Higher Levels Of Autonomous Motivation Research Articles

Motivational Factors Influencing the Choice of Medical Studies and Future Career Plans among Montenegrin Students.

There is a concerning trend of emigration among highly educated individuals in Montenegro. This includes medical professionals who seek better job opportunities abroad. The aim of the present study was to identify the primary motivational factors driving Montenegrin medical students to pursue a career in medicine, and whether these factors undergo changes over the course of their studies. A cross-sectional study included 210 medical students in Montenegro, 27.62% were males, and 72.38% were females. The mean age of the students was 21.90 years (SD=3.05) (range 19-39). Their academic motivation was analysed using the Academic Motivation Scale, previously validated in various cultural contexts. The results showed that autonomous motivation levels were higher than controlled motivation levels (p<0.001) among students in Montenegro, which has been previously associated with better learning outcomes. Students with medical doctors among their family members had higher extrinsic motivation related to rewards and punishments (extrinsic motivation with external regulation p=0.018). Amotivation showed a trend of increasing as the students got closer to graduation (p=0.057). Only 8.1% of students planned a career in primary healthcare, and 1% wished to specialize in family medicine. This study's findings, which indicate high levels of autonomous motivation among medical students, are of significant importance. They contribute to a comprehensive understanding of the motivation factors among medical students and young healthcare professionals in Montenegro. Moreover, they provide a basis for the implementation of strategic interventions to retain highly skilled medical professionals within the country's workforce, thereby addressing the concerning trend of emigration among this group.

Math anxiety and math motivation in online learning during stress: The role of fearful and avoidance temperament and implications for STEM education

Students’ math motivation can predict engagement, achievement, and career interest in science, technology, engineering, and mathematics (STEM). However, it is not well understood how personality traits and math anxiety may be linked to different types or qualities of math motivation, particularly during high-stress times such as the COVID-19 pandemic. In this study, we examined how fearful or avoidant temperaments contribute to math anxiety and math motivations for college students during the COVID-19 pandemic. Ninety-six undergraduate students from a large public university were assessed on temperamental fear, math anxiety, and math motivation in an online math course. Results showed that higher levels of temperamental fear are directly linked to higher levels of math anxiety. In addition, temperamental fear is indirectly linked to higher levels of autonomous motivation (i.e., intrinsic motivation and identified regulation) and lower levels of controlled motivation (i.e., external regulation) through math anxiety. Results have implications for helping students at high risk for both high math anxiety and for low motivation to engage in math learning.

Exploring Virtual Coach Education in USA Lacrosse

In 2020, USA Lacrosse moved all coach training workshops to a virtual format in response to the COVID-19 pandemic. Knowing that in-person coach training has been heavily studied regarding the motivation of the coaches who participate, the shift to virtual delivery of coach education prompted the researchers to examine how the workshops themselves supported the basic needs, motivation, and engagement of coach learners. Aligned with self-determination theory’s conception of motivation and the three basic needs of autonomy, competence, and relatedness, the researchers drew upon observation and survey data that were collected to determine the success of the virtual training. Using this information, the researchers found that the coach trainers used a variety of need-supportive behaviors and very few need-thwarting behaviors. Surveys revealed that the coaches displayed high levels of autonomous motivation, low levels of controlled motivation, and favorable engagement. These results are discussed in conjunction with the literature that is focused on in-person training programs as well as best practices in technology-enhanced learning to provide input into how virtual programming may be of benefit to coach learners and how coach trainers can best support coaches’ needs in a virtual environment.

From badges to boss challenges: Gamification through need-supporting scaffolded design to instruct and motivate elementary learners

Researchers and instructors are turning to gamification and self-determination theory for need-supporting, student motivation for learning. Using a mixed methods approach over two school years, we examined how an elementary science teacher successfully implemented gamification in a blended learning environment to meet students’ psychological needs. Through observations and interviews, we analyzed the mechanics and dynamics within the gamification design. Next, for a deeper understanding of applied motivation theory, we examined the teacher's use of motivational and cognitive scaffolds in the design. Students participating in the gamified classroom experienced both intrinsic and extrinsic motivations but reported higher levels of autonomous motivation. Additionally, students reported high levels of the psychological needs of autonomy, competence, and relatedness, stating that the classroom was need-supporting. As a case study of an authentic, teacher-designed, need-supporting elementary classroom, this study adds a unique perspective to the educational gamification literature. Importantly for gamification exploration, we describe the cognitive and social scaffolds that created the need-supporting context, which illustrate the holistic aspects of gamification where multiple mechanisms produce a gamified environment.

Development and students' evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic.

The outbreak and continuation of the COVID-19 pandemic has challenged the implementation of physical education theory (PET) curriculums among global colleges and universities. This study aimed to describe the design and students’ evaluation of a blended “Sports Multimedia Courseware Design” course among Chinese university students during the COVID-19 pandemic. Using information communication technologies, a 4-month blended course was developed, which consisted of 36 credits (18-credit online self-learning + 18-credit offline group-learning). A total of 1300 Chinese university students who majored in physical education, completed the blended course from Mar to Jun 2020, among which 238 (69.75% males; 21 ± 1.2 years) were randomly recruited to evaluate the course in terms of three aspects: (1) online self-learning, (2) offline group-learning, and (3) overall learning outcomes. A descriptive analysis was conducted using the IBM SPSS 27.0. Students’ overall positive evaluation supported a successful development and implementation of the blended course. Over 90% of students fulfilled the learning tasks and satisfied with the online learning resources. About 83% of students indicated high levels of autonomous motivation and engagement in online self-learning. Approximately 88% of students showed positive attitudes to the offline group-learning content, while the participation rate (60%) was relatively lower than of the online self-learning. Over 50% of the students indicated self-improvements in diverse aspects after attending the blended course. Blended online and offline pedagogy shows apparent promise in delivering the PET course among Chinese university students during the COVID-19 pandemic. Further application and comprehensive evaluation are warranted in the future.

Psychosocial and diabetes risk factors among racially/ethnically diverse adults with prediabetes

Psychosocial factors such as self-efficacy may be important in helping high-risk adults prevent diabetes. We aimed to describe psychosocial and diabetes risk factors in adults with prediabetes and evaluate if these varied by demographic characteristics. Cross-sectional data came from baseline surveys and electronic health records (2018–2021) of adults with prediabetes enrolled in a randomized study of peer support for diabetes prevention at Kaiser Permanente Northern California and Michigan Medicine. Linear regression was used to compare differences between racial/ethnic groups, adjusting for age, sex, and clinic. Of 336 participants in the study, 62% were female; median age was 57; 41% were White, 35% African American, 9% Hispanic. Mean autonomous motivation was 6.6 and self-efficacy to prevent diabetes was 6.0 (1–7 scale); mean perceived social support was 47 (12–72 scale). Hispanic adults reported higher autonomous motivation and African American adults reported higher self-efficacy compared to White adults. Hispanic and African American adults had more diabetes risk factors than White adults, including greater family history of diabetes, hypertension, sugar-sweetened beverage consumption, physical inactivity and food insecurity. In conclusion, participants reported high levels of autonomous motivation and self-efficacy at baseline, with Hispanic and African American adults reporting higher levels of some psychosocial factors related to behavior change, suggesting a significant opportunity to engage a diverse population of adults with prediabetes in diabetes prevention strategies. However, Hispanic and African American participants showed greater diabetes risk factors levels. Diabetes prevention efforts should address both to reduce diabetes incidence.

Will They Stay or Will They Go? Motivational Profiles, Retirement-Related Correlates, and Retirement Intentions Among 58-72-Year-Old Workers.

Demographic changes indicate that the number of people aged 60 years and above will double in the next 30 years, and politicians around the world have an interest in delaying retirement in order to benefit national economies by lowering the burden on public pension systems. In this study, it is examined whether and how combinations of multiple types of work motivation based on self-determination theory (SDT) would be associated with retirement-related factors and retirement intentions. Using a person-centered approach to identify latent work motivation profiles among older workers, four profiles emerged: (1) the Low Motivation Profile with below-average levels on most motivational regulations, but in particular, lack identified work regulation; (2) the Autonomous Motivation Profile with higher levels of autonomous motivation and lower levels of controlled motivation and amotivation; (3) the High Motivation Profile with simultaneously high autonomous and controlled motivation; (4) the Amotivated Profile. Compared to the Low Motivation and Amotivated Profiles, the Autonomous and the High Motivation profiles show higher levels of vigor and lower levels of job stress, exhaustion and turnover-, and retirement intentions. However, the High Motivation Profile seems to pay a cost because they experience significantly more job stress than employees in the Autonomous profile. In addition, variable-based correlations showed higher levels of vigor and lower levels of job stress, exhaustion, and turnover intentions to be associated with lower levels of retirement intentions. The results are discussed in relation to managers and organizational endeavors to rebuild lost work identification and reduce extrinsic work motivation and amotivation in order to motivate older workers to stay longer at work.

Identifying actual and perceived motor competence based profiles among children

ABSTRACT This study aimed to develop motor competence (MC) profiles in children based on their actual and perceived MC, and to investigate differences in physical activity (PA) behaviour and motivation towards PA between profiles. Two hundred and sixteen British children (7–10 years) took part in this study. Perceived motor competence (PMC) was assessed using the pictorial scale of movement competence. MC was assessed using process-oriented and product-oriented measures. A validated questionnaire assessed motivation towards PA and an objective measure of PA was employed. K-means cluster analysis was used to create profiles. Differences in PA and motivation towards PA were examined using ANCOVAs. Four groups of divergent and convergent levels were identified based on the contribution of either product or process MC with PMC. Motivation towards PA differed by profiles that included actual-process and PMC. Children with high actual process and high PMC had significantly higher levels of autonomous motivation than children with high actual process but low PMC. No significant differences were found between PA levels and profiles. Developing the quality and execution of actual motor competence (AMC) and PMC is key to stimulate motivation towards PA. Furthermore, maintaining AMC and PMC simultaneously may be imperative to children’s future PA behaviour.

Nature, predictor, and outcomes of motivation trajectories during a professional training program

ABSTRACT The present study examines the shape, determinants, and outcomes of autonomous and controlled motivation trajectories over the course of aprofessional training program. Asample of 43 employees completed the measures on four occasions over the course of a14-week professional training program. This study also relies on aburst design, whereby employees completed each measure twice (with ahalf-day interval) at each measurement occasion to achieve amore accurate representation of occasion-specific ratings. Results from three-level growth analyses (with the two bursts at Level 1, four occasions at Level 2, and participants at Level3) showed that autonomous motivation, negative affect, learning, and satisfaction appeared to follow curvilinear trajectories, whereas autonomy support and positive affect followed linear trajectories. In contrast, controlled motivation, fatigue, and engagement levels remained stable over time, consistent with an intercept-only model. Furthermore, higher levels of autonomy support were associated with higher levels of autonomous motivation, and lower levels of controlled motivation over time. Finally, higher initial levels of autonomous motivation predicted higher levels of positive affect, learning, satisfaction, and engagement, and lower levels of fatigue over time, whereas higher initial levels of controlled motivation predicted higher levels of fatigue over time.

The importance of satisfying children’s basic psychological needs in primary school physical education for PE-motivation, and its relations with fundamental motor and PE-related skills

ABSTRACT Background: Motivation for physical education (PE) is considered an important factor for the development of children’s physical skills during PE. According to self-determination theory, satisfaction of the psychological needs of autonomy, relatedness, and competence is related to higher levels of autonomous motivation, and lower levels of controlled motivation. To get a better insight into these relations, the present study examines whether satisfaction of the psychological needs is predictive of fundamental motor skills (FMS) and PE-related skills, both directly, and indirectly (via motivation, i.e. ‘the motivational sequence’). As PE-related skills are more representative to the skills that are generally practiced during PE, the strongest relations are expected for these types of skills. Method: In this study, 2224 children (51.6% boys, mean age 11.8 ± 0.55) of 89 primary schools filled out questionnaires assessing the satisfaction of their basic psychological needs and their motivation for PE. Using a block design, FMS were assessed using standardized tests, and a diverse set of PE-related skills that are explicitly practiced during PE-lessons were tested using valid and reliable tests. Structural equation models were built in Mplus to examine the hypothesized relations. Results: Competence, peer-relatedness, and teacher-relatedness were predictive of autonomous motivation, whereas only peer-relatedness was predictive of controlled motivation. Different relations with psychological needs and motivation were found for FMS and PE-related skills. Autonomous and controlled motivation predicted PE-related skills, whereas only controlled motivation predicted FMS, in both cases via direct and indirect paths. In addition, direct relations were found between competence and both FMS and PE-related skills, and of peer-relatedness and teacher-relatedness with FMS specifically. Conclusions: Satisfaction of the psychological needs seems important for children’s PE-motivation and for their skill development, both directly and indirectly. These results underline the important role that PE-teachers play in constructing a need-satisfying environment. The motivational sequence seems to be more applicable to PE-related skills than to FMS, showing that is important to choose adequate outcome measures when examining PE-motivation.

It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades

Can controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.

Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education

As an alternative to the direct instructional model, Metzler proposed a range of pedagogical models that include second generation models such as teaching games for understanding (TGfU) and sport education (SE). These pedagogical models have key design features that can promote high levels of autonomous motivation for both boys and girls. Consequently, the purpose of this study was to investigate the motivational outcomes of elementary boys and girls as they participated in an invasion game unit through two pedagogical models: a hybrid TGfU/SE unit or a direct instruction unit. Participants were 292 elementary school students (mean age = 10.41, standard deviation age = 0.49), who were taught through a hybrid TGfU/SE unit or a more traditional teacher-centred format within a pre-intervention/post-intervention quasi-experimental design. The hybrid unit was designed according to the characteristics of SE, while learning tasks were designed to integrate the pedagogical principles of TGfU. A 2 (pedagogical model) × 2 (test-time) × 2 (gender) multivariate analysis of variance was performed to detect between-groups and within-group differences. Significant differences in student motivation were observed for both boys and girls who participated in the hybrid TGfU/SE unit in both analyses across all motivational outcomes. Despite the existence of social stereotypes in terms of physical activity, teachers’ use of hybrid TGfU/SE units promotes an autonomy-supportive, inclusive, and equitable learning environment where all students, regardless of their gender and/or content focus of the unit and have opportunities to increase their engagement, enjoyment, and social interactions within physical education lessons.

“It’s Not All Sunshine and Rainbows”: A Thru-Hike on the Pacific Crest Trail

“Thru-hiking,” where an individual hikes the entire length of an extended trail, has increased exponentially in recent years, creating a subgroup of trail users that outdoor recreation professionals currently have little knowledge about. Understanding the physiological and psychological demands of thru-hiking, where physical challenges are magnified by adverse conditions, may lend insight into who undertakes a thru-hike, what motivates them, and what physical and psychological benefits they experience. This study explored the experiences of a 26-year-old healthy male on a thru-hike of the Pacific Crest Trail. Data were collected using standard physiological assessments and an in-depth semistructured interview. Results indicated limited improvements in cardiopulmonary efficiency, high levels of autonomous motivation, resilience, and positive psychological outcomes. In physically fit individuals, it is possible that success in thru-hiking is primarily psychological in nature; future research should focus on these constructs in a larger sample of thru-hikers.Subscribe to JOREL

Benefits of Psychological Detachment From Work: Does Autonomous Work Motivation Play a Role?

Research has shown that psychological detachment from work during non-work time is beneficial for various aspects of employee well-being and job performance. However, it is uncertain whether psychological detachment is equally important to all. The purpose of the current study was to examine whether psychological detachment is less important for employees who experience autonomous motivation for their job. The study was conducted in two different samples of knowledge workers in Norway. Latent profile analysis was used to identify different subgroups within the samples. In addition, the BCH method was used to examine possible differences between the profiles on distal outcomes. In both samples, two distinct profiles were found: “Lower involvement employees” (Low-IE; higher detachment and lower autonomous regulation) and “Higher involvement employees” (High-IE; lower detachment and higher autonomous regulation). The results revealed that the High-IE profile was significantly higher in positive affect, life satisfaction, work effort, and work quality, while significantly lower on emotional exhaustion compared with Low-IE. These results indicate that being low in detachment from work does not seem to be detrimental when combined with high levels of autonomous motivation. The study contributes to knowledge about the benefits of unwinding from work for employees with different motivational profiles.

Lebanese students\u2019 motivation in medical school: does it change throughout the years? A cross-sectional study

BackgroundStudents entering medical school are driven by different types of motivation: autonomous motivation, controlled motivation, or amotivation. Motivation types can influence students’ performance, outcome and well-being. To our knowledge, this topic has never been studied in Lebanese medical students. This study aims to identify students’ motivation types in the first 5 years of medical school at two Lebanese universities (USJ and USEK). It also aims to determine the predominant motivation type of the whole sample. Results may be the first step towards raising awareness about this topic and implementing actions that enhance autonomous motivation.MethodsA cross-sectional study was performed between January and June 2017. A questionnaire was sent to medical students by e-mail. The students’ academic motivation was assessed using the Academic Motivation Scale.ResultsA higher mean autonomous motivation score was found in each academic year, as compared to the mean controlled motivation and amotivation scores. The highest mean autonomous motivation score was seen among second year students, whereas the lowest score was noted in fifth year students. The highest scores for controlled motivation and amotivation belonged to the fourth-year students, and the lowest to the first-year students. Students who were still satisfied with medical studies had a higher autonomous motivation score. Finally, USJ students who were satisfied with their second year training had a higher mean autonomous motivation score than those who were not.ConclusionThis study showed high levels of autonomous motivation in the first five years of medical school. Autonomous motivation was the predominant type in the whole sample. The highest scores of controlled motivation and amotivation were noted in the fourth year. Moreover, high levels of self-determination were seen in students who enjoyed their early contacts with patients through trainings. Actions should be implemented in medical schools to enhance and maintain autonomous motivation, and consequently students’ outcome and health-care quality.

Can work climate foster pro-environmental behavior inside and outside of the workplace?

Guided by self-determination theory, we investigated the potential impact of work climate on employee motivation, and pro-environmental behavior (PEB) inside and outside of the workplace. We found that in workplaces with stronger pro-environmental climates and at least moderate levels of autonomy support, employees reported higher levels of autonomous motivation to engage in PEB. In turn, autonomously motivated employees engaged in more PEBs, both inside and outside the workplace. Controlled motivation played a more limited role in predicting employee PEBs. Overall, our findings suggest work climates that support pro-environmental actions and employee autonomy may not only foster PEBs within the workplace but also lay the foundation for PEBs in other non-workplace settings.

Can green behaviors really be increased for all employees? Trade‐offs for “deep greens” in a goal‐oriented green human resource management intervention

AbstractThis study explores the complex interaction between psychological and goal‐relevant boundary conditions that influence levels of individual engagement in a green human resource management (HRM) intervention designed to encourage employee green behavior (EGB).Data were collected from 1,112 employees in an automobile manufacturing plant. Consistent with goal‐setting theory, the level of feedback received predicts EGB. However, a three‐way interaction demonstrates how employees with high levels of autonomous motivation do not gain the expected benefits of high feedback and high goal commitment in the enactment of EGB. Instead, only those with weak autonomous motivation are affected by these goal‐related constructs. Findings suggest that both goal‐setting and self‐determination theories are relevant to green HRM interventions. Managers should consider that interventions that are effective for employees who do not have strong autonomous motivation towards the environment may not be effective for those who do.

Can a framed intervention motivate older adults in assisted living facilities to exercise?

BackgroundThe majority of institutionalized older adults do not exercise, despite the many health benefits. The current study investigated whether a framed intervention can motivate older adults in assisted living facilities (ALFs) to perform functional resistance exercises. It was hypothesized that repeated framing of these exercises from a prevention perspective (e.g., to avoid health deterioration) would nurture the development of controlled motivation to exercise. By contrast, repeated framing of the exercises from a promotion perspective (e.g., to improve health) was expected to lead to higher exercise frequencies over time and to foster the development of autonomous motivation. Autonomous motivation was hypothesized to predict higher exercise frequencies over time.MethodsA total of 111 residents, aged 65+ years (M = 81.4 y; SD = 6.4 y) participated in the study. These participants received a printed three-week individual program with a standard session of eight functional resistance exercises. Four weekly sessions were recommended. Participants were semi-randomized into three framing conditions: neutral (i.e., control), prevention or promotion. They received condition-specific written and spoken messages about the exercises at the beginning of the intervention. The spoken messages were repeated at the end of each week. Participants kept a checklist with their weekly exercise frequency and at corresponding points in time, they completed a questionnaire about their levels of autonomous and controlled motivation to exercise.ResultsAcross conditions and time points, the exercise frequencies and the levels of autonomous motivation were generally high, whereas the levels of controlled motivation were generally low. Contrary to the expectations, there were no significant framing effects. However, higher levels of autonomous motivation predicted higher exercise frequencies. During the final exercise week, this was especially the case for intrinsic regulation (i.e., for the sake of the activity).ConclusionsThis study indicates that older adults who live in ALFs can be motivated to perform functional resistance exercises. Given the importance of intrinsic regulation, we advise to create an exercise atmosphere that allows for immediate, positive experiences and in which the basic psychological needs for autonomy, competence and relatedness are satisfied.Trial registrationClinicalTrialsID NCT02780037 (23 February 2016).

A person-centered approach to achievement goal orientations in competitive tennis players: Associations with motivation and mental toughness

BackgroundResearch on achievement goal orientations in sport has typically relied on the use of variable-centered approaches that tend to overlook population heterogeneity. In this study, we used a person-centered approach to identify subgroups of competitive tennis players according to unique combinations of achievement goal orientations and tested for subgroup differences in motivation and mental toughness. MethodsA sample of 323 competitive tennis athletes (69.35% male) between 15 and 25 years of age (17.60 ± 2.40 years, mean ± SD) completed the 3 × 2 Achievement Goal Questionnaire for Sport, Sport Motivation Scale II, and Mental Toughness Index. Latent profile analysis was used to identify unique combinations of achievement goal orientations. Comparisons between latent subgroups on autonomous motivation, controlled motivation, and mental toughness were performed using analysis of variance. ResultsLatent profile analysis supported 3 distinct patterns of achievement goal profiles that were primarily distinguishable based on valence of competence (i.e., approach vs. avoidance). Analyses of variance indicated that athletes who were classified into subgroups that endorsed approach types of goals (regardless of the types of avoidance goals they endorsed) reported higher levels of autonomous motivation and mental toughness. ConclusionResults indicated that athletes tend to pursue a number of achievement goals collectively rather than in isolation. Although approach goals are more commonly linked to adaptive psychological functioning and positive outcomes, avoidance goals may also be associated with desirable psychological characteristics if they are pursued in conjunction with approach types of achievement goals.

Grateful students are motivated, engaged, and successful in school: Cross-sectional, longitudinal, and experimental evidence

Previous research on gratitude has mostly focused on its effects on well-being. However, scant attention has been paid to how gratitude is associated with key learning-related outcomes. The aim of this series of studies was to examine how gratitude is associated with students' motivation, engagement, and achievement. Study 1, a cross-sectional study, found that gratitude was positively associated with higher levels of autonomous motivation and engagement (rs ranging from 0.17 to 0.20, p < .05). Study 2, a longitudinal study, found that gratitude was concurrently and prospectively associated with autonomous motivation (rs ranging from 0.20 to 0.78, p < .05), self-reported and teacher-reported engagement (rs ranging from 0.11 to 0.68, p < .05), and achievement (rs ranging from 0.38 to 0.41, p < .05). Study 3, an experimental study, showed that students who were in the gratitude condition perceived themselves to be more engaged (Cohen's d ranging from 0.58 to 0.63) compared to those in the control condition. The three studies provided converging evidence that grateful students have better learning-related outcomes. Theoretical and practical implications are discussed.