Autonomous Reasons Research Articles

Pathways to Need-Supportive Teaching: Teaching Mindsets and Motivation to Teach

AbstractTeachers differ in the extent to which they support their students’ basic psychological needs. To better understand these differences, we investigated how mindsets and motivation to teach English relate to their need-supportive teaching practices. Data was gathered from 348 EFL instructors (261 female, 87 male; Mage = 38.47, SD = 9.22) working at state and private universities in Turkey through the following self-report questionnaires: the Implicit Theories of Intelligence Scale (ITIS; Dweck et al., 1995), the Comprehensive Relative Autonomy Index (C-RAI; Sheldon et al., 2017), and the Teacher as a Social Context Questionnaire (TASC-Q; Belmont et al., 1988). Results of structural equation modeling revealed that language instructors’ fixed teaching mindset beliefs had both direct and indirect relationships with their need-supportive teaching through quality of teaching motivation. The direct relationships suggest that instructors who believe their teaching ability is a fixed trait are less likely to teach for autonomous reasons, such as personal interest and values, and more inclined to teach out of external reasons, such as pressure from supervisors. The indirect relationships suggest that autonomous teaching motivation mediates the negative relationships between fixed teaching mindset and provision of involvement and structure. These findings highlight the important role of teaching mindsets and motivation in promoting need-supportive learning environments.

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.

When Do Personal Factors Make Autonomy Motivational Orientation Worthwhile? A Case of Turnover Intentions

Several meta-analytic studies suggest that individual and contextual factors determine employees’ workplace quitting intentions. Autonomy motivational orientation as an individual factor has many beneficial outcomes, including a reduction in employee turnover intention. However, the studies in this area suggest that the influence is indirect. Grounded in self-determination theory and career stage theory, we hypothesize that the influence of employees’ autonomy motivational disposition on quitting intention is contingent on the level of employees’ age. Results of data collected from 340 engineers, marketing and service personnel from a large public sector undertaking supported our hypothesized model. Employees with high autonomy motivational disposition show less intention to leave the organization when they grow old than young. We conclude by discussing that employees behave for autonomous reasons and show greater organizational identity and less quitting intention with growing age.

Motivational dynamics in the prediction of self-regulation strategies for the quality and quantity of eating, eating behaviors, and life satisfaction: A longitudinal investigation

A longitudinal model was tested to examine the roles of goals and motivation in the prediction of planning and self-monitoring the quality and quantity of eating and various types of eating behaviors, and the effects of adopting these behaviors on life satisfaction over time. Participants (n = 230) completed measures assessing their goals for weight-management and their motivation to regulate eating (the baseline), their engagement in planning and self-monitoring strategies for the quality/quantity of eating (1 month), and healthy and unhealthy eating behaviors and bulimic symptoms (3 months). Life satisfaction was measured at the baseline and at 3 months. Results indicated that women who pursued health-focused goals were more likely to regulate their eating behaviors for autonomous reasons, whereas women who pursued appearance-focused goals were more likely to regulate their eating behaviors for controlled reasons. Autonomous motivation then predicted quality strategies, which were then associated with healthy eating. By opposition, controlled motivation predicted quantity strategies, which were then associated with dysfunctional eating (unhealthy eating and bulimic symptoms). Functional and dysfunctional eating behaviors were then positively and negatively associated with change in life satisfaction, respectively. This study provides some explanation for why some people succeed, whereas others fail, to regulate their eating behaviors over time.

Psychological flexibility, non-attachment, and materialism

Psychological flexibility, or the ability to flexibly respond to psychological events, may be associated with peoples' preferences for material versus experiential purchases, their attachment to objects and experiences, and their motivation for non-material purchases. The present research tested predictions that greater psychological flexibility and lesser psychological inflexibility are associated with lower materialism and non-attachment (Study 1) and with a greater preference for, and internal motivation toward, experiential versus material purchases (Study 2). Study 1 (N = 298 undergraduates) revealed relationships between psychological inflexibility, high materialism, and attachment, and between psychological flexibility, low materialism, and non-attachment. Non-attachment was a meditator in the relationships between both flexibility and inflexibility and materialism. Study 2 (N = 299 undergraduates) revealed that psychological flexibility was correlated with both experiential buying and autonomous reasons for experiential buying, whereas inflexibility was related to controlled and amotivated reasons for experiential buying. We discuss the research and practice implications of the current findings.

Being Responsive and Self-Determined When it Comes to Sex: How and Why Sexual Motivation is Associated with Satisfaction and Desire in Romantic Relationships

ABSTRACT Couples experience greater satisfaction and desire when they are motivated to meet each other’s sexual needs (sexual communal strength); however, doing so at the expense of one’s own sexual needs (unmitigated sexual communion) can detract from satisfaction and desire. Self-determination theory suggests engaging in sex for pleasure and value (autonomous reasons) versus out of pressure and obligation (controlled reasons) may account for these differences. Across two dyadic studies, one cross-sectional (N = 103 couples) and one longitudinal (N = 147 couples), people higher in sexual communal strength had sex for more autonomous and less controlled reasons, and in turn, reported greater satisfaction and desire, overall, in daily life, and over time. In contrast, people higher in unmitigated sexual communion endorsed more controlled reasons for engaging in sex, and in turn reported lower satisfaction. Partners of people higher in sexual communal strength reported less controlled reasons for engaging in sex, and in turn, both partners felt more satisfied, whereas partners of people high in unmitigated sexual communion endorsed more controlled reasons and reported lower satisfaction. This research furthers our understanding of when and why being motivated to be responsive to a partner’s sexual needs enhances or detracts from sexual and relationship quality.

When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons

Abstract It has been debated for years whether performance-approach goals represents a maladaptive form of students’ motivation. Recently, researchers proposed that students’ reasons underlying their performance-approach goals may further our understanding of the nature of these goals (goal complexes). With a sequential explanatory mixed-method approach, we examined the function of performance-approach goal complexes on students’ L2 self-efficacy and anxiety, by surveying 283 Chinese college EFL-learners and conducting semi-structured interviews with six purposefully-selected students. Quantitative analyses showed that our data partly supported the proposed mediation model. Students’ controlled reasons to have performance-approach goals showed a significant direct effect on both their L2 anxiety (positively) and L2 self-efficacy (negatively). Conversely, students’ autonomous reasons showed a positive effect on their L2 self-efficacy, and a negative effect on their L2 anxiety, indirectly through their performance-approach goals. Qualitative interviews provided further insights into the mechanism of the model. Pedagogical implications and directions for future studies are discussed.

How Do Adolescents Manage Information in the Relationship with Their Parents? A Latent Class Analysis of Disclosure, Keeping Secrets, and Lying

The use of disclosure and concealment strategies by adolescents in the relationship with their parents may have important implications for their adjustment. Few studies of adolescents’ information management have taken a person-centered approach, yet it is a useful way to understand variations in how they regulate information shared with their parents. This study explored adolescents’ information management constellations with their mothers and fathers, and how these patterns differ in terms of perceived need-supportive parenting, autonomous reasons for disclosure, and problematic alcohol use. Three hundred thirty-two Swiss adolescents (45% female; Mage = 15.01 years) reported information management strategies used with each parent (disclosure, keeping secrets, lying), perceptions of maternal and paternal need-supportive parenting (involvement, autonomy support, structure), autonomous reasons for disclosure, and problematic alcohol use. Latent class analyses revealed three classes: Reserved (37%), Communicators (36%), and Deceptive (27%). Comparisons across classes showed that adolescents in the Communicators class reported the highest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Adolescents in the Deceptive class reported the lowest levels of parental involvement and autonomy support, as well as autonomous reasons for disclosure. Associations between classes and problematic alcohol use were also found, such that the likelihood of problem drinking was greater for adolescents in the Deceptive class. These findings underscore the importance of continued information sharing with both parents, and underline how a need-supportive parenting context may encourage adolescents to talk voluntarily.

Motivational profiles and change in physical activity during a weight loss intervention: a secondary data analysis

BackgroundHigh levels of moderate-to-vigorous intensity physical activity (MVPA) are strongly associated with sustained weight loss, however the majority of adults are unsuccessful in maintaining high levels of MVPA long-term. Our goal was to identify profiles based on exercise motives, and examine the association between motivational profile and longitudinal changes in MVPA during a weight loss intervention.MethodsAdults with overweight or obesity (n = 169, mean ± SE; age 39 ± 0.7 years, BMI 34.4 ± 0.3 kg/m2, 83% female) underwent an 18-month behavioral weight loss program, including 6 months of supervised exercise, followed by 6 months of unsupervised exercise. Participants self-reported behavioral regulations for exercise at baseline (BREQ-2). Latent profile analysis identified subgroups from external, introjected, identified, and intrinsic regulations measured at baseline. Mean differences in device-measured total MVPA were compared across motivational profiles at baseline, after 6 months of supervised exercise and after a subsequent 6 months of unsupervised exercise.ResultsThree motivational profiles emerged: high autonomous (high identified and intrinsic, low external regulations; n = 52), high combined (high scores on all exercise regulations; n = 25), and moderate combined (moderate scores on all exercise regulations; n = 92). Motivational profile was not associated with baseline level of MVPA or the increase in MVPA over the 6-month supervised exercise intervention (high autonomous: 21 ± 6 min/d; high combined: 20 ± 9 min/d; moderate combined: 33 ± 5 min/d; overall P > 0.05). However, during the transition from supervised to unsupervised exercise, MVPA decreased, on average, within all three profiles, but the high autonomous profile demonstrated the least attenuation in MVPA (− 3 ± 6 min/d) compared to the moderate combined profile (− 20 ± 5 min/d; P = 0.043).ConclusionsResults were in alignment with the Self-Determination Theory. Adults motivated by autonomous reasons (value benefits of exercise, intrinsic enjoyment) may be more likely to sustain increases in MVPA once support is removed, whereas participants with moderate-to-high scores on all types of exercise regulations may need additional long-term support in order to sustain initial increases in MVPA.Clinical trial registrationNCT01985568. Registered 24 October 2013.

The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students

Recent research anchored in achievement goal theory suggests mastery goals are more adaptive when endorsed for autonomous rather than controlled reasons. We report on two studies (N = 622) in which we explored whether the combined effects of goals and reasons on academic outcomes were different for a sample of low-SES youth than for other older higher-SES samples in the literature. Participants were low-SES high-school students in Lima, Peru. The results show that autonomous reasons for endorsing mastery goals positively predicted students' collective engagement and mathematics grades above the effect of mastery goals as such. Second, controlled reasons negatively predicted end-of-the year math grades. Finally, mastery goals’ relations with mathematics grades and behavioral engagement were attenuated when endorsed for low autonomous reasons. The findings extend the knowledge on mastery goal-complexes and show they apply to low-SES students.

Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach.

Perfectionism is considered to be a significant personality factor within the sport and exercise field. However, very little is known about the reasons why individuals with different perfectionistic tendencies engage or not in physical activity. This study aims, from a person-oriented approach, to analyze if participation motives and barriers may differ among four perfectionistic profiles: Non-Perfectionists (low perfectionistic strivings, PS, and perfectionistic concerns, PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). A sample composed of 597 (Mage = 22.08, SD = 3.33) undergraduates enrolled in a sport science degree from Ecuador participated in this study. Non-Perfectionists reported lower levels of motives, whereas Adaptive and Maladaptive Perfectionists reported higher scores on all participation motives. Significant and positive correlations were found between PS and both autonomous and controlled motives, whereas PC was positively correlated with controlled reasons and only significantly correlated with some autonomous reasons by the effect of PS. In terms of barriers, Maladaptive Perfectionists reported significantly higher scores on all barriers analyzed in comparison with the other three profiles, with moderate and large effect sizes. The results of the bivariate and partial correlations suggest that these inter-profile differences were explained by PC. Considering the results, it is advised to develop strategies to identify Maladaptive Perfectionists in order to increase their intrinsic reasons for practicing physical exercise, and to minimize their perceived barriers.

Internalization of Mastery Goals: The Differential Effect of Teachers' Autonomy Support and Control.

Two linked studies explored whether students’ perceptions differentiate between teachers’ autonomy support and control when presenting mastery goals, and the outcomes of these two practices, in terms of students’ internalization of mastery goals and their behavioral engagement. In two phases, Study 1 (N = 317) sought to validate a new instrument assessing students’ perceptions of teachers’ autonomy support and control when presenting mastery goals. Study 2 (N = 1,331) demonstrated that at both within- and between-classroom levels, perceptions of teachers’ autonomy support for mastery goals were related to students’ mastery goals’ endorsement and behavioral engagement. These relations were mediated by students’ autonomous reasons to pursue learning activities. Perceptions of teachers’ control predicted disengagement through controlled reasons for learning, but only at the within-classroom level. This research joins a growing body of work demonstrating that combining achievement goal theory with SDT can further our understanding of the underpinnings of achievement motivation. It suggests that if teachers want their students to endorse mastery goals (and be more engaged), they need to use more autonomy supportive practices and less controlling ones.

Postnatal Exercise Partners Study (PEEPS): a pilot randomized trial of a dyadic physical activity intervention for postpartum mothers and a significant other

ABSTRACT Background: Research suggests dyadic interventions can increase physical activity; such interventions are untested within postpartum parent couples. Methods: A three-armed pilot randomized trial addressed this gap and tested which type of dyadic intervention is most effective. Inactive postpartum mothers and a significant other were recruited in Australia (n = 143 assessed for eligibility) and randomised in a single-blinded fashion (i.e. participants were blinded) to 1 of 3 dyadic conditions involving a single face-to-face session with access to web-based group support: a minimal treatment control (n = 34), collaborative planning group (n = 38), or collaborative planning + need supportive communication group (n = 30). Participants were asked to wear their accelerometers for 8 days and completed self-report measures at baseline, end of intervention (week 4), and follow-up (week 12). We expected dyads in the collaborative planning + need supportive communication group would have the greatest increases in Physical Activity (PA), autonomous motivation, and partners’ need supportive behaviours; and decreases in controlled motivation and controlling partner behaviours. Results: Results from 51 dyads using Bayesian actor-partner interdependence models provided some evidence for a small positive effect on total PA at follow-up for postpartum mothers in the collaborative planning group and for partners in the collaborative planning + need supportive communication group. Furthermore, partners in the collaborative planning + need supportive communication group were more likely to engage in some vigorous PA. At follow-up, postpartum mothers in the collaborative planning + need supportive communication group scored lower on personal autonomous reasons. Conclusions: The impact of prior specification mean intervention effects need to be interpreted with caution. Progression to a full trial is warranted.

Getting Physically Active by E-Bike: An Active Commuting Intervention Study

<strong>Introduction:</strong> Increased physical activity (PA) is a major component in promoting public health, and active commuting could make an important contribution. Using an electric bicycle (e-bike) is reported to be of at least moderate intensity PA and is an alternative to other modes of transport for commuting. We aimed to explore the experience of commuting by e-bike in an intervention study. <strong>Methods:</strong> Focus group interviews with 21 previously inactive participants from three cities in Norway, who were given access to an e-bike for commuting for three (N = 2) or eight months (N = 19). Participants cycled for 226 days on average. The interviews were analyzed using systematic text condensation. <strong>Results:</strong> The use of e-bikes and active commuting stimulated some participants to take on additional PA in their leisure time. Others preferred active commuting to be their daily PA. Participants’ experiences of commuting by e-bike were characterized by a motivational shift from external reasons for e-biking, such as pressure to get fit, to feelings of well-being, enjoyment and recognition of the health benefits. <strong>Conclusion:</strong> Commuting by e-bike was convenient and promoted good health. Promoting e-bikes could lead to long term changes among inactive people because positive experiences stimulate autonomous reasons for active commuting.

Testing a self-determination theory-based process model of physical activity behavior change in rheumatoid arthritis: results of a randomized controlled trial.

Physical inactivity is prevalent in rheumatoid arthritis (RA) patients, increasing the risk of poor physical health and compromised well-being. Interventions are therefore required to support physical activity (PA) behavior change in this population. This study examined whether a self-determination theory (SDT) based exercise intervention for people with RA, increased autonomous motivation for PA and in turn, moderate-to-vigorous PA (MVPA) and subjective vitality RA patients (n = 115) were randomized to a 3-month SDT-based psychological intervention + RA-tailored exercise program (experimental group, n = 59) or a RA-tailored exercise program only (control group, n = 56). During the program, the SDT-based intervention group received one-on-one consultations with a PA advisor trained in delivering strategies to promote autonomous motivation for PA. Well-established questionnaires assessed autonomous and controlled motivation for PA, MVPA (min/week), and subjective vitality at baseline (T1) and 3 months (T2). Path analysis examined the hypothesized theoretical process model. The model demonstrated an excellent fit to the data (n = 70, χ2 (26) = 28.69, p = .33, comparative fit index = 0.99, root square mean error of approximation = 0.04). The intervention corresponded to higher autonomous motivation and lower controlled motivation for PA at T2, after controlling for T1 autonomous and controlled motivation. In turn, changes in autonomous motivation from T1 to T2 significantly positively predicted changes in MVPA and subjective vitality. Results suggest an SDT based psychological intervention comprising autonomy-supportive strategies for PA predicted greater reported autonomous reasons for PA in RA patients participating in a tailored 3-month exercise program. Increased autonomous motivation linked to increased engagement in MVPA and feelings of vitality in these patients.

When Time on Task Is Seen as a Reward: Autonomous Motivation Increases Preference for Pursuing Goals More Often for Less Time

When working towards goals, the length and frequency of goal pursuit sessions might play a role in individuals’ goal pursuit motivation. We examined whether a more divided (frequent, shorter sessions) or a cumulated (less frequent, longer sessions) goal pursuit schedule increases people’s motivation to work towards personal goals. Across two studies (N = 448), the underlying reasons for pursuing the goal mattered. A divided schedule was more motivating than a cumulated schedule if participants reported highly autonomous reasons (pursuing a goal due to personal interest or values), but the difference was eliminated for those reporting low autonomous reasons. We discuss how perceiving time spent on goal activities as loss, reward, or investment may explain scheduling preferences and how these may map on to preferences for scheduling financial losses and rewards outlined by prospect theory.

Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English

This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students’ expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons undergirding motivation to study English. The results of exploratory structural equation modeling (N = 3615) show that studying English for autonomous reasons and having a motivation orientation that focuses on advancement and gains (i.e., a promotion orientation) were the strongest predictors of expectancies of success in this school domain. These results, which are consistent with recent findings examining expectancies of success in mathematics, have important implications for research, learning, and teaching.

Embracing me-time: Motivation for solitude during transition to college

The present research examined the role of university students’ motivation for spending time alone in their adjustment to college life, as well as the parenting correlates of students’ healthy motivation for solitude. Two studies were conducted on first-year college students in the United States (n = 147) and Canada (n = 223). In Study 1, data was collected at three different time points, separated by two-week intervals. In Study 2, data was collected at two different time points, separated by a month. The results revealed that, for those who reported perceiving lower social belonging, approaching solitary time for autonomous reasons was linked to greater self-esteem (Study 1), and greater sense of relatedness to others and lower loneliness (Study 2). These findings suggest that endorsing a healthy motivation for solitude is not necessarily indicative of social ill-being. Additionally, students’ autonomous motivation for spending time alone was associated with having parents that are autonomy supportive and that promote a sense of independence.

Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes: Is the influence of goals reducible to reasons?

In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons separately, mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons simultaneously, mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes together, the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished. Comparable results were observed for performance (-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation.

Immigrant background and gender differences in primary students' motivations toward studying

ABSTRACTIn the study, based on a representative sample of 26,670 Italian fifth-grade students, the authors examine the academic motivational profiles of immigrant and native students, as well as of boys and girls. To reliably estimate mean differences, the measurement invariance of a short version of the Academic Self-Regulation Questionnaire was first established across the groups. Boys reported less autonomous motives for studying than girls while first-generation immigrant pupils showed higher levels of intrinsic motivation, identified regulation, and external regulation for studying than natives did. Also, second-generation immigrants had higher levels of academic motivation than natives did, although they were less motivated and reported less autonomous reasons for studying than first generations. While confirming the immigrant paradox in a country with a rapidly increasing level of immigrant students, findings show that second-generation immigrants not only report a lower quantity of motivation than first-generations, but also appear to have a different quality of motivation.