Lens Of Self-determination Theory Research Articles

Behind the bubble: Exploring the motivations of NFT buyers

Non-fungible tokens (NFTs) represent a multibillion-dollar global market. While considerable speculation exists about the future utility of NFTs, there has been limited research into the consumer behaviors of market participants. This research paper examines the motivations of NFT buyers through the lens of self-determination theory. Using a sample of 482 participants, the authors tested a conceptual framework to better understand both NFT buyers' intrinsic and extrinsic motivations. This study expands the literature on NFTs in three different ways: i) it is the first study, as far as we know, to focus exclusively on NFT buyers and their motivations in purchasing NFTs; ii) it explores a variety of potential motivations theorized in the literature; and iii) it tests the expected future value of NFTs as both a motivation and as a moderator for NFT buyers. The authors determined that intrinsic motivation had the most substantial effect on purchase intention, and the expectations of NFTs’ future value positively moderated the effect of amotivation on purchase intention. In contrast, high expectations of future value moderated the effect of external regulation on purchase intention. The results suggest that NFT buyers are not as impacted by potential social or monetary gain as often characterized in the academic literature but behave more like traditional buyers of luxury goods.

Evaluating an Adapted Physical Activity Program for University Students and Staff Living with a Physical Disability and/or Chronic Condition through a Self-Determination Theory Lens

The purpose of this mixed-method study was to (1) examine the effect of an adapted physical activity program, Fitness Access McGill (FAM), on leisure-time physical activity (LTPA), autonomous and controlled motivation, and the basic psychological needs of self-determination theory among university students/staff with a physical disability and/or chronic conditions, and (2) explore participants’ experiences after completing FAM. Nineteen participants completed validated questionnaires for all study outcomes pre- and post-FAM. Nine participants partook in a 30–60 min semi-structured interview conducted within three months of completing FAM. Quantitative data were analyzed using repeated measures effect size calculations. Qualitative data were analyzed using directed content analysis. Participants reported an increase in total LTPA (dRMpooled = 0.58), with the greatest positive change on strenuous intensity (dRMpooled = 0.81). Large effects were found for changes in autonomous motivation (dRMpooled = 0.52), autonomy (dRMpooled = 0.79), competence (dRMpooled = 0.79), and relatedness (dRMpooled = 0.89). Participants reported FAM being supportive towards their psychological needs, the development of a LTPA routine, and enhanced overall well-being. Future research can be built upon this study to develop a robust understanding as to how need-supportive, adapted LTPA programs could be implemented within community settings or out-patient rehabilitation to support exercise engagement, physical health and overall well-being among adults with disabilities.

Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory

While it is important for teachers to care about students' academic performance and mental health, controlling and overprotective behavior can have long-term negative effects on students. Despite extensive research on the relationship between student achievement and teachers' caring behavior, research has investigated students' actual experiences of the pressures they face from teachers' expectations and concerns. To this aim, 400 Iranian English as a Foreign Language (EFL) institute students participated in this study. EFL teachers were chosen for the challenges and anxiety that learning a language brings to the students. In many countries, English is considered important for academic and professional success, and as a result, students and teachers place high expectations and emphasis on performance in this area. Surveys were completed to examine student active and passive motivation, anxiety, and teachers’ level of concern. This study found that teacher concern was a significant predictor of student motivation, while teacher metapathy and empathy negatively predicted anxiety, and teacher apathy positively predicted anxiety. Furthermore, teacher apathy negatively predicted foreign language learning outcomes, whereas teacher concern, mediated by motivation, directly predicted foreign language learning outcomes. In conclusion, caring and supportive teachers who foster a sense of belonging align with self-determination theory, boosting student motivation and improving outcomes. This study highlights the important role of such teachers in student success and the need to integrate self-determination theory into educational practice.

The whys and wherefores of home creativity support: A cross-cultural reflexive thematic analysis between British and French parents

Although creativity research increasingly documents how parents support their children's creativity at home, previous work has been mostly quantitative in nature, while qualitative studies almost exclusively report data from mothers. Thus, we conducted online qualitative interviews of 14 parents (9 mothers and 5 fathers) of children aged between 4 and 6 years, who were living in France or in the United Kingdom during the COVID-19 pandemic. Through a cross-cultural reflexive thematic analysis, we explored questions around what views of early childhood creativity parents shared; whether (and if so why) they are motivated to engage in dyadic home creative activities with their children; and their perceptions of the benefits of these activities, both on themselves, and on their children. The parents shared views and definitions of creativity in line with creativity research. Moreover, they explained how they used creative activities to teach their children social rules, self-expression, independence, and skills development. They also appreciated creative activities as a strategy to help their children vent and calm down or, in contrast, to foster in them a sense of joy and vitality. Parents also reported the extent to which creative activities contribute to parent—child relationship quality. We discuss these findings through the lens of Self-Determination Theory.

Cultivating physician empathy: a person-centered study based in self-determination theory

ABSTRACT While physician empathy is a vital ingredient in both physician wellness and quality of patient care, consensus on its origins, and how to cultivate it, is still lacking. The present study examines this issue in a new and innovative way, through the lens of self-determination theory. Using survey methodology, we collected data from N = 177 (44%) students at a Canadian medical school. We then used a person-centered approach (cluster analysis) to identify medical student profiles of self-determination (based on trait autonomy and perceived competence in learning) and how the learning environment impacted empathy for those in each profile. When the learning environment was more autonomy-supportive, students experienced higher satisfaction and lower frustration of their basic psychological needs in medical school, as well as greater empathy towards patients. The translation into increased empathy, however, was only evident among the students with higher self-determination at baseline. Results from this study suggest that autonomy-supportive learning environments will generally support medical students’ psychological needs for optimal motivation and well-being, but whether or not they lead to empathy towards patients will depend on individual differences in self-determination. Findings and their implications are discussed in terms of developing theory-driven approaches to cultivating empathy in medical education.

The relationship between emotions, beliefs, and pro-environmental behaviors in young adults through the lens of self-determination theory

Understanding the variables that promote pro-environmental behaviors (PEBs) can be useful for sustainable development. Research has shown that several factors, including emotions, can influence PEBs. Eco-empathy and helplessness beliefs toward the environment (HBTE) can facilitate or discourage PEBs. To understand the role of these factors, it may be interesting to study their connection with different emotion regulation strategies suggested by Self-Determination Theory. The current study sought to test a model that could explain the associations of dysregulation, suppressive regulation, and integrative regulation with eco-empathy, HBTE, and PEBs. In a sample of 305 emerging adults, we found an association between integrative regulation and eco-empathy, dysregulation, and HBTE. The analyses revealed an indirect pathway from integrative regulation to PEBs through eco-empathy, suggesting the need to implement educational and informational programmes that consider the impact of emotional constraints on PEB implementation in the younger generation.

Paintings, Not Noise—The Role of Presentation Sequence in Labeling

Abstract Labeling is critical in creating training datasets for supervised machine learning, and is a common form of crowd work heteromation. It typically requires manual labor, is badly compensated and not infrequently bores the workers involved. Although task variety is known to drive human autonomy and intrinsic motivation, there is little research in this regard in the labeling context. Against this backdrop, we manipulate the presentation sequence of a labeling task in an online experiment and use the theoretical lens of self-determination theory to explain psychological work outcomes and work performance. We rely on 176 crowd workers contributing with group comparisons between three presentation sequences (by label, by image, random) and a mediation path analysis along the phenomena studied. Surprising among our key findings is that the task variety when sorting by label is perceived higher than when sorting by image and the random group. Naturally, one would assume that the random group would be perceived as most varied. We choose a visual metaphor to explain this phenomenon, whereas paintings offer a structured presentation of coloured pixels, as opposed to random noise.

Exploring the Psychological Well-Being of Tourism Community Members Through the Lens of Self-Determination Theory: A Case Study of Queenstown, New Zealand

Despite a substantial history of research on the well-being of host communities at tourism destinations, the individual psychological well-being of local residents remains an underexplored topic. This study explores the psychological well-being of tourism host community members through a case study of Queenstown, New Zealand. By drawing on the self-determination theory, an innovative focus group analysis approach, microinterlocutor analysis, complemented by thematic analysis, was used to explain the psychological well-being of individual host community members in a nature-based tourism destination. Findings revealed a sense of autonomy, relatedness to people and the natural environment, feelings of competence or mastery, and beneficence-supported psychological well-being. This study extends prior research on the well-being of host communities by identifying key psychological well-being domains explicitly related to host community members. Practical implications of the findings are highlighted with reference to nature-based destinations.

INTEGRATING SYSTEMS THINKING AND PROJECT BASED LEARNING IN SUPPORTING BASIC PSYCHOLOGICAL NEEDS: A PROPOSED MODEL FOR FILIPINO STEM STUDENTS

INTEGRATING SYSTEMS THINKING AND PROJECT BASED LEARNING IN SUPPORTING BASIC PSYCHOLOGICAL NEEDS: A PROPOSED MODEL FOR FILIPINO STEM STUDENTS

Charting creativity in government: the relationship between transformational leadership, psychological empowerment and employee creative performance

PurposeThis paper aims to explore the link between transformational leadership and employee creativity through the lens of self-determination theory, with psychological empowerment serving as a mediating factor. Additionally, it will examine how financial rewards and job formalization might moderate this relationship.Design/methodology/approachThe research uses a survey approach, targeting employees and supervisors from government ministries in the United Arab Emirates through purposive sampling. The study collected data from 254 participants via an online questionnaire and analyzed it using the partial least squares structural equation modeling technique in SmartPLS4.FindingsThe results show that transformational leadership has a significant impact on the psychological empowerment and creative performance of employees. The relationship between transformative leadership and employee creative performance is mediated by psychological empowerment. Additionally, the moderating effects of financial rewards and job formalization are explored. The findings do not support the moderating role of job formalization, and financial rewards negatively moderate the transformational leadership–psychological empowerment relationship.Research limitations/implicationsThe research is centered on a particular cultural setting and government ministry employees, thus limiting the generalizability.Originality/valueThis study explores at how transformational leadership affects employee creativity, considering the role of psychological empowerment and how financial rewards and job structure might influence this relationship.

Understanding civil servants’ public service motivation, withdrawal behavior, and taking-charge behavior through the lens of self-determination theory

Contemporary public management research has focused heavily on the consequences of public service motivation (PSM). However, only a handful of studies have been conducted to develop context-indifferent measurement scales that reflect the nature of this central concept, which ranges along a continuum from controlled to autonomous motivation. This study proposes a new PSM model grounded in self-determination theory (SDT) and empirically validates two behavioral elements for the SDT-based PSM using data from Guangdong Province of China. Specifically, it is found that (1) the withdrawal behavior of public employees is positively influenced by their external PSM, negatively associated with identified and introjected PSM, and independent of intrinsic and integrated PSM; (2) there are positive relationships between introjected-, intrinsic-, identified-PSM, and taking-charge behavior; and (3) integrated and external PSM do not show significant outcome effects. Acknowledging that different motivational dimensions underlying the SDT-based PSM vary in their importance to the stimulation of withdrawal and taking-charge behaviors, the paper concludes with a future agenda for SDT- and PSM-related research that can be furthered in a manner that enriches theory or illuminates practice.

Investigating student’s motivation and online learning engagement through the lens of self-determination theory

PurposeThe lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences.Design/methodology/approachDrawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method.FindingsThe results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL.Originality/valueThis study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.

Does teachers’ motivation have an impact on students’ scientific literacy and motivation? An empirical study in Colombia with data from PISA 2015

In this study we use data from the Programme for International Student Assessment (PISA) to investigate the effect of teachers’ motivation on students’ scientific literacy and motivation in Colombia. These relationships are explored using a multilevel modeling framework and through the lens of Self-Determination Theory. Although difficulties in achieving education quality in developing and emerging economies are commonly attributed to teacher motivation issues, and important policy measures are implemented based on this assumption, this topic remains largely empirically unexplored. The purpose of the study is to contribute to fill this gap and provide empirically based insights for a broader and more informed dialogue regarding the effect of motivation in the development of scientific literacy, and to the design and implementation of evidence-based policies, instructional practices, and interventions. In this analysis, we did not find a significant relationship between teacher motivation and either students’ scientific literacy or motivation. However, students’ interest in science and sense of self-efficacy were significantly associated with their own achievement. The results also show that teacher-directed instruction is the strongest predictor of scientific literacy as opposed to inquiry-based teaching. However, inquiry-based teaching was found to be a positive predictor of increased students’ motivation.

TEACHING OUTSIDE AREA OF EXPERTISE: A BARRIER TO OR ENABLER OF TEACHERS’ SENSE OF COMPETENCE?

For a majority of academics, it has become an increasingly common reality to teach outside their area of expertise. However, there has been little discussion on the impact of out-of-field teaching on teachers and their teaching. The current study examined Vietnamese English as a Foreign Language (EFL) teachers’ perceptions and attitudes towards teaching outside their area of expertise, and the influence of out-of-field teaching on teachers’ sense of competence through the lens of Self-Determination Theory. Data were collected through semi-constructed interviews carried out by 15 Vietnamese EFL university teachers. Findings revealed that out-of-field teaching can be either a barrier to or an enabler of the satisfaction of teachers’ need for competence. The study found that lack of content knowledge did not always prevent teachers from seeing themselves as effective teachers and enhancing their need for competence. Teachers’ senses of effectiveness, confidence, motivation, and enjoyment of teaching depend largely on how they conceptualise their roles in teaching. Particularly, those with a high level of self-efficacy and did not consider themselves as a knowledge expert in teaching were more likely to see out-of-field teaching as an opportunity for their knowledge enhancement. The study suggests that different stakeholders (e.g., educators, policy makers, school leaders and administrators, and teachers) should develop an understanding of how teachers conceptualise their roles in teaching and what makes them feel competent to provide teachers with need-supportive environment.

Family Physician Motivation and Well-Being in the Digital Era.

Family physicians rapidly shifted to using virtual care during the COVID-19 pandemic, yet it is largely unknown if this change has impacted their workplace motivation. A better understanding of this matter is essential for optimizing the integration of virtual care into standard practice and for supporting family physician well-being. Using a self-determination theory lens, we examined if family physicians experienced autonomous (vs controlled) motivation toward using virtual care, how this related to their subjective well-being, and whether satisfaction (vs frustration) of their basic psychological needs at work mediated that relationship. Using cross-sectional survey methodology, quantitative data was collected from 156 family physicians in Alberta, Canada. The questionnaire contained validated scales for measuring motivational quality, workplace need fulfillment, and subjective well-being. Descriptive, correlational, and mediation analyses were performed. Family physicians varied significantly in their quality of motivation towards using virtual care. Controlled motivation toward using virtual care was associated with lower well-being, and workplace need frustration fully mediated that relationship. Conversely, workplace need satisfaction, but not autonomous motivation toward using virtual care, was associated with higher well-being. In line with self-determination theory, findings suggest that when family physicians' motivation toward using virtual care is less self-determined, it will lead to poorer subjective well-being, because of basic psychological need frustration. Potential implications of the findings are discussed within the contexts of virtual health and primary care.

Why do consumers consume masstige products? A cross-cultural investigation through the lens of self-determination theory

Shaping consumers' attitudes and influencing their consumption of masstige brands via intrinsic and extrinsic motivation is an unexplored research area. By applying self-determination theory, this study attempts to divulge how extrinsic and intrinsic motivations in a cross-cultural context affect masstige consumption behavior. Thus, a research framework and hypotheses are developed and validated using cross-sectional research. The data were collected from 437 Canadian and 412 Indian respondents using Amazon Mechanical Turk. Path analysis was performed using covariance-based structural equation modeling (CB-SEM) to test the hypothesized relationship. The path analysis established that attitudes and masstige consumption are influenced by both extrinsic and intrinsic motivations and further studies established that attitude partially mediates the effect of extrinsic and intrinsic motivations on masstige consumption. However, the moderation analysis failed to establish the role of Hofstede's cultural variable (i.e., power distance) in modifying the effect of extrinsic and intrinsic motivation on masstige consumption for Indian consumers, while it did in the Canadian context, albeit on select relationships. The findings of this study may be useful to masstige marketers in understanding cultural differences when designing promotional campaigns that resonate with consumers.

Expression of Concern: Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self-determination theory.

Expression of Concern: Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self-determination theory.

How intrinsically motivating are swimming instructors/lessons in the Netherlands? An observational study through the lens of self-determination theory.

It is desirable that (more) children continue swimming after having completed their swimming lessons to preserve their swimming skills and water safety, and as part of an active, healthy lifestyle. This may be encouraged by stirring children's intrinsic motivation for swimming during swimming lessons. However, it is currently unknown how intrinsically motivating swimming lessons are in Western countries. This study examined to what extent swimming instructors in the Netherlands cater to the basic needs of autonomy, competence, and relatedness, which, according to Self-Determination Theory (SDT), promote intrinsic motivation. Additionally, it examined whether an SDT-based teaching program prompts instructors to better meet these needs, and to what extent the teaching program, the education and experience of the instructor, and the group size predict the employment of SDT in swimming lessons. A total of 128 swimming lessons given by equally many instructors were observed in the Netherlands and rated on a modified version of the SDT teaching style scale to assess autonomy, competence, and relatedness support. The swimming lessons referred to four teaching programs, one of which was explicitly based on SDT. Instructors exhibited autonomy-thwarting, weakly competence-supportive, and relatedness-supportive behaviors. The SDT-based teaching program scored higher on the provision of autonomy, competence, and relatedness in lessons. This finding was significant for autonomy. Teaching program was the only significant predictor of SDT employment by instructors. Further improvement is desirable in catering to the basic needs, particularly autonomy, which can be achieved by deliberately implementing the principles of SDT into teaching programs for swimming.

A motivational approach to understanding problematic smartphone use and negative outcomes in university students

Considering the rising integration of smartphones into classrooms, the purpose of this research was to explore the relationship between problematic smartphone use (PSU) and negative outcomes through the lens of self-determination theory. This study examined 1,039 students’ reported academic motivation, PSU, anxiety, insomnia, and perceived stress. The first objective of this study was to examine how motivational orientations could predict PSU. Then, we examined how motivational orientations and PSU, when used as a mediating variable, could be modeled to predict negative student mental health outcomes (anxiety, insomnia, and perceived stress). As predicted, statistically significant results suggested that autonomous academic motivation was associated with less PSU (β = −0.16), as well as less anxiety (β = −0.12), insomnia (β = −0.16), and stress (β = −0.10). In contrast, higher levels of controlled academic motivation were associated with more PSU (β = 0.37), as well as higher levels of anxiety (β = 0.49) and insomnia (β = 0.41). Amotivation was also positively related to PSU (β = 0.17), anxiety (β = 0.36), insomnia (β = 0.62), and stress (β = 0.22). All indirect effects (mediation effects) were statistically significant and in the predicted direction: the impact of autonomous motivation on negative outcomes was mediated by lower levels of PSU while controlled motivation and amotivation were mediated by higher levels of PSU. Overall, this study advanced the understanding of PSU in university classrooms by demonstrating a link with academic motivation and mental health outcomes.

Older Adults’ Views on Characteristics of Groups to Support Engagement

ABSTRACT Taking part in formal classes or social engagement opportunities are important aspects of aging well, yet little is known about the key elements underlying the success of these initiatives. This qualitative study therefore aimed to examine older adults’ views on characteristics of formal classes or opportunities that support engagement. Twenty-four older adults (age range 66–93) from South Australia participated in semi-structured interviews. Transcripts were analyzed, applying the lens of Self Determination Theory (SDT). Specifically, how engaging in these opportunities fulfil psychological needs of autonomy, competence, and relatedness was considered. Characteristics of formal classes or engagement opportunities that were both conducive to their success and SDT need satisfaction included good organization, clear communication, belongingness and alignment with the needs, interests, and resources of participants. We provide a conceptual model which could be applied in designing such opportunities for older adults.