Greater Autonomous Motivation Research Articles

Social Support and Motivation in STEM Degree Students: Gender Differences in Relations with Burnout and Academic Success

Existing research underscores the importance of both social-environmental factors (e.g., social support) and psychological factors (e.g., motivation) as buffers against attrition, low performance, and psychological maladjustment in science, technology, engineering, and math (STEM) degree programs. Female STEM students in particular contend with additional academic challenges that can hamper their motivation and performance. This study investigated the relations between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling with 221 STEM undergraduates showed significant indirect paths between personal support and STEM career intentions via autonomous motivation. Multigroup analyses further showed male STEM students to benefit more from both personal and academic supports, as well as from greater autonomous motivation, with the academic risks of controlled motivation observed primarily for female STEM students. Implications for motivationally supportive teaching practices in STEM degree programs are discussed.

A multilevel perspective on self-determination theory: Predictors and correlates of autonomous and controlled motivation

Based on self-determination theory (SDT), we examined mediational models connecting autonomy support and self-criticism to negative affect (NA), positive affect (PA), and goal progress (GP) via autonomous and controlled motivation. Separate measures were obtained within eight domains (e.g., academic performance and intimate relationships) for 346 university students. Multilevel structural equation modeling was used to test whether, both between-persons and within-person, autonomy support and self-criticism predicted autonomous and controlled motivation, which in turn predicted NA, PA, and GP. In addition to several between-persons indirect effects, we found numerous significant within-person indirect effects, including: (1) in domains where they experienced greater autonomy support, people experienced greater PA and greater GP, mediated by greater autonomous motivation and (2) in domains where they experienced greater self-criticism, people experienced more NA mediated by greater controlled motivation, and less PA mediated by greater controlled motivation and lesser autonomous motivation. These results support systematically adopting a multilevel perspective in SDT research.

584-P: Who’s the Boss of Me? Autonomous vs. Controlled Motivation among Young Adults with T1D

Introduction: Young adults (YAs) with T1D experience poorer self-care, psychosocial well-being and clinical outcomes relative to other age groups. A better understanding of factors that drive these challenges is needed to better support this age group. Behavioral science theory suggests that greater autonomous (vs. controlled) motivation (the degree to which behaviors are motivated by internal vs. external drivers) may enable YA to more effectively navigate the challenges of living with T1D. Methods: Baseline surveys and clinical data from an ongoing self-management RCT were analyzed to examine associations between autonomous motivation (modified TSRQ) , glycemic control (HbA1c) , diabetes distress (DDS) , diabetes self-management (DSMQ) , self-efficacy (DES-SF) , and quality of life (ADD-QoL) . All analyses were adjusted for treatment regimen (injections/pump/CGM) . Results: Among 133 YA with T1D (24.2±3.7 yrs, 53% female, 53% Latinx, 36% White, 11% multiethnic/other) , more autonomous motivation was associated with lower diabetes distress (standardized b= -0.19, p=0.04) and better self-management (b=0.18, p=0.04) . Analyses revealed that the association of autonomous motivation with lower diabetes distress scores was attributable to its associations with the emotional burden (b=-0.17, p=0.05) and regimen distress (b=-0.24, p=0.01) subscales, and its association with higher self management scores was driven by its association with the glucose monitoring subscale (b=0.32, p=0.0005) . Relationships between motivation and other measures were not significant. Conclusion: Among YA with T1D, those with greater autonomous motivation for diabetes care had lower regimen distress and emotional burden, and greater glucose monitoring. While the causal direction of these relationships is unclear, it is plausible that interventions to enhance autonomous motivation may enhance self-management and well-being in this population. Disclosure E.Pyatak: Research Support; Abbott Diabetes. E.Taylor: None. J.Raymond: None. C.Vigen: n/a. J.Sideris: None. D.Fox: None. J.Diaz: None. A.Ali: None. J.Blanchard: None. G.Granados: None. E.Salazar: None. Funding National Institutes of Health (R01DK116719)

Exploring the Relationship between Self-Control and Healthy Eating: Do Self-Description as a Healthy Eater and Attached Importance to Healthy Eating Matter?

As suggested by previous research, individuals with high self-control report greater autonomous motivation, and the Self-Determination Theory of autonomous motivation implies that exercising self-control should be less necessary, i.e., require lower levels for those having a self-schema in the relevant domain. Based on this, the present study explored whether the healthy eater self-schema status decreases (moderates) the effect of the trait self-control on the healthy eating behavior. In a cross-sectional design, a total of 149 people participated in this research. Results confirmed the role of the healthy eater self-schema status as a moderator. These findings highlighted the effect of the self-description as a healthy eater and one’s perceived importance of healthy eating in the exercising of trait self-control towards healthy food consumption. This study could also be helpful in tailoring future self-control interventions for individuals who have difficulties in exercising self-control toward healthy food consumption.

Testing a self-determination theory perspective of informal caregiving: A preliminary study.

Informal caregivers provide valuable care for ill or disabled adults. Nevertheless, many caregivers experience negative consequences from caregiving such as reduced mental health. Balancing personal costs of caregiving with caregivers' desires or obligations to provide care, is necessary to promote the well-being of these individuals and their care recipients. Drawing on a self-determination theory (SDT) perspective, caregivers whose psychological needs for relatedness, autonomy, and competence are satisfied with their care recipient, and their care recipients' healthcare providers, should be more autonomously motivated to care. Greater autonomous motivation should promote better mental health. This study tested mediation models in a sample of 158 caregivers in the United States. Autonomous motivation was examined as a mediator of the (a) associations between caregivers' need satisfaction with their care recipient and caregiver burden and depressive symptoms, and (b) associations between caregivers' autonomy support received from their care recipients' healthcare providers and caregiver burden and depressive symptoms. Next, specific types of motivation that vary in their relative autonomy were examined as unique mediators. Support was found for models using autonomous motivation as the mediator. Additionally, caregivers' autonomy support and female caregivers' need satisfaction were positively associated with intrinsic motivation to care which was negatively associated with burden. Although much research suggests caregivers' outcomes stem from the care recipients' condition, such as their functional dependence on others, the present study focused on the caregivers' relationships and motivations. Results support an SDT perspective of caregiving. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

An Examination of Mentors' Interpersonal Behaviors and Mentees' Motivation, Turnover Intentions, Engagement, and Well-Being.

Using self-determination theory among a sample of student employees, the present cross-sectional study (N = 358) examines how mentors' interpersonal behaviors relate to both motivation at work and motivation for a mentoring relationship and how these two contexts of motivation can differentially relate to mentees' work outcomes. Results revealed that mentors' need-supportive interpersonal behaviors were associated with greater autonomous motivation at work and in the mentoring relationship and, in turn, to greater well-being and work engagement, and to lower turnover intentions. In contrast, need-thwarting interpersonal behaviors were associated with greater controlled motivation at work and in the mentoring relationship and, in turn, to lower well-being and work engagement, and to greater turnover intentions. Overall, this study illustrates the impact of the mentor-mentee relationship on motivation for work and for the mentoring relationship and provided support for the contribution of both motivational contexts in the work-related outcomes of employees in the workplace.

From student-to-student confirmation to students’ self-determination: an integrated peer-centered model of self-determination theory in the classroom

ABSTRACT In the current study, we applied self-determination theory within a cross-sectional research design to test a latent variable model in order to explore how peer relationships in the classroom might impact students’ autonomous motivation. Using a sample of 342 U.S. college students, we investigated how student-to-student confirmation might indirectly influence students’ intrinsic motivation to learn through the satisfaction of their basic psychological needs for competence and relatedness. Results of a latent variable model suggest that students who receive confirmation from their classmates experience greater perceptions of competence and relatedness in the classroom. More importantly, through the satisfaction of these needs, student-to-student confirmation appears to have a positive indirect effect on students’ intrinsic motivation to learn independent of their satisfaction for autonomy. Findings from our study align with the theoretical assumptions of confirmation and the propositions of self-determination theory. Self-determination theory scholars have long called for the strategic use of needs-supportive instruction to stimulate greater autonomous motivation within students. Perhaps it also behooves instructors to promote conditions and opportunities in which students are more likely to experience confirmation from their fellow classmates and thereby experience more needs-satisfying interactions.

The Feasibility of Using Guided Self-Help in Anorexia Nervosa: An Analysis of Drop-Out From the Study Protocol and Intervention Adherence.

The implementation of online technologies to promote wellbeing is increasingly becoming a worldwide priority. This study includes secondary analyses of data and examined drop-out rates in an online guided self-help intervention for patients with anorexia nervosa. Specifically, rates of drop-out at end of treatment (i.e., 6 weeks assessment), as well as intervention adherence (minimum of four of six online guided sessions) and differences between completers and drop-outs were examined. Motivation to change and associated patient variables were assessed as predictors of drop-out using structural equation modeling. Ninety-nine patients were randomized to the intervention arm of the trial. Data were available for 82 individuals, 67 of whom completed the 6 weeks assessment and attended a minimum of four online sessions. No significant differences were found between completers and drop-outs at baseline. At the end of the first week of participation, drop-outs from the 6 weeks assessment or the intervention reported less satisfaction with their work with the mentor delivering online guidance. Greater confidence in own ability to change and higher controlled motivation (willingness to change due to pressure from others) predicted lower drop-out rates from the 6 weeks assessment. Stronger alliance with the therapist at the treatment center and lower psychological distress were associated with greater autonomous motivation (self-directed motivation) and importance and ability to change. Data demonstrate that a novel online guided self-help intervention for patients with anorexia nervosa is feasible. Early satisfaction with the program and external pressure to change have a protective role against drop-out rates.Clinical Trial Registration: www.ClinicalTrials.gov, identifier NCT02336841.

In good time: A longitudinal investigation of trait self-control in determining changes in motivation quality

The positive role of autonomous motivation in personal goal pursuit has been robustly established in Self-Determination Theory research. Recent work has linked individual differences in trait selfcontrol to motivation quality, showing that higher self-control is associated with greater autonomous motivation (Converse, Juarez & Hennecke, 2018). The present investigation built on this research to test the association longitudinally in the context of long-term personal goal pursuit. In a prospective longitudinal study with college students, we tested whether trait self-control predicts increased autonomous goal motivation and decreased controlled motivation over time. Participants set three personal goals they planned to pursue for the duration of the academic year and reported on their goal motivation, self-control and Big Five personality traits. Results showed that trait self-control predicted increased autonomous motivation and decreased controlled motivation over the academic year, even after controlling for the Big Five. These findings contribute to the emerging understanding of the role of personality factors in determining motivation.

Independent Associations and Interactions of Perceived Neighborhood and Psychosocial Constructs on Adults' Physical Activity.

Neighborhood and psychosocial variables are related to physical activity (PA), yet interactions between these factors in predicting PA are infrequently studied. This analysis examines the independent associations and interactions between self-reported neighborhood and psychosocial variables in relation to moderate to vigorous PA (MVPA) among adults from a US panel sample. In adjusted models, neighborhood social capital was positively associated with meeting MVPA guidelines. Fewer barriers, greater self-efficacy, and greater autonomous motivation also corresponded with greater odds of meeting MVPA guidelines. An interaction between social capital and autonomous motivation showed that social capital was only associated with MVPA when autonomous motivation was high. Participants who reported both high autonomous motivation and high social capital were most likely to meet MVPA guidelines. Neighborhood social capital, barriers, self-efficacy, and autonomous motivation may be important correlates in promoting adults' PA. Future directions include using objective neighborhood and PA data in similar analyses and investigating associations of neighborhood and psychosocial variables with multiple PA activities. Intervention research to promote PA should also examine whether effects of interventions targeting psychosocial constructs are moderated by features of an individual's neighborhood or whether perceived social capital can be addressed in interventions in conjunction with psychosocial variables.

Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education.

The Teaching Games for Understanding (TGfU) and Sport Education (SE) pedagogical models share several objectives and pedagogical processes. Despite this seemingly uncanny relationship, few studies have examined the efficacy of a hybrid TGfU/SE pedagogical model, particularly how a teacher’s utilization of such a model impacts on student motivation. The purpose of the current study was to investigate the effect a hybrid TGfU/SE unit, in comparison to direct instruction, on students’ perceptions of various aspects of their motivation to engage in physical education (autonomous motivation, basic psychological needs, enjoyment and intention to be physically active). A crossover design was utilized, using the technique of counterbalancing. One group experienced a hybrid SE/TGfU unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. Participants were 55 students. The intervention was conducted over a total of 16 lessons. The hybrid unit was designed according to the characteristics of SE by using seasons, roles, persistent teams, etc. Learning tasks set by the teacher during individual lessons, however, were designed according to the pedagogical principles of TGfU. Student motivation data was generated using validated questionnaires. Results showed that regardless of the order of intervention, the two groups showed significant improvements in autonomy, competence and enjoyment when they were taught using the hybrid model. Instead, in the variables autonomous motivation, relatedness and intention to be physically active there were no significant improvements in one group. These results demonstrate that it is possible to design varied learning situations in which affiliation, leadership and trust are fostered, while tasks are adapted to the characteristics of the students. All this can cause greater autonomous motivation, and consequently, perceived competence in the student, a positive image of the sport to practice, and therefore greater enjoyment and to be physically active.

Explaining Physical Activity Maintenance After a Theory-Based Intervention Among Patients With Rheumatoid Arthritis: Process Evaluation of a Randomized Controlled Trial.

Regular physical activity (PA) benefits patients with rheumatoid arthritis (RA), particularly when maintained over time. Research in this area has largely focused on factors associated with initiating PA, while factors contributing to PA maintenance, particularly after lifestyle interventions, have received less attention. This study examined whether higher levels of autonomous motivation, self-efficacy for PA, and greater use of self-regulation skills mediated PA initiation and maintenance 6 months after a theory-based motivational interviewing and self-regulation coaching intervention. Seventy-eight individuals with RA were randomized to receive either a patient-education session (control group), or the patient-education session plus 1 motivational interview and 2 self-regulation coaching sessions (treatment group). Mediation analyses examined the effects of this intervention on PA initiation and maintenance through the intermediate variables autonomous motivation, self-efficacy for PA, and use of self-regulation skills. Analyses were controlled for age, sex, and previous levels of PA. The treatment group reported significantly higher autonomous motivation and greater use of self-regulation skills than controls at posttreatment. Increases in PA from baseline to posttreatment were not mediated by any intermediate variables. However, maintenance of PA from posttreatment to followup (6 months later) was mediated by greater autonomous motivation and use of self-regulation skills. Greater autonomous motivation and use of self-regulation skills predict maintenance of PA following a motivational interviewing and self-regulation coaching intervention. In promoting PA among patients with RA, supporting patient autonomy and teaching self-regulation skills, which focus attention on achieving PA goals, may improve long-term maintenance of PA.

Abstract P287: Autonomy Supportive Healthcare Providers Influence Self-Determined Motivation for Physical Activity in Women With Cardiovascular Disease

Introduction: Data consistently indicate women with CVD do not regularly engage in physical activity (PA) at levels recommended to reduce CVD risk. Evidence supports healthcare providers delivering health behavior recommendations using an autonomy supportive approach may enhance self-determined motivation to initiate behavior change and support ongoing maintenance of healthy behavior. However, this has not been well documented in women with CVD. It was hypothesized that: 1) greater perceived autonomy support from healthcare providers by women with CVD would be associated with greater autonomous motivation and greater perceived competence for physical activity as well as greater physical activity itself, and 2) perceived autonomy support, perceived competence for PA, and autonomous motivation, would predict greater physical activity in women with CVD. Methods: A cross-sectional, correlational study with a convenience sample of 103 predominantly white (93.2%), educated (92.3%), community-dwelling, English speaking women (mean age 64.7 years [SD 10.3]), with a self-reported history of CVD was conducted. Data were obtained via reliable and valid self-report questionnaires measuring demographic and clinical variables (age, social support, depressive symptoms, CVD symptoms, comorbidity), motivation-related variables (perceived autonomy support, autonomous motivation, perceived competence), PA, and perceived PA limitations. Relationships among the motivation-related variables, PA, and PA limitations were examined using hierarchical multiple linear regression. Greater perceived autonomy support from healthcare providers was significantly associated with greater autonomous motivation (r = .26, p < .01) and greater perceived competence (r = .50, p < .001) for PA. Regression results indicated the overall model accounted for a significant amount (16%) of the variance in PA. Significant predictors in the regression analysis were perceived competence (b = -.22, p < .05) and age (b = -.36, p < .001). A second regression analysis indicated the overall model accounted for 39% of the variance in perceived PA limitations with perceived competence accounting for 10% of this variance, over and above that accounted for by demographic and clinical variables. Conclusions: Findings support the association between an autonomy supportive approach by healthcare providers and autonomous or self-determined motivation for PA in women with CVD. Perceived competence in ability to be physically active predicted perception of PA limitations in this population. Interventional studies testing effects of autonomy support from healthcare providers on motivation for PA in women with CVD are needed.

Autonomy and defensiveness: Experimentally increasing adaptive responses to health-risk information via priming and self-affirmation

Health information is often ineffective in motivating health-behaviour change. One way to improve information effectiveness might be to highlight autonomy, which is associated with less defensiveness and more adaptive psychological functioning. Three studies assessed whether experimentally elevating autonomy led to adaptive responses to risk information about alcohol consumption. In Study 1 (N = 104), participants completed either an autonomy prime or a neutral prime task and read either risk information about the dangers of alcohol consumption or neutral information. Among high-risk participants in the autonomy prime condition, those who read risk information reported greater autonomous motivation towards moderate alcohol consumption than did those in the neutral information condition. Study 2 (N = 157) compared two types of autonomy prime tasks with a neutral condition. For high-risk participants who read risk information, the autonomy prime tasks elicited greater autonomous motivation, more positive attitudes and greater intentions to drink in moderation than did the neutral prime task. Study 3 (N = 130) found that for high-risk participants who read risk information, autonomy prime participants reported less subsequent alcohol consumption than did neutral prime participants. The results are discussed in terms of the benefits of autonomy for adaptive responses to risk information.

Social physique anxiety in physical education: Social contextual factors and links to motivation and behavior

Objectives The purposes of this study were to examine the associations of social relationships with teachers and peers (i.e., peer acceptance, presence of a best friend and close friends, teacher support) to SPA in physical education and to test the mediating role of motivation regulations in the relationship between social physique anxiety (SPA; Hart, Leary, & Rejeski, 1989) and behavior (i.e., effort, participation avoidance). Design Cross-sectional survey. Method High school physical education students ( N = 146; M age = 15.9 years) completed an online survey in their school’s computer lab assessing study variables. Results Results of a hierarchical multiple regression analysis revealed that perceived peer acceptance was a negative predictor ( p < .01) of SPA. In addition, path analysis did not support the mediating role of individual motivation regulations in the relationship between SPA and behavior. Results of the path analysis showed SPA as a negative predictor of autonomous motivation and a positive predictor of external regulation, amotivation and participation avoidance. Finally, students with greater autonomous motivation and introjected regulation and lower amotivation reported more effort in class and greater amotivation predicted a higher likelihood of avoiding participation in class. Conclusions General feelings of acceptance and belonging among one’s peers may help buffer against feelings of SPA in physical education. In addition, SPA demonstrates different relationships with individual motivation regulations and behavior in this setting. However, the lack of support for the mediating roles of individual motivation regulations suggests a more complex relationship among SPA, motivation and behavior and requires further testing.

Threats to autonomy: motivational responses to risk information

AbstractTwo studies considered the role of autonomy in people's motivational response to health‐risk information. In Study 1, ‘non‐smoker’ participants (N = 59) completed a measure of autonomy and read either health‐risk information about smoking or neutral information. Those who read the health‐risk information reported less autonomous motivation for not smoking than did those who read the neutral information. However, level of autonomy moderated this effect: lower autonomy participants reported less autonomous motivation after reading the health‐risk information than after reading the neutral information but there was no such effect for higher autonomy participants. Study 2 (N = 100) supported the results of Study 1 using a sample of smokers, with a significant interaction between autonomy and health‐risk condition predicting autonomous motivation. Higher autonomy participants reported greater autonomous motivation to quit smoking after reading health‐risk information than after reading neutral information. There was no effect of condition for lower autonomy participants. Autonomous and controlled motivation was also considered in relation to the antecedents of intention outlined in the TPB. The findings are discussed in relation to the differential motivational impact of risk information on people with higher or lower autonomy. Copyright © 2007 John Wiley &amp; Sons, Ltd.