Self-determination Theory Framework Research Articles

School-based outdoor education and teacher well-being: the LärMiljö (Learning Environment) - study

Abstract Background School-based outdoor education (OE) is a teaching method aiming to promote pupils’ learning and wellbeing. OE with its action-oriented and cooperative learning approach can inspire teachers to develop their teaching and may also have a positive impact on their work wellbeing. According to self-determination theory, satisfaction or frustration of employees’ basic psychological needs - need for autonomy, competence and relatedness - are important facilitators or impediments of work wellbeing. We explored possible associations between OE use and teachers’ 1) satisfaction/frustration of basic needs at work and b) work engagement. Methods The study, part of the LärMiljö-study, used data collected in 2022 through electronic surveys among teachers in Swedish-language primary schools in Finland; N = 134 teachers from 44 schools. Main measures were the 24-item Basic Psychological Need Satisfaction and Need Frustration at Work Scale and 9-item Utrecht Work Engagement Scale. Data was analysed with Mann-Whitney U-tests and Spearman correlation. Results The vast majority was female, classroom teachers and had a master’s degree. Preliminary findings show that 69% practiced OE (sporadically or regularly) and 31% did not; both groups were similar in terms of teaching experience, age and gender. Teachers using OE had higher autonomy and competence need satisfaction, and lower relatedness need frustration than teachers not using OE (p < 0.05). There was no difference in overall work engagement (p = 0.07), but OE teachers had higher dedication to work (p < 0.05). Satisfaction of basic needs at work was positively, and frustration of needs negatively, associated with work engagement (p < 0.001). Conclusions Practicing OE appears to have positive associations with teachers’ dedication to work and satisfaction of need for autonomy and competence, and a negative association with relatedness frustration. More research is needed to confirm and examine the direction of these associations. Key messages • Outdoor education (OE) may besides pupils’ learning and wellbeing also promote teachers’ work wellbeing. Work wellbeing among teachers was studied within the framework of self-determination theory. • Practicing OE seems to be positively associated with teachers’ dedication to work, a sub-dimension of work engagement, and satisfaction of the basic needs for autonomy and competence at work.

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.

Factors influencing physical activity behavior in older adults with subjective cognitive decline: an empirical study using SEM and fsQCA methods

ObjectivesDespite the evident potential benefits of engaging in physical activity (PA) for older adults with subjective cognitive decline (SCD), their PA levels remains low. Previous research has predominantly focused on PA behaviors in individuals with dementia/mild cognitive impairment, with limited attention given to those with SCD. Therefore, this study aims to identify key factors influencing PA behavior in older adults with SCD based on the Self-Determination Theory (SDT) and the capability-opportunity-motivation (COM-B) model.MethodsThree hundred and three individuals aged 60 and above with SCD participated in this study. A face-to-face structured questionnaire survey was conducted. Data were analyzed using Structural Equation Modeling (SEM) and Fuzzy Set Qualitative Comparative Analysis (fsQCA).ResultsSEM results indicate that PA social support primarily influences PA behavior through three indirect pathways: the separate mediating effect of basic psychological needs, the separate mediating effect of motivation, and the chained mediating effect of both. Physical literacy, on the other hand, influences PA behavior through the separate mediating effect of motivation. Necessary conditions analysis by fsQCA reveals that no single factor is necessary for promoting PA behavior in older adults with SCD, while sufficiency analysis identifies four different combinations of factors leading to PA behavior.ConclusionThe model derived from the framework of SDT and the COM-B model effectively explains and predicts the interrelationships among variables. Physical activity behavior in older individuals with SCD is the result of multifactorial synergies.

The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students' career adaptability.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

Am I willing to take a mental health day off? Integrating perspectives from self-determination theory and the theory of planned behavior

Purpose The mental health issues faced by young people can significantly hinder a nation’s development. The purpose of this study is to integrate the Self-Determination Theory and the Theory of Planned Behavior to examine the factors influencing the utilization of mental health days among young individuals. Design/methodology/approach An online survey was conducted to collect data from young people. Findings The results indicated that more positive attitudes, favorable subjective norms and a stronger sense of perceived behavioral control regarding mental health days are all associated with a higher intention to use them. Young individuals who have used counseling resources are more likely to endorse the use of mental health days. Satisfaction of the three basic psychological needs of autonomy, competence and relatedness has a diminishing effect on both motivation and intention to request mental health days. However, there is a positive relationship between motivation and intention to apply for mental health days. When competence needs are less well satisfied, the motivation and, in turn, the intention to request mental health days are enhanced. Research limitations/implications Shifting the leave framework from a disease-centered approach to a psychological leave model focused on mood adjustment can maximize the positive impact of mental health leave. Originality/value This study contributes to the theoretical understanding of the relationships between needs and motivation within the framework of self-determination theory. Furthermore, it integrates components from the theory of planned behavior to examine the influence of social pressures and self-efficacy on the intention to use mental health days. Mental health days can be seen as a cry for help from young adults. The utilization of mental health days serves as an effective means of managing one's mental state.

Factors Influencing University Students’ Continuance Intentions towards Self-Directed Learning Using Artificial Intelligence Tools: Insights from Structural Equation Modeling and Fuzzy-Set Qualitative Comparative Analysis

This study investigates the intricate causal mechanisms of university students’ sustained use of artificial intelligence (AI) tools for self-directed learning (SDL) within the theoretical framework of self-determination theory (SDT). Employing a convenience sampling strategy, 387 university students from China were included in the study. Methodologically, we employed structural equation modeling (SEM) for the measurement and causal analysis, and we employed fuzzy-set qualitative comparative analysis (fsQCA) for the configurational analysis. The research results emphasize several important insights. Perceived usefulness, intrinsic motivation, and satisfaction play important roles in encouraging university students’ continuance intentions. Satisfaction emerges as a pivotal mediator, bridging the connection between perceived usefulness, intrinsic motivation, and continuance intention. The system quality, the information quality, and social interaction have significant positive influences on perceived usefulness. Perceived autonomy and perceived competence display strong correlations with both intrinsic motivation and satisfaction. Moreover, the results from the fsQCA show five configurations, in which the key factors collectively shape students’ continuance intentions through complex interactions through various configurations. The findings reveal diverse configurations by which university students form continuance intentions towards using AI tools for SDL, providing detailed insights into the profound and indirect impacts on forming continuance intention behaviors. This enriches and advances the current theoretical understanding.

Understanding Investment Motivation in the Young Generation Using Self-Determination Theory

This study aims to analyze the investment motivation of students using the Self-Determination Theory (SDT) framework. SDT emphasizes three basic psychological needs that influence motivation: competence, relatedness, and autonomy. Data were collected through a survey involving students from various disciplines at Universitas Negeri Makassar (UNM). The findings reveal that fulfilling the need for competence through investment training programs and seminars, fostering relatedness through investment communities and discussion groups, and supporting autonomy in investment decision-making significantly enhance students' investment motivation. The conclusion of this study highlights the importance of institutional support in the form of education, community building, and the provision of investment platforms that empower students to make independent decisions. These findings have practical implications for universities and other educational institutions, suggesting the need for effective strategies to boost financial literacy and encourage investment participation among students. By addressing these psychological needs, educational institutions can play a pivotal role in shaping the investment behaviors of the young generation.

The Role of Self-Determination Theory in Shaping Investment Readiness Among Young Investors

This study explores the investment readiness of students from the Faculty of Economics and Business at Universitas Negeri Makassar using the Self-Determination Theory (SDT) framework. Both intrinsic and extrinsic motivation were found to play crucial roles in influencing investment readiness. Intrinsic motivation drives students to develop their knowledge and skills, while extrinsic motivation is triggered by financial rewards and social recognition. The main barriers identified include low financial literacy, limited access to information, and resistance to new technologies. The study suggests that enhancing financial education and digital literacy through comprehensive programs and supportive environments is essential to overcoming these obstacles and improving students' investment readiness. By addressing these barriers, educational institutions can better prepare young investors for successful financial decision-making, equipping them with the necessary tools and confidence to navigate the investment landscape.

Enhancing Meaningful Work The Roles Of Spiritual Leadership^J Intrinsic Motivation^J And Employees' Gender

In today's workplace, employees grapple with finding meaningful work amidst the complexities of a dynamic business landscape shaped by rapid technological advances, uncertainties, intensified customer demands, and the impacts of events like the COVID-19 pandemic. These challenges induce emotional and physical strains, leading to a sense of anomie, resulting in reduced productivity, performance, job satisfaction, and heightened turnover intentions. Holistic leadership is crucial to addressing these issues, focusing on enhancing intrinsic motivation and cultivating a deeper sense of meaningful work. Based on self-determination theory and spiritual leadership framework, this study suggests positive correlations between spiritual leadership and employees' perception of meaningful work, with intrinsic motivation partially mediating the relationship and gender moderating it. Findings from 448 employees in Kenyan commercial banks reveal intrinsic motivation partially mediates, and gender moderates, the relationship between spiritual leadership and employees' perception of meaningful work. The study's implications and recommendations for future research are provided.

Materialistic happiness is negatively associated with meaning in life: Aserial double mediation model.

Materialism refers to values that equate materialistic possessions with happiness and success. Gathering materialistic possessions is also central to materialists' life. Extant research has widely shown that materialism is detrimental to people's well-being, but its influences on meaning in life are less clear. In this article, we address two principal research questions within the framework of self-determination theory: First, we explore the association between varying dimensions of materialism and the perceived meaning in life; second, we investigate the factors that mediate the relationship between materialistic values and meaning in life. Two cross-sectional online survey studies (Study 1: 190 Chinese participants; Study 2: 767 participants [mainly Caucasians] from Prolific) were conducted to test a hypothesized serial double mediation model, in which basic psychological needs satisfaction and subjective well-being were the two serial factors mediating the materialistic happiness to meaning in life relationship. Among the three materialism values, only materialistic happiness was negatively associated with meaning in life. Basic psychological needs satisfaction and subjective well-being serially mediated the relationship. Theoretical and practical implications were discussed.

The Highs and Lows of Pornography Use: Does Motivation Affect Users’ Life Satisfaction?

"The negative outcomes of problematic pornography use (PPU) have been well documented, but there is a gap in the literature on the underlying mechanisms that influence the life satisfaction and mental health of pornography users. In the current study we have used a cross-sectional, person-centered approach in order to reveal the motivational and life satisfaction profile of problematic and non-problematic pornography users based on the theoretical framework of Self-determination Theory (SDT). We also wished to determine the role of self-determination in the life satisfaction of pornography users, as this variable is considered to be relevant for the life satisfaction and mental health of online pornography consumers. Our participants (N = 4302) were Hungarian speaking adults from Romania and Hungary (age M=27,91; SD=9,50), selected through sampling on social networking sites related to pornography, sexual dysfunction and addiction. Individuals were assigned to one of 3 groups (i.e., no symptoms, few symptoms, problematic use), based on the presence of symptoms related to pornography use. Demographic data was gathered, self-determination, life satisfaction and pornography use were assessed using the online version of validated instruments. Results indicated that SDT-based motivation and life satisfaction have a significant role in shaping the profile of pornography users. Participants with PPU felt less satisfied with their life, were less self-aware and experienced lower levels of perceived choice than both no symptom and few symptom groups. Although self-determination significantly predicted life satisfaction, this effect was not influenced by the problematic character of pornography use. Keywords: self-determined motives; life satisfaction; online sexual activities; problematic pornography use."

Young Generation’s Investment Motivation: Insights from a Self-Determination Theory Perspective

This study aims to understand investment motivation among students in Makassar using the Self-Determination Theory (SDT) framework. Data were collected from students through an online questionnaire and analyzed using SPSS software. The findings indicate that students' investment motivation is influenced by several key factors, including autonomous motivation, competence, social relatedness, intrinsic motivation, and commitment. The results highlight that students have a strong desire to independently manage their investment activities, feel confident in their ability to understand and engage in investment, and benefit from the support of peers, family, and community. Intrinsic motivation plays a significant role, reflecting personal satisfaction and interest in investment, while high levels of commitment suggest a strong dedication to maintaining their investment activities. Overall, the study reveals that students in Makassar exhibit a high level of investment motivation, driven by the need for autonomy, competence, and social connections. The research underscores the importance of financial literacy and social support in shaping students' investment motivation. Educational institutions and financial organizations are encouraged to collaborate in enhancing financial literacy and providing educational programs that support students' investment motivation.

Chair Work with the Empathic Other: Providing Basic Need Support for Resolving Unfinished Business

In this case study we present an example of a modification of the chair work technique, called ‘chair work with the empathic other’, and examine the process of emotional change of the participant. We find that talking directly to the empathic other supports the participant’s emotional engagement with the task and guides her emotional processing through the four necessary components of successful empty chair work, specified in previous research: experiential access and intense expression of primary adaptive emotion, expression of thwarted need, and a shift in the representation of self and the other. Drawing on self-determination theory, we conceptualize the trainer’s person-centered communication as a basic need-supporting therapeutic action. Throughout the chair work process, the need-supporting positioning of the ‘empathic other’, provided by the trainer, consistently engages the participant in the emotional processing of unfinished business: it deepens and widens her emotional exploration, leads her to express thwarted need, and finally, to change representation of self and other. We discuss the findings within the framework of self-determination theory and in relation to research on emotional change and therapeutic practice. Previous research has pointed out the difficulties many clients face with engaging in chair work. Introducing need-supportive communication, drawing on self-determination theory, we suggest that the modified technique is a possible intervention to facilitate engagement in chair work and emotional change.

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.

The Role of Artificial Intelligence in Shaping High School Students' Motivation

This study explores the integration of Artificial Intelligence (AI) in high school education, focusing on its implications for student motivation and learning through the framework of Self-Determination Theory. As AI technologies like ChatGPT4 become more prevalent in educational settings, their potential to enhance learning by catering to students' needs for competence is significant. However, this investigation also highlights the challenges associated with AI misuse, which can undermine students' autonomy and relatedness, leading to academic dishonesty and superficial learning. The research underscores the importance of balancing technological advancements with ethical engagement and intrinsic motivation. Through qualitative analysis, including interviews and thematic analysis of student and teacher feedback, the study reveals a nuanced picture of AI's role in education. It suggests that while AI offers considerable benefits, its integration requires careful consideration of ethical use, digital literacy, and the cultivation of intrinsic motivation. The findings advocate for educational policies and practices that not only leverage AI's potential to enrich learning experiences but also address the challenges posed by its misuse. This study contributes to the ongoing discourse on technology in education, emphasizing the need for a balanced approach to AI integration that supports ethical standards and promotes a meaningful educational experience.

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.