Self-determination Theory Framework Research Articles

Incorporating Flipped Model in Learning English Grammar: Exploring EFL Students’ Intrinsic Motivation and Attainment

Flipped Classroom (FC) is an educational approach that has gained considerable attention. It incorporates technology to deliver direct instruction outside of class, while in-class time is limited to contextualized collaborative activities. On the other hand, intrinsic motivation (IM) is a fundamental objective for educators, as it helps learners pursue learning throughout the year. It is the internal drive to engage in learning activities for the sake of personal fulfillment and satisfaction. Recognizing the vital role of IM, the paper investigates the efficacy of flipped learning (FL) in raising students’ IM in grammar courses within the framework of Self-Determination Theory (SDT). A total of forty-one (n= 41) Saudi EFL university students were normally distributed into two groups. The experimental group receives FC instruction, while the control group is taught using traditional explicit instruction. A pretest and a posttest were administered to both groups. Furthermore, a questionnaire was further distributed to the experimental group. The findings of the present quasi-experimental study demonstrate that FC enhances students' IM by providing a student-centered, supportive, positive, and collaborative technology-based environment that promotes their language attainment and satisfies their basic psychological needs for autonomy, competence, and relatedness. Finally, to ensure its successful implementation, it is recommended that teacher training and thorough content planning are vital before implementing FC.

A Conceptual Framework for the Individual Factors Fostering the Innovative Work Behaviour of STEM Teachers

This article explores the factors influencing innovative work behavior (IWB) among academics in the field of education, with a specific focus on STEM teachers. The inquiry adopts the conceptual framework of self-determination theory. A literature review methodology is employed, encompassing an examination of journals, conference papers, theses, and a conceptual approach. Variables in this analysis are delineated and measured in accordance with previous research and recommendations. The findings of this study highlight the significance of intrinsic motivation, self-efficacy, and job engagement as pivotal characteristics contributing to the cultivation of innovative work behavior among employees. The study's limitations stem from its reliance on a literature review and the analysis of prior research findings to construct a conceptual framework concerning STEM teachers' innovative work behavior. Future empirical research is recommended to comprehensively elucidate additional factors fostering innovative work behavior. The research findings corroborate earlier studies, suggesting that to bolster Malaysia's standing in the Global Innovation Index (GII) and, indirectly, to advance the goals of the NSTIP 2021-2030 aimed at cultivating a technologically proficient society, educational administrators in Malaysia should actively foster teachers' engagement in innovative work behavior activities, leveraging their competencies and strengths. This study provides valuable insights into the individual factors influencing teachers' propensity for innovative work behavior and their potential to enhance Malaysia's education system.

Perceived autonomy during childbirth predicts mothers' parental self-efficacy: A prospective cohort study.

Experience during childbirth is an important predictor of mothers' later well-being. Using the framework of Self-Determination Theory and, we hypothesized that the degree to which women felt autonomy over their choices during childbirth would be reflected in their later confidence as parents, termed Parental Self-Efficacy (PSE). We assessed PSE as well as depressive symptoms before birth (T1, approximately 36 weeks pregnant) and after birth (T2, approximately 5 weeks postpartum). Perceptions of autonomy during childbirth were measured at T2 using the Perceived Control in Childbirth scale. Using hierarchical linear regression, we found that mothers' perceived autonomy during childbirth predicted their postpartum PSE, controlling for prenatal PSE, pre- and postnatal depression, number of childbirth interventions, and overall birth satisfaction. These data suggest that care providers' support for women's autonomy in childbirth impacts how women feel about themselves as mothers in the postpartum months.

Academic Motivation and Career Decidedness of STEM and HASS Students during Higher Education

The present paper justifies the design of the research, which centers on examining the intricate relationship between students' academic motivation and career decidedness within the context of Portuguese higher education. The study is underpinned by an extensive review of literature from the last seven years, delving into students' career motivation, and unveils a promising path for investigation. Grounded in the conceptual framework of Self-Determination Theory, as proposed by Deci and Ryan in 1985, intrinsic motivation, often synonymous with autonomy, is considered the keystone of individual self-regulation and behavioral performance, and exhibits positive correlations with academic motivation and career decidedness. Therefore, a thorough analysis of the interplay between the various types of academic motivation and career decidedness among higher education students becomes imperative. This exploration encompasses multiple factors, including gender, age, field of study (STEM, humanitarian, arts, and social sciences), and educational level. To conduct this investigation, a quantitative methodology is employed, utilizing questionnaires to assess participants' academic motivation types and levels of career decidedness. The research results bear significant potential for practical implications aimed at enhancing academic practices within higher education institutions, ultimately contributing to a positive impact on students' career decidedness and related outcomes.

Considerations for effective use of moral exemplars in education: Based on the self-determination theory and data syntheses

The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the self-determination theory framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used multilevel modeling focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the self-determination theory, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of self-determination theory to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies.

The language learning orientations scale and language learners’ motivation in Japan: A partial replication study

Motivation is central to success in most academic domains. This paper builds on previous research into measurement of motivation within the framework of self-determination theory. Instruments measuring motivation often need to be adapted, revised, and improved. There have been repeated calls for replication studies within second language acquisition, and yet there remains some reluctance to build on and develop previous research. To address this issue, this paper reports on a partial replication of Leeming and Harris (2022). That study employed Rasch analysis to investigate the functioning of the Language Learning Orientations Scale (LLOS), allowing identification of problematic items that negatively influenced measurement of the target constructs. Based on the results and discussion of that paper, for this study, questionnaire items were edited, resulting in a new version of the instrument, the LLOS-J. This revised survey was administered to a similar cohort of participants who also completed a test of English reading and listening proficiency. The LLOS-J was examined using the Rasch model, and relationships between data from this questionnaire and English proficiency were also investigated. Rasch analysis allowed comparison with the initial study. Results showed improvement in the unidimensionality of the external motivation construct, and improved fit to the Rasch model for individual items, although this improvement was limited. The relationship between motivational variables and English proficiency was different from the initial study, and possible reasons are discussed.

Applying Self-Determination Theory to International Development and Humanitarian Organisations

International development and humanitarian organisations are increasingly focused on transitioning from top-down models of practice to ‘locally-led approaches’ that recognise local epistemologies, capabilities and visions of change. Despite this focus, there remains limited practical guidance to support organisations making this transition. In this article, we aim to suggest ways in which Self-Determination Theory, a well-known theoretical framework in psychology and education, could be applied in the context of development and humanitarian organisations to facilitate transitions to locally-led partnerships and ways of working. We provide an overview of Self-Determination Theory and where it has been used in the development and humanitarian contexts. We propose its feasibility as a framework for transition to locally-led partnerships and approaches in these contexts and suggest specific strategies under a Self-Determination Theory framework that organisations could employ to support both international and local staff members in organisational transitions to locally-led practice.

Investigating student’s motivation and online learning engagement through the lens of self-determination theory

PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

Motivation in L2 learning: An analysis with self-determination theory

In response to the national policy, compulsory English courses are offered to all undergraduates in Bangladesh, and all of them must attend mandatory English lessons at the secondary level for 12 years. This study started with an observation where learners from non-English departments, compared to the BA English students, were found to be less motivated during classes, lacked essential language skills for advanced-level courses, and were unwilling to improve their linguistic repertoire. 162 participants from two universities in Chattogram, Bangladesh, were selected for this mixed-mode research to conduct a three-phase study within a self-determination theory (SDT) framework, a comparatively newer model of studying human behaviour. It is utilised as a macro theory to examine human psychology and the mechanism of probable actions, and the three dimensions of SDT (autonomy, competence, and connectedness) were tested to assess learners’ determination level and address the issues mentioned above. Based on follow-up qualitative data, the study concluded that learners’ inconsistent conduct is influenced by externally regulated behaviour. They resist this extrinsic pressure from the beginning of their English education in schools and fail to feel connected to the existing language teaching practices leading to such output at the universities.

Individual and social predictors of Greek early adolescents’ self-determination: A longitudinal structural equation analysis

Given that early adolescence is a dynamic and vulnerable developmental period, it is important to examine factors that promote adolescents’ individual development and, more specifically, the satisfaction of psychological needs within the framework of self-determination theory. In a two-wave longitudinal sample (N = 218) of Greek adolescents (eighth grade in autumn 2020 and ninth grade in autumn 2021), we used structural equation modeling to determine which individual and social factors longitudinally predict autonomy, competence, and relatedness. The examination of these psychological needs is regarded as a necessary step in designing school-based prevention and intervention programs for adolescents. Individual factors, such as self-esteem, self-efficacy, and depression or anxiety, foster self-determination through social factors, such as recognition and support from teacher and parents, and social resources. Adolescents with a migration background showed lower levels of social factors. The model was gender invariant and indicated that social agents (teachers and parents) and social resources predict a very large proportion of variance in early adolescents’ individual development. These findings support the view that early adolescents’ development depends on social factors through the satisfaction of psychological needs.

Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development.

A curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022-2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a "health promoter" (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students' learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists.

Development of a Clinical Trial Methodology and Appraisal Curriculum for Hematology Fellows

Background: The past few decades have seen dramatic clinical advances in benign and malignant hematology. From genomically-targeted diagnostics and therapeutics to novel cellular and immune-based therapies, scientific concepts move to investigational products with astonishing speed. In parallel, clinical trials have become more complex, reflecting both the increasing complexity of the clinical landscape as well as improvements in trial design and standards. To effectively practice in this environment, hematology fellows need to develop a functional understanding of clinical trial methodology and appraisal. However, whereas there are many educational materials focused on content knowledge of hematology topics, there is a paucity of formal resources for better understanding trial methodology. We report the development of a longitudinal, multimodal clinical trial methodology curriculum for hematology fellows grounded in Self-Determination Theory (SDT). Methods: We developed a longitudinal clinical trial methodology curriculum for hematology fellows. The multimodal curriculum consists of both interactive didactic sessions as well as longitudinal integration of methodology teaching into the existing fellow-led journal club. Within the framework of SDT, the curriculum is designed to move fellows from stages of extrinsic motivation to understand and implement critical appraisal (e.g., avoidance of shame) to intrinsic motivation, i.e., integrating critical appraisal into one's professional identity and practice (Th.J. ten Cate et al., Medical Teacher 2011) Conceptually, this is effected by providing adequate content knowledge, a safe space to practice and explore difficult concepts, and serial reinforcement of both the cognitive and social nature of critical appraisal through fellow-led journal club. Progress will be assessed through the first 3 stages of the Kirkpatrick model: reaction, learning, behavior. Results: The concept, teaching modalities, assessment schema and theoretical underpinnings were developed through the ASH MEI program over the 2022-2023 academic year. Iterative review of the course content and modalities occurred through both ASH MEI small group meetings throughout the year, as well as with the directors of the UW Madison Hematology/Oncology fellowship program. Three of the didactics focus on content knowledge, starting with general methodology principles (e.g., validity) before focusing on the hematology-specific challenges of implementing and balancing these principles in therapeutic trials (e.g., enrollment criteria, endpoint selection, etc.) The final didactic is a guided review of a cooperative group trial protocol by clinical trialists from UW Madison, focusing on practical aspects of trial design and implementation. The journal club curriculum includes a methodology rubric trainees can apply during the development of their journal club presentation, as well as a one-on-one debrief session with faculty after their presentation to discuss challenges. Evaluations throughout the curriculum include pre/post survey of learners' comfort and identification with critical appraisal, as well as pre/post knowledge assessment with multiple choice test at beginning and end of curriculum. Conclusion: This curriculum is a proof-of-concept theory-based methodology curriculum for hematology/oncology fellows. The curriculum is being implemented in the first half of the 2023-24 academic year and will report out initial results by ASH 2023. If successful, this curriculum could potentially be expanded to a more extensive array of methodology topics within hematology/oncology and be applied on a larger scale.

An Investigation of Basic Psychological Needs Satisfaction and Its Basic Components: A Literature Review

Basic psychological needs satisfaction is closely related to self-determination theory, which is associated with desires that influence motivation and individuals’ actions. According to self-determination theory, when individuals have both extrinsically motivated and intrinsically motivated motivation while pursuing a task, positive outcomes such as task continuation and subjective well-being occur. Within the framework of self-determination theory, individuals’ motivating needs may be thought of as their psychological nourishment, and the perception of being able to do things and meet their needs in their personal space may be highlighted. Among the basic elements of basic psychological needs satisfaction, autonomy, competence, relatedness, and the potential for life satisfaction related to these three components may be counted. Competence is associated with individuals’ effectiveness in interacting with the environment and their sense of control in being able to accomplish tasks (such as completing a project assignment). Autonomy, on the other hand, is related to the individuals’ ability to regulate their actions voluntarily. Relatedness with others, which is another component of basic psychological needs satisfaction, may arise from individuals’ desire to be in relationships characterized by mutual respect, trust, and emotional connections with others. When looking at the elements associated with basic psychological needs satisfaction in the literature, “Maslow's hierarchy of needs,” “Psychological well-being,” “Disasters,” and “Various motivational sources” may be seen. Considering the elements associated with basic psychological needs satisfaction, it is suggested that activities may be organized on how to benefit from that. For example, an activity may be organized to develop awareness of the components of autonomy, competence, and interpersonal relationships involved in satisfying basic psychological needs.

Self-determination in EMI education. A study of university students’ motivation in Vietnam

This research paper investigates the dynamics of student motivation within the framework of Self-Determination Theory (SDT; Ryan & Deci, 2017), a robust psychological theory encompassing six mini-theories. It scrutinizes the interplay between individual learners and their educational environment, and their collective role in shaping motivation within formal education settings. The study focuses on discerning the motivating factors behind the enrollment of Vietnamese EMI students in a prominent public university located in Southern Vietnam, and the elements that impact the evolution of their motivation over time. Data collected from 339 students through open-ended surveys provide insights into how student motivation fluctuates throughout the EMI program, identifying key reasons that instigate these changes. Findings suggest that students' motivation is primarily driven by intrinsic goals and the psychological need for competence and connection. Although these students exhibit a strong autonomous orientation, the study underscores the potential of academic stressors to diminish their motivation at times.

For Educational Inclusiveness: Design and Implementation of an Intelligent Tutoring System for Student-Athletes Based on Self-Determination Theory

Student-athletes frequently struggle to strike a balance between their academic and athletic responsibilities. Various factors, such as age and competitive level, contribute to differences in their academic motivation and identity, showcasing the multifaceted needs they possess. While self-determination theory (SDT) has been proven effective for explaining student-athletes academic needs, its integration into learning design for this group remains limited. The developing AI technology, especially the Intelligent Tutoring System (ITS), offers the potential for creating personalized learning environments that can cater to the varying levels of motivation among student-athletes within the framework of SDT. Therefore, our paper explored how to build an SDT-based ITS for student-athletes to enhance their academic engagement and motivation. A two-stage experiment was conducted for: (a) identifying academic challenges faced by student-athletes in an online ITS; (b) evaluating the effectiveness of an SDT-based ITS design; and (c) exploring how autonomy, competence, and relatedness design affect their motivation. Results revealed that student-athletes face three challenges in learning in ITS: inflexible technology, identity missing, and mismatched learning difficulty. However, a significant improvement in academic engagement and motivation was shown when student-athletes faced an SDT-based ITS. In the meantime, the athletic motivation, which leads them to higher athletic performance, remains preserved and unaffected, showing a favorable outcome for student-athletes. This paper can provide practical implications for building a more inclusive and diverse learning environment for student-athletes.

Measuring the satisfaction and frustration of basic psychological needs in the workplace

Researchers have been looking at the issue of psychological need satisfaction in the workplace since the 1930s. Self-Determination Theory (SDT), a concept that emerged in the 1980s, stands out from other theories by uniquely capturing basic psychological needs as (1) innate and (2) promoting psychological growth, internalization, and well-being. Allowing basic psychological needs to be met at work is essential for autonomous work motivation, positive attitudes, good behaviors, and employee well-being, while frustration of basic psychological needs at work is associated with higher levels of job insecurity, engaging in unproductive behavior at work, and higher stress related to work, which in turn predicts higher levels of somatic symptoms, emotional exhaustion, and absenteeism from work due to illness. Therefore, it is crucial to measure basic need satisfaction and frustration at work and adjust management to improve on these dimensions. The purpose of the research is to review the research tools used to measure the satisfaction and frustration of basic psychological needs at work within the SDT framework. To achieve the research objective, the review of scientific literature available in the EBSCOhost database: APA PsycInfo, APA PsycArticles on the keyword “basic psychological needs” AND “self-determination theory” AND “scale” was done along with reviewing the research tools available on the Center for Self-Determination Theory website. The collection obtained was completed using the snowball technique. A comprehensive and up-to-date review of tools used to measure satisfaction (and frustration) of basic psychological needs in the workplace was established within the framework of Deci and Ryan’s SDT.

Parenting in the Self-determination Theory Framework: A Review within Psychological Control and Autonomy Support Practices

Parenting in the Self-determination Theory Framework: A Review within Psychological Control and Autonomy Support Practices

Student Engagement in Virtual Learning: The Self-Determination Theory Perspective

The exploratory case study explored how the lecturers motivate the students to engage in team-based online learning and how technologies in e-learning and remote classrooms motivate student engagement. Engagement is a multidimensional construct that includes behaviour, emotions, and cognition, essential in learning outcomes. Involving 101 undergraduate students, questionnaires and virtual interviews were conducted with the participants to elicit their perceptions and experiences concerning student engagement. Following the Self-Determination Theory framework of Deci and Ryan (1985), this study proved that students’ engagement in the team-based online learning model is based on three perspectives: competence, sense of belonging, and autonomy. The theory highlights the importance of motivation and fulfilment of three basic human needs: autonomy, competence and relatedness. Data was collected through interviews and questionnaires focusing on the perceptions and experiences of undergraduate students who had participated in fully online learning for four semesters. Thematic analysis was used to analyze data divided into categories based on the Self-Determination Theory framework. The findings reveal that students’ engagement in team-based online learning is influenced by their need for competence, belonging, and autonomy. Overall, this research highlights the importance of addressing student engagement in online learning and provides insight into how lecturers and technology can motivate and enhance student engagement in team-based online learning. Lecturers must continually adapt their instructional strategies and leverage technology to maintain and increase student engagement during the online learning experience

Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students

ABSTRACT Background The affective components of learning, including student motivation, has yet to be thoroughly investigated in undergraduate ophthalmology education. This study aims to use Self-Determination Theory (SDT) as a framework to describe the variations in student perceptions of motivation in studying ophthalmology through their satisfactions of autonomy, competence and relatedness, and to highlight factors that stimulate or hinder this. Methods Penultimate year medical students from a single tertiary educational institution undertaking a clinical placement in ophthalmology participated in in-depth interviews to explore factors affecting their perceptions of motivation in studying ophthalmology. Interviews were transcribed and analysed according to the principles of interpretive phenomenography through the theoretical framework of SDT. Results Of the 39 students invited, 10 agreed to participate. Variations in perceptions of experiences generated the outcome space. Participants experienced either amotivation, external locus extrinsic motivation, internal locus extrinsic motivation and intrinsic motivation (conceptions of the outcome space). This was described with respect to their satisfaction of autonomy, competence and relatedness (dimensions of the outcome space). Additionally, 21 factors that impacted on motivation were identified, of which five over-arching factors impacted all three basic psychological needs – guidance, growth mindset, assessment, curricular pressure and extracurricular pressure. Conclusions The findings of this study provide a unique insight into the motivation of medical students studying ophthalmology. This provides an exciting opportunity for medical educators to address the affective aspect of learning.

Factors influencing the intention to use co-working spaces in emerging markets: an analytic hierarchy process approach

PurposeCo-working spaces bundle all real estate services into a package and leverage shared economy trend to create new opportunities for growth. This sector is anticipated to expand significantly due to changes in mobility and office design driven by the development of remote or hybrid work settings. The current study attempts to identify key motivating factors for users in emerging economies in choosing co-working spaces.Design/methodology/approachUsing analytic hierarchy process (AHP) methodology and the self-determination theory framework, a total of 4 criteria-level factors, along with 13 sub-criteria level factors were identified as key motivators for adapting to co-working spaces.FindingsThe study highlights a few factors and their relative importance, which could help firms/organizations to start or offer co-working spaces within emerging economies.Originality/valueThe study contributes to literature by advancing the understanding of key motivators for users of co-working spaces within the ambits of emerging economies. In the process, the authors enlist a few factors vis-à-vis their relative importance, which could help firms/organizations to start or offer co-working spaces within emerging markets.