Autonomous Motivation Research Articles

CONCEPTUALISING FACTORS AFFECTING PERFORMANCE IN ORGANISATIONAL ECOSYSTEM

Performance, as a significant construct, reflects the desire to fulfill specific needs and serves as a fundamental component in the workplace, and is regarded as a multifaceted concept that encompasses various aspects, including processes, behavioral engagements, and outcomes, specifically related to job behavior. Task performance requires specific behaviors and advanced cognitive abilities, categorised into technical-administrative and leadership responsibilities. Job performance prompts behavior associated with achievement that includes evaluative aspects. Research highlights the significance of autonomous and intrinsic motivation, indicating that individuals guided by inherent values and behaviors achieve optimal performance. The present conceptual study aims to identify and understand the principal factors affecting employee performance and to illustrate the connections among these components through a literature review on performance. Evaluating employee performance is the most complex and hardest soft skill, requiring the incorporation of additional factors. The predicted finding and discussion of this study allows us to draw inferences about the elements affecting projected performance within an inclusive organisational environment, such as the Police Department, and to provide suggestions for future research. This conceptual piece concludes a conceptual framework regarding staff development, measurement methodologies, and the factors influencing staff performance assessment. Understanding these characteristics will facilitate the assessment of staff performance and clarify the factors that enable an employee to succeed in meeting an organization's objectives.

Abstract 4137716: Development and Content Validation of the Heart Failure Symptom Management Motivation Questionnaire

Introduction: Adequate heart failure (HF) self-management is crucial for alleviating distressing symptoms. While disease knowledge is important, it is insufficient for sustained self-care. Patient motivation plays a key role in successful self-management interventions. However, tools assessing motivation for HF symptom self-management are lacking. Aims: To develop the Heart Failure Symptom Management Motivation (HF-SMM) questionnaire and assess its content validity with nurse experts. Methods: A cross-sectional study occurred in three phases from November 2022 to April 2024. Initially, we conducted a systematic review to identify motivation assessment instruments for cardiovascular self-care and assess their psychometric properties. We then designed the HF-SMM items based on existing tools, guidelines, and clinical expertise, focusing on four HF symptoms: anxiety, depression, edema, and fatigue. The questionnaire comprised three subscales: autonomous motivation, controlled motivation, and amotivation. Nurse experts with doctoral degrees and HF experience assessed 96 items about questionnaire clarity and relevance via Delphi rounds, using a 4-point Likert scale. Items with a content validity index (I-CVI) between .80 to 1.00 were deemed acceptable. The average I-CVI of all items resulted in the scale content validity index average (S-CVI/Ave) with a cutoff point of .90. Results: We invited ten experts, with nine participating. They had an average of 17.1 ± 10.7 years of HF clinical experience and 11.6 ± 7.4 years of research experience. In the initial Delphi round, items scored I-CVI ranging from .44 to 1.00 for anxiety, depression, and fatigue, and .66 to 1.00 for edema, resulting in an S-CVI/Ave of .81. After the first round, 54 items with I-CVI >.80 were retained (56.2%), and 42 items were revised (43.8%). A second Delphi round, with 77.7% of the original experts, showed most items with excellent I-CVI scores (> .80; 84; 87.5%), with only ten items needing clarity revisions (10.4%). The overall CVI of the questionnaire was excellent with a S-CVI/ Ave of .90 after two rounds of validation. Conclusions: The HF-SMM questionnaire demonstrates excellent content validity for assessing motivation in HF self-management. Future studies should incorporate cognitive interviews to understand better patient perceptions about the items.

School Connectedness and Academic Burnout in Middle School Students: A Multiple Serial Mediation Model

Higher levels of school connectedness are associated with better study habits, but their relationship with academic burnout and the underlying mechanisms have not been revealed. We used a questionnaire to investigate the relationship between school connectedness and academic burnout and the mediating mechanisms of burnout in a sample of 394 Chinese middle school students, controlling for class, gender, and grade level. The results revealed that (1) school connectedness, autonomous motivation to learn, and core self-evaluations were significantly negatively related to academic burnout; and that (2) academic self-handicapping, core self-evaluations, and autonomous motivation to learn individually mediated the effects of school connectedness on academic burnout and mediated the effects of multiple factors. Therefore, educators should pay attention to the emotional needs of junior high school students, increase the level of school connectedness, consciously help students cultivate positive psychological factors such as autonomous motivation and core self-evaluations, reduce academic self-handicapping, increase their learning pleasure, and alleviate junior high school students’ academic burnout.

Prosocial Behavior of College Students: A Self-determination Perspective

Students’ prosocial behavior refers to self-determination motivation with the aim of helping others and a caring attitude. The purpose of this research study is to explore the role of college students’ prosocial behavior in terms of self-determination. The age of college students is in the early adulthood category. The research approach in this study is to use a qualitative approach with literature study techniques. The result of this study is that the role of students’ prosocial behavior in terms of self-determination is the existence of students’ autonomous interest and motivation to behave prosocially in real terms. Autonomous prosocial motivation is manifested as the regulation of prosocial behavior determined by the individual himself, the interest and pleasure to help others without coercion from others. However, individuals who are motivated to be prosocial because they want to avoid guilt and shame may cause individuals to experience more negative emotions. This study implies that the role of autonomous motivation as part of self-determination theory becomes strong evidence in individuals achieving desired goals, and specifically also evidence of individuals performing highly prosocial behavior. Keywords: college students, prosocial behavior, self-determination

Promoting students' autonomous motivation for innovative teaching project in the "Real World".

Promoting students' autonomous motivation for innovative teaching project in the "Real World".

Negative changes in emotional well-being and motivation in Russian adolescents between 1999 and 2020 / Cambios negativos en el bienestar emocional y la motivación en adolescentes rusos entre 1999 y 2020

Studies in the US, the UK, Canada and Australia show cohort increases in ill-being among adolescents in recent decades, and this is especially true for girls. The present study compared two Russian adolescent samples on both positive and negative emotions, via data collected in 1999 and in January 2020 (before the COVID-19 pandemic). The results show that joy was much lower and anger and anxiety were much higher in the 2020 cohort. Corresponding declines in autonomous motivation, perceived academic control and positive relationships partly explained the decreases in adolescent emotional well-being. Girls were most negatively impacted across the two decades. Discussion speculates on possible educational explanations for the motivational and thus emotional declines.

Cognitive motivational variables and dropout intention as precursors of university dropout

IntroductionThe intention to dropout and dropout is a problem still unresolved in higher education institutions.ObjectiveTo estimate the differences in the levels of engagement, motivation and academic satisfaction according to (a) intention to dropout and (b) students who remained with those who dropped out. Method: non-experimental designs were used. Two studies are reported, study 1 involved 3,256 students and study 2 involved 2,110 students. The Utrecht Work Engagement Scale Student Test, the Academic Self-Regulation Scale and the Academic Satisfaction Scale were used. The intention to dropout was measured with 3 items and the final dropout data was taken from the official register of students who dropped out of university.ResultsThere are significant differences in the levels of engagement, autonomous motivation and satisfaction between the students who remained and those who dropped out of the university.DiscussionStudents who dropped out in the 3rd semester presented lower levels of academic engagement, motivation and academic satisfaction than those who remained. The intention to dropout and lower levels of these cognitive-motivational variables may contribute to the identification of students at high risk of dropping out. These results contribute to unveiling key variables for the educational transformation of Higher Education in the 21st century.

Balancing Academics and Athletics: Examining Academic and Athletic Identity Profiles in a Large Sample of NCAA Division I College Athletes

College athletes balance academic and athletic roles and, as a result, can hold different combinations of academic and athletic identities. The purpose of this study was to identify common identity profiles in a large sample of Division I (elite) college athletes in the U.S. and to examine these profiles on a number of measures in academics and athletics: performance, motivation (e.g., achievement goals, autonomous motivation, competence, interest, effort, value, persistence, passion), satisfaction, and ethical conduct (e.g., cheating, plagiarism, sportspersonship, gamesmanship, aggression). Profiles were derived in Study 1 (N = 1124) and cross-validated with an independent sample in Study 2 (N = 184). Results showed four common identity profiles: (1) fully engaged college athletes with the highest academic and athletic identities, (2) committed athletes with a low academic identity and a high athletic identity, (3) academics-focused college athletes with an average academic identity and a low athletic identity, and (4) academically unengaged athletes with an extremely low academic identity and a low athletic identity. The identity profiles differed significantly across the measures of academic and athletic performance, achievement motivation (mastery, performance, task, and ego goals), satisfaction, and ethical conduct (academic misconduct, homework cheating, plagiarism, test cheating, sportspersonship, gamesmanship, instrumental aggression) in Study 1, as well as autonomous motivation (competence, relatedness, value/usefulness, effort/importance), academic persistence, and athletic passion (harmonious, obsessive) in Study 2. Taken together, findings provided evidence of both the multidimensional nature of college athletes’ identities and the heterogeneity of the college athlete population. Overall, these findings point to the importance of concurrent examination of academic and athletic identities as separate yet interrelated dimensions in research studies. This approach allows for a comprehensive understanding of college athletes' experiences and provides a more nuanced perspective on their identity development.

Australian rural emergency nurses' care of paediatric patients: A qualitative study

BackgroundRural emergency nurses (RENs) are expected to provide care to paediatric patients presenting to their facilities however, as generalist nurses, they experience challenges and feelings that are unique to the rural context. Design and methodsAn exploratory qualitative study of 13 RENs via semi structured interviews of perceptions and experiences of caring for paediatrics and self-determination of autonomous practice, motivations and connectedness in care was the approach used. FindingsInductive thematic analysis of data identified four themes with sub-themes identified within each theme. The four themes were: Caring for Children, Professional Roles, Professional Care and Connection and Professional Development. ConclusionRENs describe feeling fear, stress and anxiety when caring for sick children, particularly when known to the patient and family in their community yet will self-determine autonomous practice and use gatekeeping in certain situations of paediatric care. RENs are motivated to increase their paediatric knowledge and skills, seeking paediatric education opportunities but face barriers in attendance such as travel and costs. RENs rely on connectedness with other rural nurses, seeking paediatric nursing guidance or telehealth support, particularly when performing multiple roles or in the absence of a doctor in the ED. Practice implicationsProvision of opportunities for RENs to lead education in paediatric nursing, that is contextually appropriate and co-designed with paediatric experts is preferred. This would yield greater REN engagement and participation in paediatric education for knowledge and skill proficiency, would increase rural nurse professional development and reduce feelings of fear and anxiety when caring for paediatrics.

Revisiting the linkage between entrepreneurial intention and behavior in a mediated model: Evidence from Vietnamese logistics industry students

Young entrepreneurs are crucial participants in a country’s entrepreneurial ecosystem. This study analyzes the effects of entrepreneurial motivation and perceived university support on the entrepreneurial intention and behavior of Vietnamese students. A survey was conducted with 831 students who are studying logistics and supply chain management programs. Smart PLS and the Sobel test were utilized to validate the proposed hypotheses. The results indicate that financial motivation has a positive impact on student’s entrepreneurial intention and entrepreneurial behavior. Conversely, the desire for autonomy motivation has a direct negative impact on entrepreneurial behavior. Furthermore, perceived university support exerts a strong direct influence on student’s entrepreneurial intention and entrepreneurial behavior. Notably, entrepreneurial intention partially mediates the relationship between entrepreneurial motivation and entrepreneurial behavior and the relationship between perceived university support and entrepreneurial behavior. The research implications suggest that policymakers should prioritize assessing students’ entrepreneurial motivations before implementing entrepreneurship training programs. Additionally, universities should provide appropriate entrepreneurial support to students throughout their entrepreneurial behavior and their entrepreneurial careers. AcknowledgmentThis research is funded by the International School, Vietnam National University, Hanoi (VNU-IS) under project number CS.2023-12.

Beyond Intrinsic Motivation: The Role of Autonomous Motivation in User Experience

Motivation and autonomy are fundamental concepts in Human–Computer Interaction (HCI), yet in User Experience (UX) research they have remained surprisingly peripheral. We draw on Self-Determination Theory (SDT) to analyse autonomous and non-autonomous patterns of motivation in 497 interaction experiences. Using latent profile analysis, we identify five distinct patterns of motivation in technology use—‘motivational profiles’—associated with significant differences in need satisfaction, affect, and perceived usability. Users’ descriptions of these experiences also reveal qualitative differences between profiles: from intentional, purposive engagement, to compulsive use which users themselves consider unhealthy. Our results complicate exclusively positive notions of intrinsic motivation and clarify how extrinsic motivation can contribute to positive UX. Based on these findings, we identify open questions for UX and SDT: addressing ‘hedonic amotivation’—negative experiences in activities which are intrinsically motivated but not otherwise valued—and ‘design for internalisation’—scaffolding healthy and sustainable patterns of engagement over time.

Development and validation of the motivation for electricity saving behaviour scale (MESBS) among residents living in energy-efficient buildings in Sweden

Even though energy-efficient technologies are well developed, the behaviour of building occupants plays an important role in the search for the optimum level of energy efficiency. In academic literature, however, very few studies have used psychological theories to understand individuals’ drivers of energy use behaviour when interacting with energy-efficient technologies. Specifically, there are no studies solely focused on individuals' motivations for electricity saving behaviour. This paper is based on an empirical study carried out in energy-efficient residential buildings to develop and test a new scale by applying self-determination theory (SDT). A postal survey about the Motivation for Electricity Saving Behaviour Scale (MESBS), including self-reported electricity use, was sent out to 1,084 residents living in newly built energy-efficient multifamily dwellings and eco-villages in Southern Sweden. The answers obtained from 235 participants were analysed for the reliability and validity of MESBS. The findings indicated that i) MESBS items have good internal consistency and are in line with expectations based on SDT, and ii) the autonomous motivation component of MESBS is strongly associated with electricity saving behaviour (i.e. turning off lights when not needed) in energy-efficient buildings. Our results emphasise the importance of considering individuals’ motivations for undertaking electricity saving behaviour in energy-efficient buildings. The study also provides useful information for future studies of energy-efficient buildings as well as designing new technologies and interventions to reach the optimum level of energy-efficiency.

“You’re not learning skills—you’re just realizing what you can do”: a preliminary study of self-regulation in higher education

IntroductionThis preliminary study employs a phenomenological approach to investigate the phenomenon of self-regulated learning among higher education students in the United Kingdom. The research seeks to identify both facilitators and challenges associated with effective self-regulated learning, shedding light on the factors that influence students’ ability to manage their own learning processes.MethodsThe study used in-depth interviews with students and employed thematic analysis to explore the experiences of self-regulated learning. Through this qualitative approach, key themes emerged, including motivation, the learning process, support systems, planning, and group dynamics.ResultsNoteworthy findings include the significance of clear guidelines regarding study hours and designated learning environments for students. Themes such as the learning process, planning, and group dynamics were highlighted as crucial factors in effective self-regulated learning. Additionally, motivation and the role of support systems were found to play essential roles in students’ learning outcomes.DiscussionThe findings suggest that even students who exhibit autonomous motivation benefit from additional tools and support mechanisms to enhance their self-study practices. Educators are encouraged to integrate activities that foster learning strategies and promote social relationships within student groups. The study emphasizes the importance of creating structured learning environments and support systems to facilitate effective self-regulated learning for all students.

The Effects of Flipped Classroom on EFL Students’ Autonomy and Motivation

This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential design, was used with 50 EFL students at a Turkish state university during the spring term of the 2022-2023 academic year. A quasi-experimental design was used to create a control (n = 25) and an experimental (n = 25) group. To collect quantitative data, both groups were pre-tested with two scales at the start of the term (the Attitude/ Motivation Test Battery and the Autonomy Perception Scale). The FCM was used to teach main course lessons to the experimental group in a preparatory school while the control group was trained using a traditional learning approach. At the end of the term, both groups were post-tested after eight weeks of implementation in the experimental group. The qualitative data were collected via semi-structured interviews conducted at the end of the implementation to assess the participants' perceptions and perspectives on the impact of the flipped classroom. SPSS 25.00 was used to analyze quantitative data. To assess the effects of the intervention paired sample t-tests and independent sample t-tests were used. Descriptive content analysis was used to analyze qualitative data. The findings of this study indicate that the FCM, if properly implemented in L2 main course classes, has the potential to significantly increase autonomous learning and motivation. In comparison to the traditional model, flipped learning offers benefits such as making learning more enjoyable, increasing students' self-confidence, and decreasing their fear of making mistakes.

Motivational profiles in instrumental music learning: Perspectives on self-determination theory

This study examined the motivation of child and adolescent music students to learn instruments in five Austrian music schools using a person-centered approach. Drawing on self-determination theory, two autonomous and controlled forms of motivational regulation were surveyed. The results of a cluster analysis ( N = 616) were used to construct four motivational profiles: one autonomously motivated type (high quality), one overall highly motivated type (high quantity), one moderately autonomously motivated type (low quality), and one type with poor quantity motivation. The clusters showed differences in the support required to meet music students’ basic psychological needs in music lessons, which are essential determinants in the development of autonomous motivation, in the individual activity preferences associated with playing an instrument, and in the tendency to stop playing an instrument. No differences were found between the instrument groups and gender. This study provides theoretical and practical implications of a person-centered approach to music-related motivation research.

The Impact of Psychological Capital, Knowledge Sharing, and Autonomous Motivation on College Students' Innovative Behavior

The Impact of Psychological Capital, Knowledge Sharing, and Autonomous Motivation on College Students' Innovative Behavior

A Study on the Cultivation of Autonomous Learning Ability in College English Teaching

This paper aims to explore the cultivation of autonomous learning ability in college English teaching. Through literature review, current situation analysis, and empirical research, the article deeply analyzes the current problems and influencing factors of cultivating autonomous learning ability in college English teaching, and proposes targeted cultivation strategies and methods. Research results show that optimizing curriculum and teaching methods, enhancing students' autonomous learning motivation and interest, and cultivating students' autonomous learning habits and abilities are important ways to effectively improve college students' English autonomous learning abilities. The research results of this paper provide a useful reference for the reform and development of college English teaching.

Getting time and building trust: unveiling the systemic, relational, and personal factors influencing clinical pharmacy service implementation in South Africa, a qualitative study

BackgroundWhile multidisciplinary teams with clinical pharmacists improve medication use and outcomes, their integration in South Africa faces limitations. A lack of dedicated positions and healthcare professionals’ misunderstanding restrict ward activities and hinder full collaboration, limiting their potential to optimize patient care. This study addresses a gap by exploring how perceived healthcare professionals’ understanding of clinical pharmacists’ roles impacts their motivation and service implementation. Understanding these dynamics, particularly in resource-constrained settings, is crucial for optimizing integration and healthcare delivery.MethodsAdopting a constructivist approach, this qualitative study was conducted using focus group discussions. Through purposive sampling clinical pharmacists were recruited across South Africa’s public healthcare sector. A semi-structured guide based on previous findings explored how the perceived understanding around clinical pharmacy impacts service delivery and work motivation. Transcripts were analyzed using thematic analysis, guided by the Self-Determination Theory framework. Thematic analysis employed an inductive approach, following an initial preliminary analysis of open and selective coding to develop a coding framework.ResultsClinical pharmacists (n = 16) reported various challenges impacting service implementation and motivation. Two main themes were identified: (1) Time: Dedicated ward time is crucial for both the proper implementation of clinical services, as well as the clinical pharmacists’ motivation; and (2) Trust: Clinical pharmacists experience a lack of trust amongst healthcare professionals in the value of clinical pharmacy services. The themes illustrated mechanisms at work at three levels: systemic (lack of dedicated positions), inter-relational (healthcare professional’s misconceptions), and personal (thwarted autonomy).ConclusionsSystemic challenges, like the absence of official positions present the biggest obstacle, affecting support, scope of practice, and healthcare professional interactions. While systemic changes are crucial for full integration of clinical pharmacists, in resource-constrained settings fostering autonomous motivation is equally important. This study emphasizes the need for a multi-faceted approach, including policy changes, international collaboration, interprofessional education, and interventions to empower clinical pharmacists for proactive service delivery. By addressing these interconnected challenges, healthcare systems can leverage the full potential of clinical pharmacists, ultimately improving healthcare delivery and patient outcomes.

When social participation leads adults’ life satisfaction: Moderating role of motivation for social participation

ABSTRACT The current study aimed to investigate the longitudinal reciprocal association of social participation and life satisfaction by considering the motivation for social participation as a moderating variable. The data from 4,007 Korean adults were analyzed. Motivation for social participation was categorized into autonomous motivation or controlled motivation. Multi-group autoregressive cross-lagged modeling revealed that life satisfaction and social participation showed reciprocal relationships only when adults have autonomous motivation during social engagement. Social participation with controlled motivation was associated with later lower life satisfaction. Additionally, prior life satisfaction was not associated with controlled social participation. The results showed that the reason people participate in social activity is critical in understanding the effect of social participation in adulthood. Active social engagement with autonomous motivation and disengagement from controlled social participation may be a critical key for life satisfaction.

How Motivation for Undergraduate Physics Interacts With Learning Activities in a System With Built‐In Autonomy

ABSTRACTSupporting student participation and learning in STEM involves motivating students to engage in the most effective learning activities. In this article, we study how student motivation interacts with learning activities, and we pay special attention to active learning and the Scandinavian context where participation in learning activities is largely voluntary. Twenty‐one undergraduate physics students at a large, research‐intensive university in Norway participated in nine focus group interviews at the beginning and end of the spring term of 2020. With self‐determination theory as a lens, our thematic analysis resulted in three themes: First, students' autonomous motivation came from mastery experiences and perceived learning, such as the joy of solving a problem. Second, active learning activities enabled students' autonomous motivation when these activities supported competence, for example through optimal challenge or with evident learning gains. In contrast, students experienced low or controlled motivation when excessive challenge and lack of mastery threatened their sense of competence. Third, students' sense of competence was strengthened by being part of a community of learners. The community ensured that help and mastery experiences were available, and interactions with the community made evident that other students struggle too. The emphasis on mastery and competence for these students is discussed considering how physics is associated with difficulty and extraordinary cleverness. We argue that the main threat for students who do not feel competent enough in physics is the threat of not belonging in physics due to this perceived lack of competence. Implications for teaching and research are discussed.