Autonomous Motivation Research Articles

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.

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.

Analysing the Relation between Passion, Motivation, and Subjective Well-Being in Sport: A Systematic Review.

Both the Dualistic Model of Passion and Self-Determination Theory suggest that the persistence of a behaviour over time derives from the internalisation of the passion or motivation that the individual feels about the activity. However, the integration of these theoretical assumptions may lead to a better understanding of related outcomes, in particular on subjective well-being (SWB). In this context, this study aimed at systematically reviewing the relation between passion, behaviour regulation (i.e., self-determined motivation), and SWB in sport. The PRISMA 2020 protocol was used to guide the systematic review. Electronic searches were conducted in the Web of Science database and Pubmed. The following descriptors were used: SWB; passion; motivation; behavioural regulation; and sport. After the search, 12 studies were retrieved for analysis that show us the following results tendencies: harmonious passion (HP) and autonomous motivation (AM) (i.e., more self-determined forms of behaviour regulation) are positively related to SWB (i.e., life satisfaction and positive affect), while obsessive passion (OP) and controlled motivation (CM) (i.e., less self-determined forms of behaviour regulation) are negatively associated with SWB. However, no studies were found to simultaneously analyse the three theoretical constructs. These results show us the importance of developing conditions in sport contexts that promote positive feelings that take into account athletes' development of harmonious passion and self-determined behaviour regulation, in order to achieve higher levels of well-being. Nevertheless, these results also lead us to the necessity for more studies to highlight the theoretical link between passion and motivation in the context of sport, especially regarding the mediating role of motivation in the relationship between passion and well-being.

Evaluation of the effect of the father's support on the mother's breastfeeding motivation.

One of the factors affecting mothers' breastfeeding success is the father's support and the other is the mother's breastfeeding motivation. This study was conducted to determine the effect of partner breastfeeding support perceived by mothers and reported by fathers on mothers' breastfeeding motivation. The research was conducted using the face-to-face interview method with couples presenting to Family Health Centers in a city in Türkiye. The sample consisted of 114 breastfeeding women in 6 weeks to 6 months postpartum and their partners. Data were collected with a 'Personal Information Form', the 'Breastfeeding Support Scale (BSS)', the 'Breastfeeding Motivation Scale (BMS)', and the 'Partner Breastfeeding Influence Scale (PBIS)'. Participants' mean score was 119.19 ± 23.97 on the PBIS and 11.51 ± 2.94 on the BSS. A moderate-level, significant positive relationship was found between the BSS and PBIS scores of primiparous and multiparous mothers (r = 0.647; r = 0.567). A one-unit increase in fathers' breastfeeding support scores increased integrative regulation motivation scores by 0.548 units in primiparas and 0.458 units in multiparous mothers and by 0.309 units in intrinsic motivation scores and 0.351 units in external regulation-baby health motivation scores in multiparous mothers. It was found that father support affected the autonomous motivation of both primiparous and multiparous mothers at a moderate level. Perceived partner breastfeeding support affected only the autonomous motivation of multiparous mothers at a moderate level, and the types of controlled motivation, namely infant health and social approval, at a weak level.

Does autonomous motivation and self-efficacy mediate associations between environmental factors and physical activity in adolescents?

BackgroundTo analyze the associations among autonomous motivation, self-efficacy, satisfaction of basic psychological needs, social support and perceived environment with physical activity practice of adolescents aged between 12 and 15 years; and to test autonomous motivations and self-efficacy as potential mediators of the associations between these environmental factors and physical activity practice.MethodsWe evaluated 553 adolescents, that participated in the ActTeens Program. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents. Autonomous motivation, self-efficacy, satisfaction of basic psychological needs, parents’ social support and perceived environment were assessed using specifics questionnaires. Linear regression models were used to test the associations.ResultsParents’ support (β = 0.32), satisfaction of basic psychological needs of colleagues (β = 0.21) and teachers (β = 0.12), and perceived environment (β = 0.10) had significant associations with physical activity (p < 0.05). The direct effect value was reduced when autonomous motivation was added as a mediator of the association between parents’ support and physical activity (β = 0.24), with a 25% mediated effect. Autonomous motivation was mediator of the relationship between basic psychological needs of colleagues (β = 0.13; EM = 38%), teachers (β = 0.02; EM = 83%), and perceived environment (β = 0.03; EM = 70%) with physical activity.ConclusionSelf-efficacy was not associated with physical activity and autonomous motivation was an important mediator of adolescents’ physical activity.

Exploring EFL learners’ need satisfaction, need frustration, and their motivational change in a blended English learning environment

AbstractDespite increasing scholarly attention on L2 motivational changes, little is known about learners’ L2 motivational changes in a blended English learning environment and their relationship with need satisfaction and need frustration. Drawing on self‐determination theory, this study investigated how a blended English learning environment satisfied and frustrated 15 EFL (English as a Foreign Language) learners’ basic needs and the relationship between basic needs and motivational changes. Data were collected via questionnaire responses, semi‐structured interviews, and learning records. Thematic analysis revealed that learners exhibited five profiles of motivational changes, with “remaining autonomously motivated” and “changing from controlled to autonomous motivation” as two major types. In addition, the learners’ need satisfaction and need frustration exerted both independent and joint impacts on motivational changes. The joint effect exhibited variation between learners depending on need categories and need strength. Theoretically, the study extends self‐determination theory by adding the need for novelty to the original tripartite taxonomy of basic needs. In addition, the study provides empirical evidence for the debate on the independent and interaction effects regarding the roles of need satisfaction and need frustration. Pedagogical implications are proposed regarding the design of blended English courses.

Effectiveness of Walking Exercise in Improving Physical Fitness and Depression in Patients With Schizophrenia.

Patients with schizophrenia often lack physical activity, which, together with physical complications, can lower their expected lifespan. Exercise strengthens their physical and mental health. The primary aim of this study was to examine the effectiveness of a walking exercise intervention in improving physical fitness, body mass index, waist-to-hip ratio, and depressive symptoms in patients with schizophrenia. A quasi-experimental study design was used. Seventy-six participants were recruited from the psychiatric daycare center at a hospital in Northern Taiwan. They were divided into two groups. The intervention group received a walking exercise intervention, while the control completed their daily courses at the psychiatric daycare center. The changes in both groups' physical fitness, BMI, waist-to-hip ratio, and depressive symptoms were monitored. Cardiorespiratory endurance significantly improved in the intervention group, attesting to the effectiveness of the walking exercise intervention. Their depression level significantly decreased across all measurement stages. The group walking exercise reduced sedentary behaviors and increased the participants' autonomous motivation, hip circumference, and cardiorespiratory fitness. Structured exercise programs may increase the patients' hippocampal neuroplasticity and reduce their depressive symptoms. The walking exercise intervention positively affected physiological traits, physical fitness, and mental health of the participants.

Application of Self-Determination Theory to Wildlife Disease Risk Communication

The effective response to managing wildlife-associated diseases, such as chronic wasting disease (CWD), requires meaningful cooperation between managers and affected groups. According to self-determination theory (SDT), a broad theory of motivation, communication efforts supportive of the basic psychological needs of autonomy, competence, and relatedness are more likely to motivate voluntary cooperation among affected groups than efforts centered on control. In this study, we applied a conceptual framework based on SDT to analyze state agency communication strategies. We surveyed key state agency personnel about their approach to CWD communication and conducted a content analysis of communication materials. We then conducted a qualitative analysis of open-ended responses from state agency personnel to identify patterns in appeals to autonomous motivation compared to more controlled forms of individual motivation. Our analysis suggests that agency communications provide variable support for individual basic psychological needs, and we suggest guidelines that may improve future communication efforts.

Influence of parental structure and chaos on homework anxiety in elementary school students: the mediating role of homework motivation.

The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices.

The health action process approach to promote regular physical activity among people with disabilities: A hierarchical regression analysis.

People with disabilities continue to cope with high levels of stress, such as disability-related stress and sociopolitical stress. Helping people with disabilities engage in regular physical activity to improve health and reduce stress is more important than ever. This study evaluated demographic covariates, the health action process approach (HAPA) constructs (action self-efficacy, outcome expectancy, risk perception, intention/commitment, maintenance and recovery self-efficacy, and action and coping planning), and positive person-environment variables (autonomous motivation, resilience, hope, and social support) as motivators for regular physical activity in a sample of people with disabilities. People with disabilities participated in an online study (N = 266). Hierarchical regression analysis was used to determine the incremental variance in physical activity scores accounted for by variables in the regression model. Demographic covariates, HAPA constructs, and positive person-environment variables accounted for 38% of the total variance in physical activity scores (a large effect size). Low income was a risk factor that significantly and negatively associated with regular physical activity, while self-efficacy, action and coping planning, and social support were significantly and positively associated with reular physical activity after controlling for other variables. Autonomous motivation, resilience, and hope were significantly associated with regular physical activity at the zero-order correlation level, but not significant in the regression model. This study provides strong empirical support for the HAPA constructs, which can be used to inform the development of theory-driven and empirically supported physical activity interventions to improve health, stress management, and well-being of people with disabilities. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth mindset positively, albeit weakly, predicted subsequent L2 achievement (r = .17). Further, autonomous motivation and engagement sequentially mediated the link between growth mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

Promoting Autonomous Motivation and Psychological Well-Being with Self-Determination Theory: Practical Applications for Applied Music Professors

Promoting Autonomous Motivation and Psychological Well-Being with Self-Determination Theory: Practical Applications for Applied Music Professors

Distinct trajectories of EFL motivation: A self-determination theory perspective

According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.

Special needs teachers in emergency remote teaching during the COVID-19 pandemic: the role of personal resources and teaching motivation on burnout

BackgroundThis cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms.MethodsThe study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers.ResultsThe findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers’ compassion and burnout.ConclusionsOur research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs.

Evaluating the Let's Move It intervention programme theory for adolescents' physical activity: Theorized psychosocial mechanisms of behavioural changes.

Behaviour change theories have extensively been used in health behaviour change interventions and their programme theories. However, they are rarely evaluated in randomized field studies. The Let's Move It intervention targeted various psychosocial constructs to increase adolescents' physical activity. A theory-based process evaluation aiming to illuminate the trial findings as well as to test the programme theory used is conducted. Specifically, we investigate whether the intervention influenced the theorized determinants of change immediately post-intervention and after 1 year, and whether these determinants were associated with changes in physical activity. A cluster-randomized controlled trial (n = 1166). We measured theorized determinants with self-report, and physical activity (PA) with accelerometry and self-report. The effects are evaluated with repeated measures ANOVA and regression models. No changes were detected in most theorized determinants but intervention arm reported higher enactment of behaviour change techniques used during intervention immediately post-intervention and lower descriptive norms for PA throughout. Autonomous motivation was associated with PA immediately post-intervention. The lack of intervention effects may be due to many factors, for example insensitive measures, ceiling effects. However, reporting these null effects advances understanding of behaviour change processes. We introduce methodologic possibilities for future intervention programme theory evaluation efforts.

Perceived Language Proficiency and Autonomous Motivation as Predictors to Perceived Communicative Competence in English

Introduction: The current study, following a sequential mixed-methods design, mainly aimed at investigating the possible predictors of perceived communicative competence (PCC) in English in perceived language proficiency (PLP) and autonomous motivation to learn English. Methodology: In doing so, 204 homogeneous university English-major students participated in this study based on convenience sampling, and a pool of six students joined the interview sessions based on purposive sampling. The Pearson product-moment correlation coefficient and the multiple regression were conducted to analyze the data. Results: The results obtained from the Pearson product-moment correlation coefficient confirmed that there was a medium, positive correlation between PLP and PCC in English, and also between autonomous motivation to learn English and PCC in English. Moreover, it was found that PLP was the best predictor of PCC in English. Following inter-coder reliability, the commonalities emerged from the students’ responses to the interviews yielded seven common themes, entailing good sense, desire to learn, participation, engagement, disengagement, teacher support, and ability to communicate fluently. Conclusion: The study yielded deeper insight into the effective role of factors, such as good sense, desire to learn, participation, and engagement in enriching their PLP and PCC. At the end, some practical implications are suggested for EFL learner and teachers.

We need autonomy! The role of job autonomy and autonomous motivation in employees’ work engagement in the outsourcing sector: A systematic mixed-method illustrative case study

The outsourcing sector continues to experience significant growth but is still experiencing rising voluntary turnover due to loss of employees’ engagement. This systematic mixed-method illustrative case study focuses on how leaders can stimulate employees’ work engagement in outsourcing companies. This research is the result of 1 year of intensive fieldwork in an outsourcing organization and includes quantitative data from an online survey and qualitative data from focus group discussions. The results show that employees who have a higher level of work engagement also have higher intrinsic motivation, and the strength of this prototypical autonomous motivation in predicting work engagement is higher than that of other predictors. Leadership practices and relevant behaviors were identified that can be used in interventions in outsourcing companies to stimulate employees’ intrinsic motivation and work engagement.