Higher Autonomous Motivation Research Articles

The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model

Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsement) is associated with better learning and academic performance. This study examined whether study strategy (surface, achieving, and deep) was a mediator between the type of motivation (autonomous and controlled motivation) and academic performance (GPA and clerkship performance), and whether these relations are different for students from different ethnic groups to gain a better understanding about the needed intervention/support in the curriculum. Data was gathered from 947 students at VUmc School of Medical Sciences, Amsterdam. Structural Equation Modelling was performed to test the hypothesized model: a higher autonomous motivation has a positive association with academic performance through deep and achieving strategy, and has a negative association with performance through surface strategy. The model with the outcome variables GPA and clerkship performance had a good fit (n = 618; df = 1, RMSEA = 0.000, p = 0.43). The model for the ethnic majority and minority groups was significantly different (p < 0.025). In this study, autonomous motivation had a positive association with GPA through achieving strategy for the ethnic majority students only. It might be that the size of the minority groups was too small to detect differences or that other factors mediate these relations in ethnic minority students. Qualitative research is needed to identify other factors influencing the academic performance of ethnic minority students and what they experience during their education, in order to support their learning in the right manner.

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.

Stability, change, and implications of students’ motivation profiles: A latent transition analysis

This study examines profiles of University students defined based on the types of behavioral regulation proposed by self-determination theory (SDT), as well as the within-person and within-sample stability in these academic motivation profiles across a two-month period. This study also documents the implications of these profiles for students’ engagement, disengagement, and achievement, and investigates the role of self-oriented perfectionism in predicting profile membership. A sample of 504 first-year undergraduates completed all measures twice across a two-month period. Latent profile analysis and latent transition analysis revealed six distinct motivation profiles, which proved identical across measurement points. Membership into the Autonomous, Strongly Motivated, Poorly Motivated, and Controlled profiles was very stable over time, while membership into the Moderately Autonomous and Moderately Unmotivated profiles was moderately stable. Self-oriented perfectionism predicted a higher likelihood of membership into the Autonomous and Strongly Motivated profiles, and a lower likelihood of membership into the Controlled profile. The Autonomous, Strongly Motivated, and Moderately Autonomous profiles were associated with the most positive outcomes, while the Poorly Motivated and Controlled profiles were associated with the most negative outcomes. Of particular interest, the combination of high autonomous motivation and high controlled motivation (Strongly Motivated profile) was associated with positive outcomes, which showed that autonomous motivation was able to buffer even high levels of controlled motivation.

Lack of Preparedness for Pediatric to Adult-Oriented Health Care Transition in Hospitalized Adolescents and Young Adults

ObjectiveWe examined the self-reported preparedness of hospitalized adolescents and young adults (AYA) for transition from pediatric to adult-oriented health care with regard to: 1) previous health care transition (HCT) preparation, 2) Self-Determination Theory (SDT) constructs of health self-management autonomy and competence, and 3) their perception of medical knowledge, attitudes, and concerns. MethodsFrom 2013 to 2015, 139 hospitalized patients aged 15 to 21 years completed a 40-item survey on HCT preparation, attitudes, concerns, and perception of knowledge adapted in part from validated questionnaires of the Department of Health and Human Services, Maternal and Child Health Bureau, and SDT Treatment Self-Regulation Study. ResultsFewer than 40% of all respondents endorsed previous HCT preparation such as providers discussing taking responsibility for their health, transitioning to adult providers, and only 20% had discussed future health insurance needs. Of our AYA population, 84% had 1 or more special health care needs. Older patients, female patients, and those with increased HCT preparation scores had increased autonomous motivation, positive attitudes toward transition, yet also increased transition concerns. Higher autonomous motivation and perceived competence correlated with increased perception of knowledge (P = .002, < .001 respectively) and more positive attitudes toward transition planning (P < .001, .054 respectively). Multivariate regression analysis revealed those with increased HCT preparation and those with increased perceived competence had increased perception of knowledge (β = .25, P = .005 and β = .35, P < .001). ConclusionsOur findings suggest that hospitalized AYA received limited education and preparation regarding key elements of HCT to adult-oriented health care. Moreover, those previously exposed to transition preparation efforts were more likely to have motivation and a sense of competence in HCT skills.

Autonomy support and autonomous motivation in the outpatient treatment of adults with an eating disorder.

Across diverse clinical problems, therapists' autonomy support has been found to increase patients' autonomous motivation for change. Being self-motivated has, in turn, been linked to superior treatment response. In people undergoing outpatient eating disorder (ED) treatment, we examined associations among ratings of autonomy support received from therapists and other carers, self-reported engagement in therapy, and clinical outcomes. Ninety-seven women with anorexia nervosa, bulimia nervosa, or a related ED provided measures of motivational status and clinical symptoms at the beginning and end of time-limited (12-16 weeks) segments of specialized treatment. At mid-treatment, patients also rated the extent to which they perceived their individual therapists, group therapists, group-therapy peers, family members, friends, and romantic partners as being autonomy supportive. Overall, multiple regression analyses indicated autonomy support to moderate (rather than mediate) the link between initial autonomous motivation and later change in autonomous motivation-with results indicating that, independently of ED diagnosis or treatment intensity, greater perceived autonomy support (from therapists and nontherapists alike) coincided with larger increases in autonomous motivation over the course of therapy. In turn, higher autonomous motivation at end-of-therapy coincided with larger reductions in eating symptoms. Findings suggest that the experience of autonomy support (from therapists and nontherapists) is associated with increasing motivation in people undergoing ED treatment, and that becoming self-motivated is linked to better outcomes. Such results indicate that support from therapists, relatives, and peers can favorably influence personal engagement in individuals undergoing ED treatment.

Organizational Support, Job Resources, Soldiers’ Motivational Profiles, Work Engagement, and Affect

The authors examined the relationships between soldiers’ motivational profiles and work correlates. Results showed that the profiles differentially related to perceived organizational support and work engagement in both samples, as well as to communication, supervisor support, and positive and negative affect in Sample 2. Specifically, soldiers with the highest autonomous motivation scores displayed the highest levels of perceived organizational support and work engagement. Moreover, the highest levels of autonomous motivation were associated with the highest levels of communication, supervisor support, and positive affect. Finally, soldiers with low to moderate levels of autonomous motivation reported higher levels of negative affect than those characterized by high autonomous motivation scores. Theoretical and practical implications of the findings are discussed.

Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement.

In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self-report questionnaires. Recent self-determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual-process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short-term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average-to-high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined.

Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies

Psychological capital (PsyCap) has been widely investigated in the organizational context. However, limited attention has been given to the role of PsyCap in the academic setting. The primary objective of this study was to examine how PsyCap is associated with academic motivation, engagement, and achievement using both cross-sectional (Study 1) and longitudinal (Study 2) approaches. Study 1 revealed that PsyCap was associated with higher autonomous motivation and controlled motivation even after controlling for relevant demographic variables. PsyCap was also associated with lower levels of amotivation. Study 2 showed that PsyCap was both a concurrent and prospective predictor of autonomous motivation, controlled motivation, academic engagement, and academic achievement even after controlling for their respective autoregressors and other relevant covariates. Mediational analyses indicated that the effects of T1 PsyCap on T2 achievement and T2 engagement were mediated by T2 autonomous motivation. The theoretical and practical implications are elucidated.

Baseline Motivation Type as a Predictor of Dropout in a Healthy Eating Text Messaging Program.

BackgroundGrowing evidence suggests that text messaging programs are effective in facilitating health behavior change. However, high dropout rates limit the potential effectiveness of these programs.ObjectiveThis paper describes patterns of early dropout in the HealthyYou text (HYTxt) program, with a focus on the impact of baseline motivation quality on dropout, as characterized by Self-Determination Theory (SDT).MethodsThis analysis included 193 users of HYTxt, a diet and physical activity text messaging intervention developed by the US National Cancer Institute. Descriptive statistics were computed, and logistic regression models were run to examine the association between baseline motivation type and early program dropout.ResultsOverall, 43.0% (83/193) of users dropped out of the program; of these, 65.1% (54/83; 28.0% of all users) did so within the first 2 weeks. Users with higher autonomous motivation had significantly lower odds of dropping out within the first 2 weeks. A one unit increase in autonomous motivation was associated with lower odds (odds ratio 0.44, 95% CI 0.24–0.81) of early dropout, which persisted after adjusting for level of controlled motivation.ConclusionsApplying SDT-based strategies to enhance autonomous motivation might reduce early dropout rates, which can improve program exposure and effectiveness.

Motivational Profiles of Adult Learners

This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners’ gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed.

Successful behavior change in obesity interventions in adults: a systematic review of self-regulation mediators.

BackgroundRelapse is high in lifestyle obesity interventions involving behavior and weight change. Identifying mediators of successful outcomes in these interventions is critical to improve effectiveness and to guide approaches to obesity treatment, including resource allocation. This article reviews the most consistent self-regulation mediators of medium- and long-term weight control, physical activity, and dietary intake in clinical and community behavior change interventions targeting overweight/obese adults.MethodsA comprehensive search of peer-reviewed articles, published since 2000, was conducted on electronic databases (for example, MEDLINE) and journal reference lists. Experimental studies were eligible if they reported intervention effects on hypothesized mediators (self-regulatory and psychological mechanisms) and the association between these and the outcomes of interest (weight change, physical activity, and dietary intake). Quality and content of selected studies were analyzed and findings summarized. Studies with formal mediation analyses were reported separately.ResultsThirty-five studies were included testing 42 putative mediators. Ten studies used formal mediation analyses. Twenty-eight studies were randomized controlled trials, mainly aiming at weight loss or maintenance (n = 21). Targeted participants were obese (n = 26) or overweight individuals, aged between 25 to 44 years (n = 23), and 13 studies targeted women only. In terms of study quality, 13 trials were rated as “strong”, 15 as “moderate”, and 7 studies as “weak”. In addition, methodological quality of formal mediation analyses was “medium”. Identified mediators for medium-/long-term weight control were higher levels of autonomous motivation, self-efficacy/barriers, self-regulation skills (such as self-monitoring), flexible eating restraint, and positive body image. For physical activity, significant putative mediators were high autonomous motivation, self-efficacy, and use of self-regulation skills. For dietary intake, the evidence was much less clear, and no consistent mediators were identified.ConclusionsThis is the first systematic review of mediational psychological mechanisms of successful outcomes in obesity-related lifestyle change interventions. Despite limited evidence, higher autonomous motivation, self-efficacy, and self-regulation skills emerged as the best predictors of beneficial weight and physical activity outcomes; for weight control, positive body image and flexible eating restraint may additionally improve outcomes. These variables represent possible targets for future lifestyle interventions in overweight/obese populations.Electronic supplementary materialThe online version of this article (doi:10.1186/s12916-015-0323-6) contains supplementary material, which is available to authorized users.

The influence of controlled motivation alongside autonomous motivation: Maladaptive, buffering, or additive effects?

Contrary to self-determination theory (SDT) tenets, research indicates that controlled motivation towards sport may not be associated with maladaptive outcomes, if accompanied by high autonomous motivation. However, the measures of controlled motivation employed in many of these studies have been criticised for the lack of content validity (i.e. Sport Motivation Scale [SMS]). This study examined the influence two different measures (SMS and Behavioural Regulation in Sport Questionnaire [BRSQ]) have on empirical support for competing hypotheses concerning the influence of controlled motivation on athletes' sport experiences. A cross-sectional design was employed. Gaelic football players (N = 395, M = 13.36 years) answered questionnaires to assess motivation, flow, and burnout. Multivariate analysis of variances indicated that when the SMS was employed, controlled motivation appeared adaptive, or at least innocuous, when autonomous motivation was high. When the BRSQ was used, controlled motivation appeared maladaptive, or at best innocuous, when autonomous motivation was high. While these findings do not indicate that one measure produces controlled motivation scores that are more valid than the other, compared with the SMS-based results, the BRSQ-based findings are more in line with SDT tenets.

Do students’ topic interest and tutors’ instructional style matter in problem-based learning?

Two studies investigated the importance of initial topic interest (i.e., expectation of interest) and tutors’ autonomy-supportive or controlling instructional styles for students’ motivation and performance in problem-based learning (PBL). In Study 1 (N = 93, a lab experiment), each student participated in a simulated group discussion in which tutor instructions were manipulated to be autonomy supportive, internally controlling, or externally controlling. Controlling tutor instructions led to higher controlled motivation, but autonomy-supportive instructions did not relate to students’ autonomous motivation and performance measures. Higher topic interest resulted in higher autonomous motivation and contributed indirectly to more self-study time and persistence. Self-study time was in turn associated with better test performance. A field study (N = 287, Study 2) supported the findings of Study 1. Tutor-provided autonomy support was unrelated to autonomous motivation, while a controlling instructional style led to higher controlled motivation and negatively affected performance. Again, topic interest positively influenced autonomous motivation and subsequent performance. Both studies demonstrate the importance of students’ initial topic interest for subsequent performance in PBL. Results also indicate that in PBL, tutor-provided autonomy support does not improve autonomous motivation and performance, whereas controlling tutoring can promote controlled motivation and hamper performance. Implications and further research opportunities are discussed.

Healthcare provider intervention on smoking and quit attempts among HIV-positive versus HIV-negative MSM smokers in Chengdu, China

Given the implications for smoking among HIV-positive individuals and high smoking and HIV rates among men who have sex with men (MSM) in China, we examined sociodemographic, smoking-related, psychosocial, and substance use factors in relation to HIV status; receiving some sort of healthcare provider intervention regarding smoking; and having made a quit attempt in the past year in a sample of MSM smokers in Chengdu. We conducted a cross-sectional survey of 381 MSM smokers recruited by a nongovernmental organization in Chengdu in 2012–2013. Of these, 350 disclosed their HIV status and 344 (188 HIV-positive and 156 HIV-negative) provided completed data. Half (50.0%) reported at least one quit attempt in their lifetime; 30.5% reported a quit attempt in the past year. The majority (59.4%) reported that a healthcare provider had intervened in some way (assessed smoking, advised quitting, provided assistance), most commonly by assessing smoking status (50.0%). HIV-positive individuals were more likely to report a healthcare provider intervening on their smoking (p < .001). Those who received provider intervention were more likely to have attempted to quit ever (p = .009) and in the past year (p < .001). Those HIV-positive were more likely to have attempted to quit since diagnosis if a provider had intervened (p = .001). Multivariate regression documented that being HIV-positive (p < .001), greater cigarette consumption (p = .02), less frequent drinking (p = .03), and greater depressive symptoms (p = .003) were significant correlates of healthcare provider intervention. Multivariate regression also found that healthcare provider intervention (p = .003), older age (p = .01), and higher autonomous motivation (p = .007) were significant correlates of attempting to quit in the past year. Given the impact of healthcare provider intervention regarding smoking on quit attempts among MSM, greater training and support is needed to promote consistent intervention on smoking in the clinical setting among HIV-positive and HIV-negative MSM smokers.

Correlates of 15-year maintenance of physical activity in middle-aged women.

Interventions to increase sustained physical activity are needed and should be based on proven theories. To gain a better understanding of the correlates of sustained physical activity in midlife women, we used longitudinal epidemiologic data to investigate links between sustained physical activity and constructs advocated by three basic behavioral and social science theories: (1) self-determination, (2) social cognitive, and (3) social networks. A random sample of 90 midlife women, stratified by level of physical activity over 15 years, was selected from the Chicago cohort of the Longitudinal Study of Women's Health Across the Nation (SWAN). Using data on self-reported physical activity collected over 15 years, women were categorized into consistently active, sporadically active, and sedentary. New data were collected on theory-relevant constructs, i.e., autonomous motivation (assessed by the Treatment Self-Regulation Questionnaire) and self-efficacy (assessed by the Self-Efficacy and Exercise Habits Survey). Every SWAN woman identified a close female friend who also completed the physical activity questionnaire. SWAN women with higher autonomous motivation (p = 0.002) and higher self-efficacy (p < 0.001) were more likely to be consistently physically active in analyses adjusted for age, race, and socioeconomic status. Sixty-one percent of SWAN women with a history of consistent physical activity had a friend who is currently highly active, versus 38 and 23 % for sporadically active and sedentary women, respectively (test for trend p = 0.008). In midlife women, constructs advocated by basic behavioral and social science theories were consistent with long-term patterns of physical activity behavior. Special focus should be given to these basic theories in the design of interventions to promote sustained physical activity in mid-life women.

Unraveling the importance of the quantity and the quality of workers’ motivation for well-being: A person-centered perspective

The current study compares the quantitative and the qualitative viewpoints on work motivation by relying on Self-Determination Theory's differentiation between autonomous and controlled motivation. Specifically, we employed a person-centered approach to identify workers' naturally occurring motivational profiles and compared them in terms of positive and negative aspects of worker well-being. Across a representative population sample (Sample 1) as well as two divergent samples of different organizations (Samples 2 and 3), four profiles were found: (1) a HA-HC profile characterized by high autonomous and high controlled motivation, (2) a HA-LC profile characterized by high autonomous and low controlled motivation, (3) a LA-HC profile typified by low autonomous and high controlled motivation and (4) a LA-LC profile characterized by low autonomous and low controlled motivation. In general, workers in the former two profiles (both scoring high on autonomous motivation) reported most job satisfaction, work enthusiasm/engagement and the lowest levels of strain/burnout. The latter two profiles (both scoring low on autonomous motivation) displayed the least optimal outcomes. Results seem to point at the importance of autonomous motivation.

The Impact of Web-based Inquiry in Secondary Science Education on Students’ Motivation for Science Learning

Many countries are facing a decline in motivation for science resulting in reduced numbers of young people choosing to pursue the study science of and a career in science. This is a matter of considerable social concern and debate in light of the increasing recognition of the importance and economic utility of scientific knowledge in an industrialized society. In that respect, research, as well as national standards support technology-enhanced learning in science as a possible answer to this problem, however, to date research focusing on the effects on learner motivation is lacking. In this respect, this study dealt with the implementation of a web-based collaborative inquiry project in secondary science education and unravelled if it contributed to the aim of fostering students’ motivation to learn science. An empirical study in 13 secondary science classes was conducted, involving 220 students. Students’ motivation for science learning was studied by means of The Academic Self-Regulation Scale (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009) based the Self-Determination Theory (SDT) (Deci & Ryan, 2000). The SDT framework maintain that autonomous motivation can be fostered within an environment that facilitates the satisfaction of three basic needs: 1) students’ need for autonomy, 2) competence, and 3) relatedness. In this respect, is was hypothesized that web-based collaborative inquiry in science classrooms can be considered as a need-supportive environment which in turn can foster good quality motivation for science learning (i.e. high autonomous motivation, low controlled motivation). Based on the results of this study, the hypothesis of an overall increased autonomous motivation for science learning as a result of being exposed to web- based inquiry during secondary science education need to be rejected. On the other hand an overall increase of controlled motivation is found, but this doesn’t result in more qualitative motivation profiles. We need to conclude that higher learner motivation cannot taken for granted because of technology-enhanced learning in science. Further research is needed to gain insight to what extent students perceive web-based inquiry learning as need-supportive and how we can improve the teaching and learning environment to satisfy their basic needs and improve good quality motivation for science learning.

A Profile Approach to Self-Determination Theory Motivations at Work.

Self-determination theory (SDT) posits the existence of distinct types of motivation (i.e., external, introjected, identified, integrated, and intrinsic). Research on these different types of motivation has typically adopted a variable-centered approach that seeks to understand how each motivation in isolation relates to employee outcomes. We extend this work by adopting cluster analysis in a person-centered approach to understanding how different combinations or patterns of motivations relate to organizational factors. Results revealed five distinct clusters of motivation (i.e., low introjection, moderately motivated, low autonomy, self-determined, and motivated) and that these clusters were differentially related to need satisfaction, job performance, and work environment perceptions. Specifically, the self-determined (i.e., high autonomous motivation, low external motivation) and motivated (i.e., high on all types of motivation) clusters had the most favorable levels of correlates; whereas the low autonomy (i.e., least self-determined) cluster had the least favorable levels of these variables.

A profile approach to self-determination theory motivations at work

Self-determination theory (SDT) posits the existence of distinct types of motivation (i.e., external, introjected, identified, integrated, and intrinsic). Research on these different types of motivation has typically adopted a variable-centered approach that seeks to understand how each motivation in isolation relates to employee outcomes. We extend this work by adopting cluster analysis in a person-centered approach to understanding how different combinations or patterns of motivations relate to organizational factors. Results revealed five distinct clusters of motivation (i.e., low introjection, moderately motivated, low autonomy, self-determined, and motivated) and that these clusters were differentially related to need satisfaction, job performance, and work environment perceptions. Specifically, the self-determined (i.e., high autonomous motivation, low external motivation) and motivated (i.e., high on all types of motivation) clusters had the most favorable levels of correlates; whereas the low autonomy (i.e., least self-determined) cluster had the least favorable levels of these variables.

Looking at learning approaches from the angle of student profiles

This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students’ approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher.