Construction Of Autonomy Research Articles

Can Multi-Item Measures and Single-Item Measures be Trusted to Assess Self-Determination Theory Constructs in the Elderly?

Measuring complex constructs, such as those from self-determination theory models, is challenging in the elderly due to the response process, particularly in collective data gathering. In order to examine this construct in physical activity settings we aimed at determining whether single-item measures were as good as pre-existing multi-item measures. For that reason, we developed seven single-item measures targeting perceived interpersonal styles, basic needs satisfaction, and well-being. We gathered evidence of validity and reliability for multi-item measures and single-item measures based on a sample of 128 elderly adults. Another sample of 62 elderly adults provided test-retest reliability for the single-item measures. Favourable evidence of the expected internal structure, concurrent validity, and reliability was obtained for competence- and relatedness-supportive styles, and for satisfaction of the basic psychological need of relatedness, fairly good evidence was obtained for subjective vitality, whereas mixed evidence was obtained for autonomy-supportive style and the satisfaction of the basic psychological needs of autonomy and competence. Single-item measures proved to be psychometrically sound substitutes for their multi-item counterparts, but the autonomy constructs need to be reconsidered. Furthermore the response process and consequences of testing should play a prominent role when devising questionnaires for the elderly.

Crisis, tensions, insecurity and more fractures: what happened to the south american defence council?

The stalemate and crisis UNASUR finds itself have generated a great diversity of interpretations about their causes and consequences. In this context, the situation of the South American Defence Council (CDS) deserves particular attention, due to its relevance in the construction of greater autonomy for South America vis-a-vis global hegemonic processes and players. This article aims to open some lines of reflection on the causes of the weak impact and stagnation of the aforementioned Council.

Investigating university students’ attitude and intention to use a learning management system from a self-determination perspective

ABSTRACT The goal of this study was to investigate the determinants affecting university students’ attitude and intention towards using a learning management system from the perspective of self-determination theory, and to examine the moderating effect of gender and usage experience and the relationships between these determinants. Two hundred forty-one Chinese university students’ responses addressing their perceptions of using Blackboard for autonomous learning were gathered through a convenient sampling technique and were analysed by PLS-SEM. We found that autonomy, relatedness, competence, and satisfaction had a positive and significant impact on students’ intention towards using Blackboard; furthermore, the construct of autonomy was the strongest determinant for the use of Blackboard. However, students who used Blackboard were not found to be moderated by gender and usage experience. This study provides important implications for educators and institutions and contributes to our understanding of university students’ adoption of learning management systems.

"This is some mess right here": Exploring interactions between Black sexual minority women and health care providers for breast cancer screening and care.

Few studies have explored how the intersection of race and sexual identity contribute to breast cancer disparities for Black sexual minority women (SMW). Issues within patient-provider relationships, including bias, contribute to health disparities for minority groups. The authors used constructs from self-determination theory (SDT) to explore the nature of health care provider interactions in breast cancer screening and care among Black SMW. Participants were sampled nationally through social media, targeted emails, and referrals. Qualitative, in-depth interviews were conducted with 15 Black cisgender SMW, ages 38 to 64 years, who had a breast cancer diagnosis or recent abnormal mammogram. Interviews were conducted face-to-face or online, audio-recorded, and transcribed verbatim. Two analysts coded the interviews. Codes were analyzed across interviews to identify themes salient to SDT. Themes aligned with the SDT constructs of relatedness and autonomy. Some participants discussed feeling most understood by Black and/or female providers who shared at least 1 of their identities. Feeling understood through shared identity contributed to participants feeling seen and heard by their providers. Participants who discussed negative experiences with providers believed that the provider made negative assumptions about them based on their race and/or sexual orientation. When interacting with health care providers for breast cancer screening and care, Black SMW face specific challenges related to their multiply marginalized social position. Reducing health care provider bias toward Black SMW may improve patients' desires to continue in care. Providing equitable care while acknowledging and respecting women with multiply marginalized identities may improve the nature of these interactions.

Psychological Well-Being and Youth Autonomy: Comparative Analysis of Spain and Colombia.

The construct of autonomy appears in literature associated with individual psychological wellbeing. In Ryff’s model, autonomy is presented as one of the dimensions of wellbeing, along with self-acceptance, positive relationships with others, environmental mastery, purpose in life, and personal growth. The present study compared the levels of autonomy and psychological wellbeing between Spanish and Colombian young people. Ryff’s Scale of Psychological Wellbeing and the Transition to Adulthood Autonomy (EDATVA) scales were used on a sample of 1,146 young people aged between 16 and 21; 506 Spaniards and 640 Colombians. Results showed differences in autonomy and in two of the four dimensions proposed by the EDATVA: self-organization and critical thinking. Similarly, important differences were observed in the subscales of positive relations and purpose in life. The importance of contextual factors in the development of psychological well-being and autonomy in young people in transition to adulthood is discussed.

Autonomy and Motivation in Language Learning and Teaching

This paper aims to explore the constructs of learner autonomy and teacher autonomy in the context of classroom-based and out-of-classroom autonomous learning. The key factor in the development of autonomy is the opportunity for learners to make decisions about their learning within a collaborative and supportive environment. In defining learner autonomy and related terms, the paper highlights the importance of motivation in developing a learner’s capacity to be autonomous in the process of language learning.

Apontamentos sobre o comportamento e competência em informação de pessoas em situação de rua

Aponta reflexões sobre o comportamento informacional e a relação com o desenvolvimento da competência em informação para pessoas em situação de rua, no contexto da vulnerabilidade social. Buscou-se investigar pesquisas e ações realizadas por pesquisadores e profissionais em bibliotecas para atender as necessidades de informação de pessoas que estão em situação de rua. Para isso, foi realizado um levantamento bibliográfico em bases nacionais e internacionais no período compreendido de 1980 a 2018. Foram encontrados apenas cinco trabalhos, porém voltados para a área de Saúde Pública que não abarcam questões informacionais em si ou então focalizam no trabalho de bibliotecas comunitárias ou práticas de leitura, mas sem voltar-se especificamente à população em situação de rua. Conclui-se que existe uma lacuna de estudos sobre as populações em situação de rua no contexto informacional, principalmente no que tange à s ações voltadas ao comportamento e competência em informação. São questões que devem ser aprofundadas no âmbito da Ciência da Informação pois envolvem o acesso e uso da informação para a construção do conhecimento, identidade e autonomia a fim de permitir a efetiva inclusão social das pessoas em situação de rua, garantindo o exercício da cidadania.

Factors influencing learner autonomy and autonomy support in a faculty of education

ABSTRACT Most studies on learner autonomy are in language learning while those on autonomy support are in secondary schools, and are mainly of quantitative nature conducted with either teachers or learners. However, in-depth qualitative studies focusing on the factors influencing learner autonomy in higher education and autonomy support provided for student teachers by teacher educators are scarce. Drawing on data from a qualitative study carried out in an education faculty, this article focuses on both teacher educators’ and student teachers’ perceptions of the factors that limit learner autonomy practice and support. The findings suggest teacher/learner backgrounds, mismatch between teacher and learner expectations, spoon-feeding tendencies of teachers, limited teacher autonomy and large classes are the main factors. The findings also suggest that there exists a dynamic interaction between the constructs of learner autonomy, teacher support and teacher autonomy indicating these need to be treated together rather than in isolation.

The Development of Health Self-Management Among Adolescents With Chronic Conditions: An Application of Self-Determination Theory

PurposeThe purpose of the study was to better understand the progressive development of health self-management among adolescents and emerging adults (AEAs) with chronic medical conditions in order to identify opportunities to prepare AEA for transition to adult-based care. MethodsTwenty-three AEA aged 17–20 years with renal, inflammatory bowel, or rheumatologic diseases, and their parents, completed individual semistructured interviews describing each AEA's health self-management. Self-Determination Theory was used to frame interview questions, including the constructs of competence, autonomy, and autonomy support. Transcripts were analyzed using directed content analysis. ResultsFour themes emerged: Development of Competence in Self-Management; Autonomy: Motivations to Self-Manage; Ways Important Others Support or Hinder Independence; and Normal Adolescent Development. AEA's competency and autonomy increased as they progressed from lack of knowledge about self-management to having knowledge without doing tasks, and, ultimately, to independent completion of tasks. Motivations to self-manage included avoiding sickness/weakness and wanting to engage in activities. Parents and providers supported AEA's autonomy through teaching and transferring responsibility. Parental fear/lack of trust in AEA's ability to self-manage hindered development of AEA's autonomy, producing anxiety. Normal adolescent development impacted timing of self-management task mastery. ConclusionsAs AEA gain competence in increasingly complex self-management tasks, they assume greater responsibility for managing their health. Competence and autonomy are facilitated by a feedback loop: AEA successful self-management increased parent trust, enabling the parent to transfer responsibility for more complex tasks. Conversely, parents' fear of the AEA doing wrong hinders transfer of responsibility, limiting competence and autonomy. Health-care providers play an important role in fostering autonomy.

Spousal support underlying self-determined physical activity in adults with multiple sclerosis

Aim Identifying motivational factors that facilitate physical activity engagement in adults with multiple sclerosis (MS) is important given beneficial health outcomes. The purpose of this study was to examine the relationship between physical activity of adults with MS and perceived spousal behaviors underlying self-determination. Methods One-hundred and twelve individuals with MS completed the Patient Determined Disease Steps, Physical Exercise Self-Efficacy Scale, Spousal Support for Physical Activity Scale, and Godin Leisure-Time Exercise Questionnaire. Descriptive statistics, scale reliabilities, and bivariate correlations were obtained. To examine the influence of perceived spousal behavior on total metabolic equivalents, a regression analysis was conducted. Results All subscales were found to be highly reliable. Strong and significant associations between each of the variables and physical activity existed except for that of expectations, social control, and self-efficacy. Physical activity was best predicted by spousal behaviors supporting the self-determination constructs of relatedness, competence, and autonomy (R = 0.49, R 2=0.24, F 8,93=2.27, p < 0.05), with spousal support contributing 14.8% to total self-determined physical activity. Conclusions Given the significant role of the spouse in fostering intrinsic motivation for physical activity in adults with MS, delivering more partner-oriented and targeted interventions that build relationship, competence and autonomy appear warranted. Implications for Rehabilitation Physical activity offers significant physical and psychological benefit to adults with multiple sclerosis (MS) and can contribute to greater marital satisfaction. Self-determined physical activity of individuals with MS can be facilitated by spouses who support their partner’s needs for relatedness, competency, and autonomy. Delivering more partner-oriented and targeted interventions that develop self-determination have the potential to increase physical activity and improve quality of life in those with MS.

Classroom Teachers’ Intentions To Provide Physical Activity Opportunities To Students: An Analysis Using Self-Determination Theory

PURPOSE: Providing opportunities for elementary school-aged children to be physically active during the school day is important for obesity prevention and overall health. Classroom physical activity (CPA) has been shown to be effective for increasing student PA, but is not widely practiced among teachers. This study examined teachers’ perspectives on CPA, and intention to provide CPA, using a survey designed to measure constructs within the self-determination theory. METHODS: The constructs of Competence, Autonomy, Relatedness, and intention regarding CPA use were assessed using a survey of 173 elementary school teachers across 10 schools. The constructs were represented using the following subscales (each used a 6-point Likert-type scale from strongly disagree to strongly agree): Competence included three survey items (alpha = .94), such as “I am capable of using activity breaks in my classroom;” Autonomy included three items (alpha = .83), such as “I have a say in choosing whether to use activity breaks;” Relatedness included 4 items (alpha = .78), such as “providing opportunities for children to be physically active in my classroom is consistent with my priorities as a teacher;” and intention to implement CPA included 2 items (alpha = .77): “I definitely plan to try using activity breaks in my classroom,” and “I expect I will be able to use activity breaks regularly.” Multiple linear regression was used to examine how the constructs of Competence, Autonomy, and Relatedness predicted intention to provide CPA to students. RESULTS: Regression results indicated that the three predictors explained 44.1% of the variance (R2=.44, F(3,173) = 44.74, p<.001) in teacher intent to provide CPA. Competence (B = .31, t(173) = 4.92 p <.001) Autonomy (B = .19, t(173) = 3.15, p=.002) and Relatedness (B = .18, t(173)=3.40, p = .001) each significantly predicted intention. CONCLUSION: Competence was the strongest predictor of teachers’ intent to provide CPA. However, feeling autonomous to implement CPA and viewing CPA as compatible with their teaching philosophy also predicted teachers’ intention to provide CPA opportunities. Increasing teacher competence to provide CPA through professional development could be one effective method for increasing this practice. Supported by the Institute of Education Sciences grant R305A150277

Desenvolvimento profissional de professoras iniciantes

Considerar o processo de desenvolvimento profissional docente é relevante para as reflexões sobre professores iniciantes. Entretanto, em relação a esse processo, a atuação da coordenação pedagógica escolar, com esses professores, ainda é pouco compreendida. Este artigo tem por objetivo analisar as implicações das ações da coordenação pedagógica no desenvolvimento profissional de duas professoras iniciantes. Realizou-se um estudo qualitativo com docentes iniciantes que foram indicadas por gestores escolares (coordenadores pedagógicos e diretores). Os dados de campo foram coletados através de observação e entrevista e a análise qualitativa dos dados deu-se a partir das contribuições de Bogdan e Biklen (1994). O estudo revelou que a coordenação pedagógica impactou no desenvolvimento profissional das docentes: uma delas recebeu um apoio estruturado que pouco favoreceu a construção da autonomia e do conhecimento profissional; a outra vivenciou um sentimento de solidão e de dúvidas, mas experienciou, também, junto a uma coordenadora, a percepção das próprias fragilidades e a necessidade de mudança no processo de ensino. Compreender essas ações pode favorecer o surgimento de outras, que melhor contribuam para o desenvolvimento profissional docente.

Contraceptive Autonomy: Conceptions and Measurement of a Novel Family Planning Indicator.

Since the 1994 International Conference on Population and Development, there has been increased attention to high-quality and rights-based family planning, but these concepts have been difficult to measure. Perhaps due to an intellectual history intertwined with population control, contemporary family planning programs and researchers often use (modern) method use as a primary marker of success, with indicators focusing narrowly on contraceptive use and fertility. This results in a fundamental misalignment between existing metrics and the stated family planning goals of promoting reproductive health and rights. This report describes the rationale for a novel family planning indicator called "contraceptive autonomy" and proposes a methodology for measuring this concept at the population level. Defining contraceptive autonomy as the factors necessary for a person to decide for themself what they want in relation to contraception and then to realize that decision, this indicator divides the contraceptive autonomy construct into subdomains of informed choice, full choice, and free choice. By acknowledging that autonomous nonuse is a positive outcome,aiming to maximize contraceptive autonomy rather than use could help shift incentives for family planning programs and reduce some common forms of contraceptive coercion, as our measurement approach is realigned with our focus on high-quality rights-based care.

PROPÓSITOS E ESTRUTURAS DE GÊNERO DA PERSPECTIVA SISTÊMICO-FUNCIONAL NA LEITURA DE CONTOS DOS IRMÃOS GRIMM

The objective of this work is to verify, from the analysis of grammatical lexical functions that perform the context, if two stories of the Grimm brothers have the same social purpose and Schematic Structure of Genre (MARTIN; ROSE, 2008). For this, as theoretical presuppositions, the Systemic-Functional approach of genders (MARTIN; ROSE, 2008; ROSE; MARTIN, 2012) and some subsidies of the Systemic-Functional Grammar (HALLIDAY; MATTHIESSEN, 2014) are used. The results showed that the two stories, also called stories, represent distinct genres (narrative and exemplum) according to the systemicfunctional approach, since they have different purposes and schematic structures (identified by linguistic analysis). It is suggested that these aspects should be mobilized to the students by the teachers in language classes, because the linguistic and contextual awareness, besides making significant the learning of grammatical aspects, inserts the student in a process of construction of linguistic autonomy in situations of use.

Financial Autonomy Among Emerging Adults in Australia

This paper investigates how financial autonomy develops in young adults and under what circumstances that development process is hastened or hindered. The paper uses longitudinal data from the Household, Income, and Labour Dynamics in Australia (HILDA) survey for persons aged 15-25, thus following young people from the time they are adolescents and into adulthood. We develop a novel measure of financial autonomy based on an individual’s degree of responsibility for household decision-making related to (a) managing day-to-day spending, (b) making large household purchases, and (c) savings and investments. Measuring financial autonomy allows us to observe a period of “emerging adulthood” as opposed to merely delaying nest-leaving due to cost-constraints (i.e. costs of living). If emerging adulthood plays an important role in young adults’ development, we would expect to see steadily increasing levels of financial autonomy while the young adults are still at home. If on the other hand, delayed nest-leaving is only due to costs-constraints, we would not expect to observe such a period of systematic preparation for independent living. We estimate a correlated random-effects model for the latent financial autonomy construct, specifying a range of covariates related to individual demographic and resource characteristics, household characteristics, and regional factors. For men, there is a significant and positive age gradient associated with financial autonomy. There is no evidence of an age profile for young women whose level of financial autonomy is mostly explained by their household- and regional characteristics. This suggests that the phase of “emerging adulthood”, in which financial autonomy is learned over time at home, plays an important role for young men but not for young women. This systematically puts young women at a potential disadvantage compared to young men, and consequently at a higher risk of low financial literacy and poor financial decision-making in the period after nest-leaving.

Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies

Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to design a tool to measure language learner autonomy in higher education that is easy to administer and interpret. The Self-Efficacy Questionnaire of Language Learning Strategies (SEQueLLS) blends the constructs of self-efficacy and learner autonomy. This article clarifies the intersection of both concepts, before outlining the development and preliminary validation of the questionnaire. Data collected during a pilot study in the Department of Linguistics and Literature at the University of Antwerp were used to perform a reliability analysis. The article will proceed with a discussion of the ways in which the questionnaire can inform teaching practice: on the basis of two case reports, teaching strategies for supporting students’ autonomy and sense of self-efficacy will be considered. To conclude, a framework suggesting an approach for developing strategy training based on students’ perceived efficacy beliefs for the use of learning strategies is proposed.

The "International Group for Typological Research" and the Development of Prehistoric Archaeology (1950-1990). Demand and opposition to the professionalization of a science between disciplinary construction and ideals of scientific autonomy

Les analyses de la professionnalisation de domaines de recherche scientifique s’accommodent parfois d’une conception linéaire où les pratiques professionnelles succéderaient aux pratiques amateurs. Or, cette conception binaire laisse échapper un éventail de pratiques irréductibles à ces deux catégories : la promotion de formes antagonistes de professionnalisation ou, encore, le refus conjoint de l’amateurisme et de la professionnalisation, sont des phénomènes dont l’importance peut avoir été négligée en histoire des sciences. Cette thèse est défendue en analysant l’expérience de l’archéologue français Georges Laplace et du Groupe international de recherches typologiques, collectif qu’il anima autour de travaux théoriques et méthodologiques en archéologie préhistorique. Fondé sur une dizaine de fonds archivistiques, l’article restitue les positionnements et repositionnements de ces chercheurs par rapport à la professionnalisation de l’archéologie et aux importantes transformations des rapports entre sociétés savantes et organisations nationales de recherche survenues entre les années 1940 et 2000. Les résistances à la professionnalisation opposées par ces chercheurs, ainsi que les formes inédites d’organisation qu’ils proposèrent pour les activités archéologiques, s’apparentent, par certains aspects, aux formes de contestation scientifique s’étant particulièrement développées dans les années 1970 et 1980. Elles peuvent toutefois, malgré leur originalité, être analysées à partir de modèles généraux de la dynamique des activités scientifiques.

Ideais pedagógicos de Paulo Freire na construção de processos de paz, autonomia e democracia nos contextos escolares colombianos.

Intuito. Estabelecer a relação entre os ideais educativos de Paulo Freire e sua aplicação na construção da paz, da autonomia e da democracia no interior dos processos pedagógicos escolares. Materiais e métodos. O trabalho de campo foi feito em duas escolas normais superiores dedicadas à formação de professores. Foi utilizada uma metodologia qualitativa basedada na análise documental, na observação, nos registros em diários e entrevistas a administradores educativos e integrantes do governo escolar. Resultado. Demonstra-se que no contexto educativo colombiano as ideias do Paulo Freire vindicam sua permanência nos processos pedagógicos e de currículo para impulsionar a democracia, a paz, a liberdade, a autonomia e a consciência crítica em uma época de pós-conflito. Estes conceitos sustentam os referentes teóricos e metodológicos dos regulamentos, compêndios, materiais didáticos, metodologias de ensino e projetos educativos, os quais experimentam-se em espaços de interação e convívio. Conclusões. Sublinha-se a validez das ideias do Freire para concluir que desde as aulas escolares é possível fazer ações formativas tendentes a provocar a democracia, a autonomia e a paz. Esta é uma contribuição para traçar o perfil social do professor que atualmente precisa a sociedade colombiana.

The impact of severe asthma on patients' autonomy: A qualitative study.

BackgroundPeople living with severe asthma may have ongoing debilitating symptoms despite high‐dose treatment. Clinical guidelines for severe asthma recommend concepts such as patient centeredness, shared decision making and self‐management, at the heart of which lies autonomy.ObjectiveThis study aimed to explore the role of autonomy in patients’ narratives about their experiences of living with and managing severe asthma.MethodsIn‐depth semi‐structured interviews were video‐ and/or audio‐recorded and transcribed. Data were categorized using a hybrid approach to analysis incorporating both inductive and deductive methods, informed by the self‐determination construct of autonomy. Analysis and comparison across and within categories were conducted to develop final themes.ResultsTwenty‐nine face‐to‐face interviews, lasting 1.5‐4 hours, were conducted across Australia. Patients’ autonomy was enacted or challenged in a range of situations, such as interacting with health‐care providers, maintaining employment, managing symptoms, and dealing with threats to self‐identity. Two main themes were discerned from the analysis: (a) the desire to live an “unconstrained” life; and (b) preservation of self‐identity.ConclusionOur findings suggest that autonomy is broader than conventional medical concepts such as decision making and information seeking. Future research should consider these findings when developing and implementing patient‐driven self‐management interventions for those living with severe asthma.

Reproductive Autonomy and Modern Contraceptive Use at Last Sex Among Young Women in Ghana

Variability in the conceptualization and measurement of women's empowerment has resulted in inconsistent findings regarding the relationships between empowerment and sexual and reproductive health outcomes. Reproductive autonomy-a specific measure of empowerment-and its role in modern contraceptive use have rarely been assessed in Sub-Saharan contexts. Survey data were collected from a sample of 325 urban Ghanaian women aged 15-24 recruited from health facilities and schools in Kumasi and Accra in March 2015. Bivariate and multivariable logistic regression analyses were used to examine associations between two adapted reproductive autonomy subscales-decision making and communication-and women's use of modern contraceptives at last sex, controlling for demographic, reproductive and social context (i.e., approval of and stigma toward adolescent sexual and reproductive health) covariates. In multivariable analyses, reproductive autonomy decision making-but not reproductive autonomy communication-was positively associated with women's modern contraceptive use at last sex (odds ratio, 1.1); age, having been employed in the last seven days and living in Kumasi were also positively associated with modern contraceptive use (1.1-9.8), whereas ever having had a previous pregnancy was negatively associated with the outcome (0.3). Reproductive autonomy decision making remained positively associated with contraceptive use in a subsequent model that included social approval of adolescent sexual and reproductive health (1.1), but not in models that included stigma toward adolescent sexual and reproductive health. The reproductive autonomy construct, and the decision-making subscale in particular, demonstrated relevance for family planning outcomes among young women in Ghana and may have utility in global settings. Future research should explore reproductive autonomy communication and the potential confounding effects of social context.