of users’ Autonomy, Competence, Relatedness to Others, and Relatedness to Technology. The scale was validated in English and German.

Healthcare Top Management’s Transformational Leadership Behaviors and Nurses’ Occupational and Organizational Turnover Intention

Aims: This study examines the contribution of top management’s transformational leadership behaviors on two targets of nurses’ turnover intention (organization and occupation) by focusing on the indirect (through vigor and dedication) and conditional indirect associations (involving autonomous motivation as a moderator).Background: Although the issue of nurse turnover has received growing scientific attention, the research is currently silent about the specific targets of turnover intention and more importantly, the potential pathways through which top management’s transformational leadership behaviors relate to each target.Method: Cross‐sectional data from a sample of 426 French–Canadian nurses and structural equation modeling were used to test the proposed model.Results: Top management’s transformational leadership behaviors distinctly predicted organizational and occupational turnover intention through specific nurses’ states of engagement. While perceived transformational leadership positively predicted vigor, its indirect associations (via dedication) with organizational and occupational turnover intention depend on nurses’ level of autonomous motivation at work.Conclusion: In times of nurse shortage, the present findings provide insights into how and when top management’s transformational leadership behaviors relate to nurses’ organizational and occupational turnover intention.Implications for Nursing Management: Healthcare organizations are advised to foster top management transformational leadership behaviors and autonomous motivation to sustain the nursing workforce.

Enhancing Creative Excellence in the Southern Indian IT Sectors: The Role of Autonomous Motivation in Inclusive Leadership Practices

The Southern Indian IT sector thrives on innovation but promoting employee creativity requires specific leadership approaches. This study aims to explore the influence of inclusive leadership on employee creative behavior, considering the mediating factor of autonomous motivation in southern Indian IT. The study situates the relationship between these variables within the framework of the self-determination theory. The survey, conducted with convenience sampling, involved 354 participants employed in the southern region of Indian IT sectors. The suggested simple mediation model was scrutinized by employing PLS-SEM. The findings indicated a favorable influence of inclusive leadership on the promotion of employee creative behavior, and autonomous motivation. Inclusive leadership practices cultivate an environment that fosters intrinsic motivation increasing employee creativity. The reliability of the outcomes may be impaired because of the limited sample size and the utilization of a cross-sectional study design. Also, these results imply that organizations and managers who want to see more employee creative behavior from their employees could do so by implementing inclusive leadership practices. This research contributes to the understanding of leadership style and employee creativity in the southern Indian IT sector. By highlighting the mediating role of autonomous motivation, the study encourages IT organizations to adopt inclusive leadership practices that develop intrinsic motivation and liberate employee creative potential. This promotes competitive advantages in the dynamic IT sector.

An investigation into perceived autonomy support, motivation and competence in chronic pain patients in Ireland: A cross-sectional study.

Autonomy supportive healthcare settings are associated with enhanced behaviour change and self-management strategies in individuals living with chronic disease. The level of autonomy support provided by healthcare professionals to individuals living with chronic pain in Ireland is unknown. A cross-sectional study was completed on participants living with chronic pain (>3 months) in Ireland. Participants (n = 389) completed an anonymous survey constructed of patient reported outcome measures relating to autonomy support (HCCQ), motivation (TSRQ), competence in physical activity (PCS), pain interference (BPI) and psychological factors (PHQ-9, GAD-7). Results showed the median HCCQ (H = 39.287, p < .001), Autonomous Motivation (H = 13.568, p = 0.019) and PCS (H = 30.701, p < .001) scores were significantly different when patients received care from different healthcare professionals. There was a negative correlation between PCS and pain severity (r = -0.32, <0.01), pain interference (r = -0.44, p = <0.01), PHQ-9 (r = -0.50, p = <0.01) and GAD-7 (r = -0.34, p = <0.01). This study has identified that perceived healthcare support in Ireland varies according to the healthcare professional leading pain care. Furthermore, higher levels of self-determination were associated with decreased depression and anxiety in individuals with chronic pain. Given the limited number of multidisciplinary team clinics to provide pain management programs, an alternative cost-effective community led solution is required. The results of this study indicate that allied health professionals may be well placed to fill this void. Future research exploring the barriers to providing healthcare supportive settings is required.

Autonomous motivational regulation as a resource for subjective professional well-being

The study focuses on subjective occupational well-being as its object of research. The subject of the study is to assess the impact of autonomous and controlled forms of professional motivation on the characteristics of subjective occupational well-being of industrial workers. The role of autonomous and controlled types of professional motivation concerning subjective occupational well-being is viewed within D. Leontiev's understanding of the «resource» category. The study sample consisted of 77 employees of two industrial enterprises in Barnaul, 48 of whom were directly involved in the production of material products, and 29 were engaged only in mental labor. Professional motivation was assessed in line with the Self-Determination Theory by E. Desi and R. Ryan, the concept of passion by R. Valleranda and K. Zamfira's approach. Subjective occupational well-being was investigated within the framework of the approach of E. Ruth and L. Augustova in addition to the optimal experience model of D. Leontiev. Established regression models demonstrated the positive contribution of autonomous motivational regulation to subjective professional well-being and, simultaneously, the negative impact of controlled motivation. The position on the importance of meeting basic psychological needs for autonomy, competence and relatedness for the formation of autonomous motivation, put forward in the Self-Determination Theory, is confirmed in our study. The practical significance of the research is based on the described methods of organizing a professional environment that contribute to the satisfaction of every psychological need. The theoretical significance lies in the proposition to consider experiences as «primary steps» in shaping subjective occupational well-being. It also makes up for the lack of data on the role of professional motivation in achieving subjective occupational well-being obtained in the Russian sample, considering the domestic understanding of the criteria of subjective occupational well-being.

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being.

Students’ Motivation for Honors Programs in the Netherlands

This study aimed to examine student motivation for honors programs using two types of motivation (autonomous and controlled) of Dutch traditional students, Dutch non-traditional students, and international students. Data were collected using Academic Self-Regulation Questionnaire (SRQ-A). K-means cluster analysis with autonomous and controlled motivation was conducted to identify the various types of motivation clusters. Subsequently, motivational profiles were compared using Analysis of Variance between Dutch traditional students, non-traditional students, and international students. Furthermore, associations between background variables and relative autonomous motivation of students to participate in the honors program were conducted. The response rate was 33.25% ( n = 399). Four motivational profiles were identified: (1) HAMC (High Autonomous and Moderate Controlled), (2) HALC (High Autonomous and Low Controlled), (3) MALC (Moderate Autonomous and Low Controlled), (4) and MAMC (Moderate Autonomous and Moderate Controlled). Most of the honors program students in this study were represented in the good quality-HALC motivational profile. The findings also showed higher proportions of males ( n = 71, 48%) and females ( n = 120, 49.4%) in the good quality-HALC motivation profiles. Almost half of the students were found in the good quality cluster.

The influence of strategic planning on budgetary slack: the mediate role of autonomous motivation and organisational commitment

The influence of strategic planning on budgetary slack: the mediate role of autonomous motivation and organisational commitment

Supplemental Material for Motivation Matters: Autonomous Motivation Sustains the Happiness From Prosocial Behavior

Supplemental Material for Motivation Matters: Autonomous Motivation Sustains the Happiness From Prosocial Behavior

Assessing Motivational Factors in Young Serbian Athletes: A Validation Study of the Sport Motivation Scale-II

Background. Motivation is considered crucial in sports participation and performance, influencing athletes’ psychological well-being, investment in training, and interpersonal relationships. Self-determination theory (SDT) is a prominent framework used to understand motivation in sports, highlighting the importance of autonomous motivation for optimal performance and well-being. A large number of questionnaires for examining processes in sports were created by relying on the constructs of SDT. Objective. This study explores the psychometric characteristics (construct validity) of the Sport Motivation Scale II (SMS-2), as well as gender and age differences in motivation among young Serbian athletes. This questionnaire has proven to be important for understanding the motivation of adult athletes, but so far, its psychometric characteristics have not been sufficiently examined on a sample of young athletes in Serbia. Given the high dropout rate from sports in adolescence, valid questionnaires to assess the motivation of young athletes can help to identify athletes who are at risk of leaving a sport. Design. The sample consisted of 365 young athletes (51% girls, aged 12–16) from Serbia participating in team sports (at an organized level, not a recreational level), including volleyball, basketball, and handball. They completed the SMS-2 using paper and pen, in the presence of a psychologist and with parental consent obtained by the clubs. The questionnaire has been translated into Serbian. Young athletes from team sports were selected due to the large number of adolescents in Serbia who are engaged in organized team sports. There is a small number of adolescents who are involved in organized individual sports. Results. Factor analysis of the SMS-2 revealed six factors, in line with the original structure of the Scale: identified motivation, intrinsic motivation, amotivation, external motivation, integrated motivation, and introjected motivation. The questionnaire demonstrates satisfactory psychometric properties, with Cronbach’s alpha coefficients indicating good internal consistency. Gender differences were obtained only in external motivation, where boys scored higher than girls. No significant differences emerge in motivation across age groups or among athletes participating in different sports. It is possible that differences were not found in relation to the type of sport because there are similarities in the process of working with young athletes in team sports. Conclusion. The Sport Motivation Scale II (SMS-2) showed satisfactory psychometric characteristics in a Serbian sample of young athletes. The original structure was replicated, with six factors representing six types of motivation, in line with SDT. These findings suggest the SMS-2’s validity across gender, age, and sport types, offering a valuable tool for assessing motivation in young athletes engaged in organized team sports.

The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time

Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p &lt; 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p &lt; 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time.

Interactive effects of parental promotion of independence and promotion of volitional functioning on autonomous motivation, controlled motivation and flow experience in elementary school students

Interactive effects of parental promotion of independence and promotion of volitional functioning on autonomous motivation, controlled motivation and flow experience in elementary school students

The Positive Impact of Parental Autonomy Support, Academic Socialization, Parental Responses, and Psychological Control on Muslim Students' Motivation

The encouragement of autonomy in academics is one strategy to encourage students to continue their education. Academic autonomous motivation can be generated through support relationships from the school environment and parents. This study aimed to determine the extent of prediction of autonomy, control, academic socialization, and parental response on academic scores to the academic autonomous motivation of 569 State MTs students in Sleman Regency. Data analysis was performed using Multiple Linear Regression Analysis techniques. The test results showed that three of the six tested relationships were significant, and the other three variables were insignificant. The variables parental autonomy support, behavior control, and response without punishment had a substantial relationship with students' academic autonomous motivation. Insignificant relationships were the relationship of psychological control with academic autonomous motivation, the academic socialization of students with academic autonomous motivation, and the relationship of non-punitive response with academic autonomous motivation. Research related to academic autonomous motivation with parental care is still limited, so further research is needed.

The Volunteer Motivation Scale (VMS): Adaptation and Psychometric Properties among a Portuguese Sample of Volunteers

Using self-determination theory, this study examined the autonomous motivation and regulatory styles of volunteers. The Volunteer Motivation Scale (VMS) is one of the main instruments available to assess these constructs, but it requires validation and adaptation for different contexts. Therefore, the goal of this study was to analyze the psychometric properties of the 12-item VMS in a sample of Portuguese volunteers. The sample consisted of 207 volunteers, mostly women (74.4%), aged from 14 to 81 years, from various areas of volunteering. The measures included self-regulation, basic psychological needs, causality orientation, and autonomy support. Confirmatory factor analysis using the lavaan package in R was performed to test a four-factor model and a two-factor model. The results indicated that the four-factor model had a better fit to the data. The VMS showed good internal consistency, discriminant validity, and convergent validity. The VMS can be viewed as a valuable tool for professionals and a promising avenue for future research on the motivations of volunteers.

Empowerment and intervention strategies to strengthen the use of sexual and reproductive health services by ensuring continuity of care for adolescent girls and internally displaced women in Burkina Faso

Background: In Burkina Faso, a security crisis has displaced families within the country, fleeing high-risk areas. One of the major consequences of this displacement is the low use of sexual and reproductive health care and services, and the reduced empowerment of adolescent girls and internally displaced women (IDP). This research aims to analyze the situation and co-develop intervention strategies to strengthen the empowerment of these adolescent girls and IDP women for the use of these services by ensuring the continuity of this care.&#x0D; Methods: This study is based on a mixed approach (quantitative and qualitative). The quantitative component is based on a survey of 1,474 randomly selected households in temporary IDP reception sites in the cities of Kaya and Kongoussi in Burkina Faso. Empowerment was analyzed in terms of motivational autonomy and exercise of choice in family planning. Descriptive analysis and multivariate logistic regression have allowed us to describe the empowerment of IDP women and adolescent girls and identify the determinants of the use of modern contraception among IDP adolescents and women. The qualitative component has enabled to co-construct intervention strategies to strengthen empowerment and also ensure continuity of care, using a participatory approach supported by a deliberative workshop.&#x0D; Results: Out of a sample of 1,220, adolescent girls (12-19 years old) and women (20-49 years old) represented respectively 17.5% and 82.5%. The analysis showed that 42.5% of IDP adolescent girls and women were using a modern method of contraception at the time of the survey. The analysis also showed that 89.2% and 79.5% of adolescent girls and IDP women have low levels of motivational autonomy and exercise of choice in family planning, respectively. A poor perception of contraceptives side effects and possible difficulties with the partner or even the fear of having difficulties returning to fertility after contraception ""damage"" women's motivation to use contraception methods. In addition, the ability to discuss with the partner hinders the exercise of choice in contraception. Intervention strategies based on community dialogue and communication with IDPs and community members have emerged as those promoted to facilitate the use and continuity of health services. &#x0D; Recommendations: Empowerment appears as a determining factor to enhance the contraceptive demand by adolescent girls and internally displaced women. Community dialogue and communication sessions on family planning for IDPs and the population must be well implemented.

Coaching styles and sports motivation in athletes with and without Intellectual Impairments.

The cognitive limitations of athletes with Intellectual Impairments (II) may influence their sport behaviour and lead them to rely on coaches' support. However, it is still unclear how II may influence sports performance progression and motivation and how coaches perceive their athletes with II and coach them. Thus, this study aims to examine 1) coach's perceptions of motivation and performance progression in athletes with and without II, 2) coaching style (dis)similarities, and 3) the association between these factors. Coaches of athletes with (n = 122) and without II (n = 144) were recruited and completed three online questionnaires, analysed using a series of non-parametric analyses (p ≤ .05). Results showed that perceived performance progression and controlled motivation were higher of athletes with II while perceived autonomous motivation was higher of athletes without II. No coaching style differences were found between the two groups. Additionally, a need-supportive coaching style negatively predicted amotivation, and a need-thwarting coaching style predicted lower autonomous motivation in athletes with II only. Overall, it seems that the coaches perceived that their athletes with II demonstrate different motivations and react dissimilarly to their coaching styles compared to athletes without II. They may also adopt different standards of sporting success for them. Due to these differences, it is important to offer appropriate training and knowledge to coaches about disability sports and the adaptations needed to effectively coach athletes with II. In summary, this paper gives some insights about the coach-athlete relationship and highlights the necessity to further support the sports development of people with II.