Higher Levels Of Self-determined Motivation Research Articles

Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (Mage = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

The Relationship between Motivation and Burnout in Athletes and the Mediating Role of Engagement.

The purpose of our research was to analyze the relationship among motivation, burnout, and engagement in sports. Five hundred athletes of both sexes from multiple sports modalities took part, with a mean age of 17.39 years (SD = 4.60). The instruments applied were as follows: Spanish versions of the Sport Motivation Scale (SMS), the Athlete Engagement Questionnaire (AEQ) and the Athlete Burnout Questionnaire (ABQ). Pearson correlations showed that motivation is negatively related to burnout and positively to engagement, while burnout and engagement are inversely related to each other. Through structural equation modeling, it was shown that engagement has a mediating role between motivation and burnout. Furthermore, there are no gender differences in this relationship, although there are differences between athletes who practice individual sports and those who practice collective sports. Encouraging high levels of self-determined motivation can help to increase athletes’ degree of engagement and protect them against burnout and sport withdrawal.

Basic Psychological Needs, Burnout and Engagement in Sport: The Mediating Role of Motivation Regulation

The purpose of the present research was to analyze the mediating role of motivational regulation between the satisfaction of basic psychological needs and burnout and engagement in athletes. From different sports 1011 young Spanish athletes participated in the study. Participants completed several measurement instruments concerning: the Basic Needs Satisfaction in Sport Scale, Behavioral Regulation in Sport Questionnaire, Athlete Burnout Questionnaire and Athlete Engagement Questionnaire. The results of structural equation modeling showed that the satisfaction of basic psychological needs has direct effects on burnout and engagement: a negative effect on athlete burnout (–0.49, p < 0.001) and a positive effect on engagement (0.54, p < 0.001). In addition, the satisfaction of basic psychological needs has a partial indirect effect over these variables in the same direction mediated by the self-determined degree of motivation. Thus, low levels of self-regulated motivation are positively related to burnout, but high levels of self-determined motivation are not. The same was observed with engagement, but vice versa: high levels of self-determined motivation are positively related to athlete engagement, but low levels of self-determined motivation are not. The proposed model explained 37% of the variance of burnout and 51% of the variance of engagement.

The validation of the Healthy and Unhealthy Eating Behavior Scale (HUEBS): Examining the interplay between stages of change and motivation and their association with healthy and unhealthy eating behaviors and physical health

The purpose of the present research was to examine how self-determined and non-self-determined motivation for eating was related to healthy and unhealthy eating behaviors at different stages of change. In Study 1 (n = 360), the structure of a new scale designed to measure healthy and unhealthy eating behaviors based on recent recommendations of the Canadian Food Guide was examined through Principal Component Analysis. Study 2 (n = 711) retested the structure of the scale and also examined whether women reported different patterns of motivation and eating behaviors depending on their stage of change for eating regulation. In Study 3 (n = 264), moderated mediation models were used to examine if eating behaviors served to mediate the relationship between motivation and waist circumference, and whether stages of change moderated the link from motivation to eating behaviors. Overall, the studies provided evidence for the 2-factor structure of the scale, where the first factor represents healthy eating and the second factor represents unhealthy eating behaviors. It was also demonstrated that as women moved along the stages of change for eating regulation, they reported higher levels of self-determined motivation and lower levels of non-self-determined motivation, as well as a higher consumption of healthy foods and a lower consumption of unhealthy foods. Finally, findings indicated that healthy eating fully mediated the relationship between self-determined motivation and waist circumference, and that the relationship between self-determined motivation and healthy eating was moderated by stages of change. Together, these studies highlight the interactive roles of motivation and stages of change in their association with healthy and unhealthy eating behaviors, as well as the importance of healthy eating for a lower waist circumference.

Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior.

(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk’s Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The “Self-Determined” profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The “Less Self-Determined” profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

Leisure Activities and Motivational Profiles in Adaptation to Nursing Homes.

ABSTRACTBased on self-determination theory, this study examined the relationship between leisure activities, motivation, and adjustment to institutional living by older adults who live in nursing homes. We hypothesized that motivational profiles with higher levels of self-determined motivation represent the optimal profiles regarding participation in leisure activities, adaptation to nursing home living, and satisfaction with life. Participants completed questionnaires assessing motivation, leisure activity participation, life satisfaction, and adaptation to the nursing home. Results showed a relationship between the latter three factors. A latent profile analysis based on the different forms of motivation indicated four distinct profiles. Although no differences were found between the high self-determined profile (high self-determined motivation and low non-self-determined motivation) and the additive profile (high self-determined motivation and non-self-determined motivation), participants with a moderate profile and a low self-determined profile reported the lowest levels in leisure activity participation, adaptation to the nursing home, and satisfaction with life.

Low- and High-Resistance Exercise: Long-Term Adherence and Motivation among Older Adults

Background: In terms of motivation and long-term adherence, low-resistance exercise might be more suitable for older adults than high-resistance exercise. However, more data are needed to support this claim. Objective: The objective was to investigate the effect of low- and high-resistance exercise protocols on long-term adherence and motivation. Methods: This study was designed as an exploratory 24-week follow-up of a randomized 12-week resistance training intervention in older adults. Participants were free to decide whether or not they continued resistance training at their own expense following the intervention. Fifty-six older adults were randomly assigned to HIGH [2 × 10-15 repetitions at 80% of one repetition maximum (1RM)], LOW (1 × 80-100 repetitions at 20% of 1RM), or LOW+ (1 × 60 repetitions at 20% of 1RM + 1 × 10-20 repetitions at 40% 1RM). Motivation, self-efficacy and the perceived barriers for continuing resistance exercise were measured after cessation of each supervised intervention and at follow-up, while long-term adherence was probed retrospectively at follow-up. Results: Participants reported high levels of self-determined motivation before, during, and after the supervised intervention, with no differences between groups (p > 0.05). Nevertheless, only few participants continued strength training after the intervention: 17% in HIGH, 21% in LOW+, and 11% in LOW (p > 0.05). The most commonly reported barriers for continuing resistance exercise were perceived lack of time (46%), being more interested in other physical activities (40%), seasonal reasons (40%), and financial cost (28%). Conclusion: The results suggest no difference in long-term adherence after the end of a supervised exercise intervention at high or low external resistances. Long-term adherence was limited despite high levels of self-determined motivation during the interventions. These findings highlight the importance of further research on developing strategies to overcome barriers of older adults to adhere to resistance exercise without supervision.

Help motivate the amotivated by being a supportive teacher

Background: A major goal within physical education is to develop a student who will engage in a lifetime of physical activity. A concept deemed critical and strongly associated with engagement in physical activity is motivation. As such, a number of research studies have been focused on elements that facilitate student motivation in physical education. An area of limited inquiry has been focused on those students with extremely low levels of motivation, also termed amotivated. Therefore, the aim of this study was to examine the impact of teacher instruction, based within self-determination theory (SDT), on the motivational responses of amotivated students.Purpose: The purpose of this study was to examine how different forms of teacher instruction, based within SDT, can influence amotivated students' motivational responses within secondary physical education. Participants and settings: Forty-eight (Male = 18; Female = 30) amotivated students engaged in a compulsory Year-9 sport-based physical education class. Participants were randomly assigned to one of two treatment groups (autonomy-supportive or control).Data collection: Participants' motivational responses were collected using a pretest/posttest design. Teacher data were collected through the observation and coding of specific behaviors.Data analysis: Data were analyzed through a set of (2 × 2) (Group × Time) Repeated Measures analysis of variances (ANOVAs). Significant ANOVA calculations were placed on a chart to illustrate where the significance was located.Results: Analysis of data indicated that amotivated students engaged in the autonomy-supportive classes reported significantly higher levels of self-determined motivation and support for relatedness compared with the control group.Conclusions: Findings from this study provide empirical support for the infusion of autonomy-supportive teaching within physical education. Previous SDT-based instructional studies have reported that teachers who are more supportive have students who report positive experiences and are more physically active. This study extends the SDT body of knowledge by demonstrating the positive motivational change for students with extremely low forms of motivation. Specifically, amotivated students engaged in the autonomy-supportive classes reported significantly higher levels of self-determined motivation and support for relatedness.

Exploring motivation for exercise and its relationship with health-related quality of life in adults aged 70 years and older

ABSTRACTThe health benefits of regular exercise participation have been widely acknowledged. Drawing upon self-determination theory, the purpose of our study was to identify the motivational profiles for exercise among older adults aged 70 years and older who regularly participated in sporting programmes, and to relate the motivational profiles to health-related quality of life measures (HRQoL). A random sample of 100 older adults (mean age = 75.34 years, standard deviation = 4.89; 57 women and 43 men) belonging to French sports clubs was recruited for the aim of the study. Participants completed a survey including measures of motivation and health-related quality of life, and socio-demographic and health variables. Cluster analyses revealed two distinct motivational profiles among participants: ‘highly self-determined’ (high levels of self-determined motivation and introjected regulation as well as low levels of external regulation and amotivation), and ‘moderately introjected’ (low levels of self-determined motivation, moderate level of introjected regulation and low levels of external regulation and amotivation). Multivariate analysis of covariance (MANCOVA) results revealed that the most self-determined group reported significantly higher values in four domains of HRQoL, namely role limitations due to physical health, bodily pain, social functioning and role limitations due to emotional health (p = 0.01). These data suggest the importance of taking into account the motivational perspective and considering exercise maintenance among older adults as an important public health challenge.

What motivates the motivators? An examination of sports coaches

Background: Motivation is central to successful performance. In the case of sports coaches, drive is a prerequisite to sustained successful engagement in a complex, dynamic, and turbulent work environment. What fuels these coaches’ drive to pursue this vocational activity? Coach motivation has been underrepresented in previous research which has typically focused on the crucial impact coach behavior has on athlete motivation and subsequent sport participation. However, the motivation of coaches influences their coaching practices and behaviors. Purpose: The purpose of the current study was to examine the motivation of Australian sports coaches. Participants and setting: 13 coaches (nine men, four women) from a range of sports and levels of competition (i.e. participation, development, high performance) were selected to take part. Data collection: Participants were involved in one semi-structured interview lasting 50–90 minutes that was digitally recorded and transcribed by a professional blind to the nature of the task. Data analysis: Content analysis of the interview data was conducted to identify themes. Higher order themes were based on a process of triangular consensus. Findings: Data yielded four key dimensions related to why coaches coached: (1) connection with sport; (2) coach and athlete development; (3) external influences, and (4) internal influences. Conclusion: Coaches have a range of motivations driving their continued involvement. Findings are discussed in light of self-determination theory, and specifically the importance of promoting high levels of self-determined motivation and psychological need satisfaction in this population.

Passion and burnout in elite junior soccer players: The mediating role of self-determined motivation

Objectives The purpose of the study was to examine the relationship between forms of passion (harmonious and obsessive; Vallerand et al., 2003) and athlete burnout, and whether these relationships are mediated by self-determined motivation. The proposed model posited that because harmonious passion originates from an authentic self, it will be positively associated with self-determined regulation. Conversely, because obsessive passion originates from ego-invested structures within the self, it will be negatively associated with self-determined regulation. In turn, consistent with research examining the relationship between motivation regulation and athlete burnout, self-determined regulation was expected to be negatively associated with athlete burnout. Design Cross-sectional survey. Method This model was tested in 149 ( M age = 16.2, s = 2.0, range = 12–21) male junior athletes who attended soccer academies in the UK. Participants completed the Passion Scale ( Vallerand et al., 2003), the Sport Motivation Scale ( Pelletier et al., 1995), and the Athlete Burnout Questionnaire ( Raedeke & Smith, 2001). Results Harmonious passion was negatively related to a latent athlete burnout factor, whereas obsessive passion was unrelated to a latent athlete burnout factor. The relationship between harmonious passion and burnout was fully mediated by self-determined regulation. Conclusions The results suggest that harmonious passion may offer some protection from burnout for athletes due to higher levels of self-determined motivation.

Transformational Teaching and Adolescent Self-Determined Motivation, Self-Efficacy, and Intentions to Engage in Leisure Time Physical Activity: A Randomised Controlled Pilot Trial

Based on transformational leadership theory, we generate and test a teacher development intervention designed to modify physical education teachers’ transformational teaching behaviors, and their adolescent students’ selfdetermined motivation, self-efficacy, and intentions to be physically active. Using a randomised control group design (11 teachers, 286 students in the experimental group; 16 teachers, 395 students in the control group), the intervention involved a 1-day experiential workshop with a booster session 2 months later, and with post-test measurements at 2- and 4-months post-workshop. After controlling for baseline measures, adolescents in the intervention condition rated their teachers as displaying significantly higher levels of transformational teaching, and reported significantly higher levels of self-determined motivation, self-efficacy, and intentions to be physically active than those in the control group at the first post-test. Significant between-group differences in students’ reports of transformational teaching and their own self-determined motivation remained at the second post-test measurement.

Motivation and Physical Activity Behaviors among Older Women: A Self-Determination Perspective

Drawing upon Self-Determination Theory, the purpose of our study was to examine the motivational determinants of older women's dropout and participation in physical activity (PA). Older women who dropped out ( n = 242) or remained ( n = 332) in an organized PA program completed the Sport Motivation Scale as well as health and PA measures. We found that women who dropped out presented lower levels of self-determined motivations and higher levels of amotivation than persistent women. Cluster analyses revealed three motivational profiles among persistent participants: “High Combined” (high levels of self-determined motivation and introjected regulation as well as moderate levels of external regulation), “High Introjected” (moderate scores of self-determined motivation and high introjected regulation as well as low scores of external regulation), and “Moderate Introjected” (low levels of self-determined motivation, moderate levels of introjected regulation, and low levels of external regulation). Our study adds to our understanding of motivational processes and of older women's participation in and withdrawal from PA. It revealed that different motivations could drive active older women's engagement in PA, and it provided support for a person-centered approach in which distinctive combinations of motivations emerged among different groups of active older women. The messages delivered in order to promote PA may account for the multidimensionality of motivation and may be oriented toward different purposes, tapping into different forms of motivation and informing the design of interventions aimed at promoting women's health.

Exploring the experience of introjected regulation for exercise across gender in adolescence

Objectives The present study explored the experience of introjected regulation (i.e. a controlling motivational regulation in which people act due to internal pressures that are regulated by contingent self-esteem; [Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54–56]) in relation to sport and exercise in mid-adolescence. Methods Adolescents reporting strong introjected regulation of sport and/or exercise relative to their peers were identified using quantitative questionnaires, and invited for interview. Semi-structured interviews were recorded with 10 boys and 8 girls (mean age 14 years), transcribed verbatim, and analysed using an interpretive phenomenological approach. Results Introjected regulation accompanied high levels of self-determined motivation, and was associated with high levels of physical activity in the present sample. Two major themes emerged: (i) gender differences in the basis for introjected regulation; and (ii) differences in the reasons and goals underpinning self-determined versus introjected regulations for exercise. In boys, introjected regulation was largely related to social factors, such as avoiding social disapproval and attaining ego enhancement. Girls rarely exercised with their friends, and introjected regulation more commonly reflected the partial internalization of a health and fitness rationale. In many cases, self-determined and introjected regulations were underpinned by different goals or reasons, supporting the importance of assessing an individual's multiple motives towards activities. Conclusions Introjected regulation for exercise was associated with higher than expected levels of participation in sport and exercise, regardless of whether it was founded on contingent self-worth, or the partial internalization of adaptive reasons for exercise. The implications of social control on future exercise participation are discussed.

Children's motivational experiences following autonomy-supportive games lessons

The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories.

A Motivational Model of Daily Hassles, Physical Symptoms, and Future Work Intentions Among Police Officers1

This study tested a motivational model of daily hassles, physical symptoms, and future work intentions with a sample of 122 police officers. In agreement with self-determination theory (Deci & Ryan, 1985, 2002), path analyses showed that police officers who perceived their immediate supervisor as highly supportive of their autonomy were found to report higher levels of self-determined motivation toward work. In turn, higher levels of self-determined motivation were found to be associated with higher future work intentions and lower levels of reported daily hassles. Finally, daily hassles were found to be positively associated with reported physical symptoms. Contrary to our hypotheses, perception of competence support from supervisors was not found to be significantly associated with self-determined motivation. Instead, competence support was found to be negatively associated with daily hassles.

Dynamique motivationnelle de l'epuisement et du bien-etre chez des enseignants africains.

This study examines the links between antecedents and consequences of Gabonese teachers’ (N= 152) work motivation. The theoretical underpinnings are based on the Motivational Model of Job Burnout (MMJB) which is grounded in Self-Determination Theory (SDT) and states that the more supervisors satisfy an employee’s need for self-determination, competence, and relatedness, the more self-determined is the latter’s work motivation. The level of self-determined motivation has an impact on job satisfaction, which in turn determines life satisfaction. Higher levels of self-determined motivation also buffer emotional exhaustion and psychological distress. The model was confirmed via structural equation modeling and provides support for the validity and generalizability of the MMJB and SDT.