Need For Autonomy Research Articles

Adolescents’ Self-Determined Motivation to Learn About Safer Sex Online

Self-determined motivation fosters better learning and sustained health behaviour adoption than controlled motivation. Self-determined motivation can be strengthened by satisfying the need for autonomy. Therefore, this study investigated if adolescents’ (1) intrinsic motivation to learn about safer sex and (2) self-determined motivation to perform safer sex would be higher when an online message is presented in autonomy-supportive language compared to controlling language. Furthermore, this study also investigated if adolescents’ (1) intrinsic motivation to learn about safer sex and (2) self-determined motivation to perform safer sex changes depending on whether the online message is written by someone that is similar to them. To this end, a 2 (autonomy-supportive language vs. controlling language) x 2 (identification vs. no identification) experimental study (N = 214) was conducted using a website page about safe sex from the Dutch sexual health website sense.info. Even though we found some indications of the expected effects, a two-way analysis of covariance (ANCOVA) showed no significant difference for either autonomy-supportive language, identification, or an interaction of both strategies. However, we found some preliminary evidence that this could be due to a ceiling effect. We therefore recommend further exploring these strategies, considering some lessons learned.

Entrepreneurial inclinations among student-teachers in the School of Education, University of Dar es Salaam, Tanzania

The aim of this study was to investigate whether there is a statistically significant mean difference in various entrepreneurial tendencies (including the need for achievement, need for autonomy, creative tendency, calculated risk-taking, and internal locus of control) between student-teachers who have received university entrepreneurship education (Bachelor of Education in Commerce) and those who have not (Bachelor of Education in Adult and Community Education) at the School of Education, University of Dar es Salaam. The study focused on a total sample size of 36 participants, utilizing an independent sample t-test (two-tailed) to compare mean differences. Given the limited sample size, the study's findings are applicable only to student-teachers at the Bachelor's degree level at the School of Education, University of Dar es Salaam, Mwalimu Julius Nyerere Mlimani Campus. Except for the need for autonomy, no statistically significant mean difference was observed among the target population. The study recommends further research to investigate the reasons behind the statistically significant mean difference in terms of the need for autonomy between recipients and non-recipients of university entrepreneurship education at the study location

Апробация и валидизация методики «Индекс автономного функционирования» (IAF) на российской выборке

<p>One of the key issues in contemporary psychology is a correlation between determinism and indeterminism in understanding human behaviour. Autonomy as self-determined behaviour, as an individual's autonomous choice of behaviour, is one of the most significant and sought-after constructs in the study of personality functioning. In E. Deci and R. Ryan's self-determination theory (SDT), the need for autonomy is one of the basic innate needs of the personality, and this confirms the need for a person to feel as an actor, an initiator, the cause of one's own life and to act in harmony with one's integrated Self. The article presents the procedure of adaptation of the Russian-language version of the “Index of Autonomous Functioning” (IAF) developed within the macro-theory of self-determination by E. Deci and R. Ryan. The methodology assesses the need for autonomy, including such characteristics as authorship in life, self-interest and susceptibility to external control. In the article we studied the results of reliability and accuracy assessment (Cronbach's coefficient – 0,774) on a sample of 689 university students in Saint Petersburg. The structure of the questionnaire had three scales: authorship, susceptibility to control, and interest. Correlation analysis confirmed the correlation of the scales with other methods of measuring autonomous behavior, such as "Subjective Quality of Choice", "The Existence Scale", "World Assumptions Scale" and "Stolin Self-Relationship Questionnaire". Testing of diagnostic sensitivity of the Russian version of the questionnaire showed positive results, revealing significant level differences between three clusters: respondents with high, medium and low autonomous functioning index, as well as significant differences in gender and level of education of the respondents. A positive correlation was found between the overall IAF score, the interest-taking subscale, and the age of respondents (within Russian sample). According to the results, the Russian-language version of the “Index of Autonomous Functioning” has good psychometric characteristics and can be used as a qualitative research tool.</p>

The Association Between Autonomy Need Satisfaction and Perceived Romantic Relationship Quality: The Mediating Role of Openness

One of the most critical developmental tasks during the university years is to develop close romantic relationships. The quality of the relationship established is as important as the existence of these relationships. In this study, a model that examines the mediating role of openness in the association of autonomy need satisfaction and perceived romantic relationship quality among emerging adults was tested. The study group consisted of 510 university students. A personal information form, the Fulfillment Scale of the Needs in Romantic Relationships, the Relationship Maintenance Strategies Scale, and the Perceived Romantic Relationship Quality Scale were used to collect data. The initial analyses showed that there were positive and significant correlations between autonomy needs satisfaction, openness, and perceived relationship quality. In addition, the emerging adults whose autonomy needs were met were more open in their close relationships and, as a result, had a higher level of perceived romantic relationship quality.

"IThink it's Good that they Choose who they want to be Stroked by" -The Support Quality of Animal-BasedTherapy

For Adolescents with personality impairments it's often difficult to accept therapy offers. Personality impairment may be preceded by (early childhood) trauma, which undermines trust in others.Thus, adolescents with traumatic experience often have limited motivation to start psychotherapy, also due to the greater need for autonomy and the process of detachment in this age phase. However, adolescence is a particularly sensitive period, as personality impairments may consolidate and personality disorders (PD) develop. To address low trust and lowmotivation in adolescents with high risk for or already full PD an animal-assisted group therapy adjunct to individual mentalization-based therapy was developed and piloted. Two groups with a total of eleven patients each were conducted, four of whom agreed to talk about their experiences with animal-assisted therapy in an interview after completion of therapy. Interviews were analyzed qualitatively and evaluated with regard to the aspects of what the adolescents liked and disliked, what expectationsweremet or unmet, andwhat effects the adjunct intervention had on the adolescents' therapeutic success.The categorized statements are discussed related to the theories of human-animal interaction according to Hediger et al. (2019) and a new hypothesis about animals as teambuilding catalysts could be established. In sum, alpacas were perceived suitable as therapy animals for adolescents with personality impairments.

The influence of frustration and loneliness on job satisfaction

Contemporary emphasis is placed on concepts that look at intrinsic and extrinsic factors that influence work activity in the workplace. This research focuses on identifying differences and correlations between concepts that designate the influence of frustration and loneliness on job satisfaction. A sample of 60 people, 31 women and 29 men, 27 rural and 33 urban, was assessed with the following instruments: the Basic Psychological Job Satisfaction and Frustration Scale-General Measure and the Workplace Loneliness Scale. The results showthat significant differences were found between women and men in terms of perceived loneliness at work. On the other hand, a negative correlation was found between loneliness and frustration of the need for autonomy. Significant differences were also found in terms of background and satisfaction of the need to relate at work, where those from urban areas scored higher. The results of the research are analysed and discussed, thus gaining insights into loneliness, frustration and overall perceptions of job satisfaction.

Psychological needs at work and job satisfaction: is there a divide between the public and private sectors?

ABSTRACT This study examines how the psychological needs from Self-Determination Theory – the need for autonomy, competence, and relatedness – differ for job satisfaction of public and private sector employees. Using representative data from Britain, we first find that the positive relationships between competence and job satisfaction and between relatedness and job satisfaction are stronger for private than for public sector employees. Autonomy, however, increases job satisfaction more for public than for private sector employees. Second, relatedness is most important for private and public sector employees’ job satisfaction. Feeling competent is the least important in both sectors.

Autonomy, Power and the Special Case of Scarcity: Consumer Adoption of Highly Autonomous Artificial Intelligence

AbstractUnlike previous generations of artificial intelligence (AI), AI assistants today can autonomously perform actions without human input or intervention. Several studies have proposed but not tested the notion that increased levels of AI autonomy may ultimately conflict with consumers’ fundamental need for autonomy themselves. Across five experiments (N = 1981), including representative samples and pre‐registered hypotheses, we investigate consumer responses to high (vs. low) AI autonomy in the context of online shopping. The results show a pronounced negative effect of high AI autonomy on consumers’ adoption intentions – an effect mediated by consumers’ relative state of powerlessness in the presence of high AI autonomy. However, when consumers face situations characterized by scarcity, such as when preferred options are being sold out rapidly (e.g. Black Friday), the aversive aspects of high (vs. low) AI autonomy are attenuated. Together, these findings offer novel insights regarding whether, when and why consumers are willing to adopt high (vs. low)‐autonomy AI assistants in online shopping settings.

NON-LINEAR MODEL OF A RECUPERATIVE SHOCK ABSORBER

This article examines the rationale for using a shock absorber with the function of recuperating mechanical energy into electrical energy. Current trends in the transport industry, regarding the need to use autonomous power sources in the transport infrastructure, are considered. This direction is promising due to the replacement of vehicles with internal combustion engines by electric transport, as well as the need for autonomous power supply of individual nodes and aggregates. The need for autonomy emerges acutely in the conditions of the energy crisis, and at the same time, the lack of energy resources. Special attention is paid to energy recovery using the direct and conversepiezoelectric effect. The structure, chemical and physical properties, principle of operation and practical application of piezoceramic transducers, and the possibility of their use as energy harvesters (generators) are considered. The considered scientific and technical problem, which consists in determining the nature of the negative impact of various types of external oscillations on the functioning of structural elements of vehicles, to reduce which various shock absorbers or dampers are used. This work considers the use of a recuperative shock absorber of vibration loads with the use of a piezoelectricenergy harvester as a converter of mechanical energy of vibrations into electrical energy. Piezoceramic inserts are used as an energy collector in the design of an automobile hydraulic shock absorber. An assessment of the efficiency of recuperation and conclusions regarding the feasibility of use and implementation are provided. The shock absorbers which are installed to absorb vibrations consume a large amount of mechanical energy, converting it into heat which is dissipated into the atmosphere. This energy, without reducing the efficiency of functioning, can be beneficially used by using a piezoelectric generator with piezoelectric ceramics to convert mechanical energy into electrical energy.

Changes in Physical Education Teachers’ Beliefs Regarding Motivational Strategies: A Quasi-Experimental Study

Physical education teachers use motivational strategies that can (positively or negatively) affect their students’ level of motivation and engagement. Indeed, according to their experiences and beliefs, some teachers may focus on strategies that thwart, rather than support, students’ psychological needs (autonomy, competence, and relatedness). Effective professional development represents an excellent opportunity to help teachers use research-supported motivational strategies. Therefore, this study aimed to discover if attendance at a 2-day training course could positively affect PE teachers’ beliefs regarding empowering motivational strategies. Specifically, 11 PE teachers (experimental group = 6 [attending the training]; control group = 5 [no training]) from primary school (n = 6) and secondary school (n = 5) expressed their beliefs (effectiveness, feasibility, and normality) regarding 31 empowering motivational strategies proposed during training at the beginning (October) and the end (April) of the school year. Results of the Wilcoxon signed-rank test for related samples indicated no significant differences for the belief regarding effectiveness in either group. However, some positive significant changes (p ≤ .05) occurred in the experimental group for two motivational strategies supporting students’ need for autonomy and one supporting their need for competence. Given the small sample, positive trends (p ≤ .10) are also considered results of interest. In conclusion, the training appears likely to impact teachers’ beliefs. However, future professional development should provide additional feedback and follow-up time with teachers during experimentation with students to allow teachers to refine their understanding and use of the motivational strategies proposed.

« Reconnaissance du supérieur immédiat et soutien organisationnel perçu en contexte de télétravail forcé : le rôle médiateur de la satisfaction des besoins psychologiques »

Due to the Covid-19 pandemic, teleworking was imposed on several employees in Québec (Canada), suddenly upsetting their work experiences. Drawing on self-determination theory, this study examines whether and how, in the context of forced telework, supervisors’ recognition acts on teleworkers’ need satisfaction and, in turn, on their perception of organizational support. Data were collected among 347 French-speaking employees of professional staff from universities in Québec who answered an online questionnaire. Using the PROCESS macro of SPSS, a series of mediation analyses were conducted. The results reveal that supervisor's recognition at work acts on employees’ perceptions organizational support through satisfaction of need for autonomy and relatedness. These results highlight the importance of supervisor's recognition at work, especially in the context of forced telework.

Adolescent homework management strategies and perceptions of parental involvement

Throughout adolescence, the school, family and peer group can play an influential role in a young person’s psychological development and adjustment to school. This study focuses on the importance of the family during the adolescent period as it applies to developmental opportunities and the self-regulation necessary for the acquisition of psychological autonomy and new skills. How do adolescents perceive parental involvement? Does this parental support meet their need for autonomy and help adolescents acquire the necessary academic skills? This study examines the way in which French adolescents perceive the topic of homework and the interest their families show in it. Research is based on the parental involvement models of Epstein (2001) and Hoover-Dempsey and Sandler (1995), which focused on parental practices of monitoring schoolwork. These practices reflected the overall roles, involvement, and support of parents in their adolescent’s education. On a voluntary basis, 504 adolescents aged 12−15 responded to a questionnaire, with questions adapted from the ‘Child perceptions of parent’s structuring and activities related to homework’ (Cooper et al., 1998). The results of this study show that the perceived involvement and efficacy of parents have an effect on adolescents’ self-regulation strategies. This parental interest, then, is implicitly passed on to the adolescent by way of parental homework assistance.

Leader–member exchange (LMX) and work performance: an application of self-determination theory in the work context

ABSTRACT Using self-determination theory (SDT) as a guiding framework, we examined the effects of leader–member exchange (LMX) on performance through psychological need satisfaction and intrinsic motivation. Lagged data was collected from 333 dental hygienists across four time points. We examined three forms of performance: task performance, organizational citizenship behaviour (OCB), and counterproductive work behaviour (CWB). LMX was positively related to all three forms of psychological need satisfaction (competence, relatedness, autonomy), autonomy need satisfaction was positively related to intrinsic motivation, and intrinsic motivation was negatively related to CWB. Overall, there were significant indirect effects from LMX to all forms of performance; however, the mediating mechanisms varied. LMX was indirectly linked to task performance through competence need satisfaction and autonomy need satisfaction, to OCB through competence need satisfaction, and to CWB through the sequential effects of autonomy need satisfaction on intrinsic motivation. Our results highlight the complexity of the LMX-performance relationship and show that SDT can help to explain the relationship, depending on the type of performance being assessed.

How professional training impacts teaching innovation among ideological and political teachers: the mediating and moderating role of basic psychological needs satisfaction.

The aim of this study is to explore the impact of professional training on teaching innovation among senior high school ideological and political teachers. By introducing the concept of basic psychological needs satisfaction as a mediating factor, the study seeks to uncover the mechanisms and patterns that manifest in teaching innovation within the Chinese cultural context. To gather empirical data, a questionnaire survey was administered to a sample of 780 teachers in this specialized field. The results showed that providing more professional training is an effective way to enhance teaching innovation. Drawing on Self-Determination Theory, the satisfaction of basic psychological needs (competence, relatedness, and autonomy) was found to play an important role in this process. Competence need satisfaction and relatedness need satisfaction played a mediating role, while autonomy need satisfaction played a moderating role. Based on these findings, several recommendations are provided to support the professional training of senior high school ideological and political teachers and enhance their innovation, including providing personalized training programs, building a mentor system, and allowing greater autonomy in school management.

“Building Roots”—Developing Agency, Competence, and a Sense of Belonging through Education outside the Classroom

This study investigates how Education Outside the Classroom (EOtC) was used to support the students’ basic psychological needs, i.e., their need for competence, autonomy, and relatedness as described in Self-Determination Theory (SDT). The framework of Ecological Psychology (EP) was applied to explicate how the EOtC teaching settings helped the students to become effective, agentic, and connected. The findings show that this process was driven by their active engagement with environmental affordances which facilitated embodied experiences. Moreover, the interplay with place and people specifically reinforced their satisfaction of relatedness and created a deepened sense of belonging to their community. It is concluded that in order to foster the children’s healthy psychological and physiological development in EOtC, teachers should make use of the affordances and invitations of specific places as a starting point for their teaching to support the students to develop agency, competence and sense of belonging.

How Do Female Entrepreneurs Differ From Male Entrepreneurs? Distinguishing Personality Traits Throughout the Entrepreneurial Journey

This study addresses the underrepresentation of women and the so-far neglected process perspective in empirical entrepreneurial research. It aims to identify the personality traits that differentiate successful female entrepreneurs from their less successful peers and to determine which traits are crucial for pre-launch, launch, and post-launch success. Independent t-tests on 305 female entrepreneurs (and 476 male entrepreneurs) from the DACH region highlight the role of self-efficacy, proactivity, locus of control, and need for achievement for female entrepreneurs. Multiple regression analyses further reveal the importance of self-efficacy for every phase of women’s entrepreneurial journey. While the need for autonomy was critical during pre-launch and launch, locus of control significantly predicted female entrepreneurial success in the pre-launch and post-launch phases. Contrary to previous research, risk-taking was not a crucial trait for female entrepreneurs when compared to their male counterparts, while both showed similar levels of need for autonomy, proactivity, need for achievement, perseverance, self-control, and locus of control. The study offers valuable insights into successful entrepreneurship and highlights the need for female- and phase-specific support programs to enhance self-efficacy among female entrepreneurs.

How Can Autonomy Support from a Coach, Basic Psychological Needs, and the Psychological Climate Explain Ego and Task Involvement?

The aim of this study was to consider the relationships among the autonomy support an athlete perceives from their coach, the three basic psychological needs (autonomy, competence, and relatedness), the psychological motivational climate of the team (a task or ego climate), and the athlete's motivational orientation (ego or task involvement). No other studies have investigated this. My three hypotheses were as follows: autonomy support from a coach will have an impact on motivational involvement, all three basic needs will have an impact on motivational involvement, and motivational involvement will be explained by the motivational climate. A total of 175 elite male ice hockey players from Norway, ranging in age from 15 to 18 years old, answered questionnaires about autonomy support, perceived motivational climate, achievement goal orientation, and basic psychological needs. A multiple regression analysis was conducted to predict ego-task involvement using autonomy support from the coach, the need for autonomy, the need for competence, the need for relatedness, the task climate, and the ego climate. The only two variables that statistically significantly predicted ego-task involvement were the autonomy support from the coach (std. beta = 0.28, sign = 0.05) and the ego climate (std. beta = 0.34, sign = 0.01). The analysis revealed that the athletes had a higher score on task (M = 4.85) than ego (M = 3.34) involvement, but when these were transformed into two variables (high and low) for task and ego involvement, we found that most players scored high for both task and ego involvement. We found that autonomy support from the coach had a positive relationship with a high score for players on both task and ego involvement. We also found that the three basic psychological needs had no impact on the motivational involvement of the athletes. Lastly, we found that the ego climate had an impact on motivational involvement. There was a positive relationship between a high score for the ego climate and a high score for both ego and task involvement.

The Struggle for Autonomy of Weak States under Asymmetric Alliances: Based on the Case Comparison Between Philippines and South Korea

The need for diplomatic autonomy of weaker states in asymmetric alliances rises as their power increases, leading to a struggle for autonomy. In the U.S. Asia-Pacific alliance system, both the Philippines and South Korea are advancing the struggle for autonomy, but the effects of the struggle are showing differences. So why is the Philippines struggle for autonomy relatively more effective while South Koreas struggle is less effective when it is the same U.S. Asia-Pacific ally? This study mainly applies the case comparison method to analyze the main factors that cause the different effects of the autonomy struggle between the two countries by comparing the autonomy struggle in the Philippines after Duterte came to power and in South Korea after Moon Jae-in came to power. This paper argues that the factors that contribute to the different effects of autonomous struggle are mainly strategic dependence and the degree of interest bundling and acquisition at the external level, the degree of sovereign security and domestic political preference at the internal level, and the effective conditions for the autonomous struggle of weak states are also related to this. This study will provide insights into the struggle for autonomy of weak states in asymmetric relations and offer new perspectives for predicting the direction of the U.S. alliance system and the positioning of Korean-Philippine policy.

Satisfaction of basic psychological needs and European entrepreneurs' well-being and health: The association with job satisfaction and entrepreneurial motivation.

We examine an integrative model associating entrepreneurial motivation and job satisfaction with basic psychological needs satisfaction and the psychological well-being (PWB) and health problems of European entrepreneurs. In contrast with previous literature that focuses mainly on hedonic well-being, this study examines well-being by using a eudaimonic perspective and the link between entrepreneurial motivation and entrepreneurs' PWB. Based on the self-determination theory (SDT) and using structural equation modeling, this study examines a European representative sample composed of 7,878 entrepreneurs from the sixth European Working Conditions Survey (6th EWCS; Eurofound [2015] database). This study finds a positive relationship between the satisfaction of the need for autonomy and competence and opportunity motivation, which in turn is positively associated with job satisfaction. This study also finds that need satisfaction is positively associated with entrepreneurs' PWB and job satisfaction, which in turn is positively associated with entrepreneurs' PWB and health. Results highlight the relevance of SDT, opportunity motivation, and job satisfaction to understanding entrepreneurs' PWB and health. To the best of our knowledge, this is the first integrative model relating satisfaction of basic psychological needs (autonomy and competence) and diverse individual outcomes related to work (job satisfaction, PWB, and health) of European entrepreneurs by considering entrepreneurial motivation. This study examines a large and representative European sample, in contrast with previous research focusing on the Anglosphere nations.

Food in the community daycare center: is it all about nutrition?

Abstract Background As the world's population continue to age, it's crucial to prioritize interventions that enhance quality of life, well-being, and health of older people. Sustainable environments that fulfill basic needs such as food and nutrition can aid in meeting the social needs of seniors, including belonging, autonomy, independence, and safety. The study aims to understand the experiences and meanings of eating and dining among seniors in community daycare centers, and how they support their social needs, with to goal of identifying effective strategies for promoting their health and well-being. Methods This qualitative study involved conducting seven focus groups of seniors (n = 23); interviews with settings managers (n = 7); and observations carried out between May to November 2022. Through content analysis, we identified key categories and themes that emerged from the data. Results The analysis revealed three main themes related to the experiences and perceptions of food and nutrition among seniors at the daycare center: (1) personal needs: seniors expressed a need for autonomy in selecting food, building menus, and choosing sitting arrangements. They also emphasized the importance of having access to hot and balanced meals (food security) that reflected their cultural and personal preferences. (2) Social needs: the need for companionship during mealtimes (comparing to eating alone at home), being cared for, and participation in social events such as dining out or attending picnics and parties. (3) Health-related needs: customized and healthy diets, education on healthy eating habits, and the use of reusable dishes and food waste reduction strategies to support environmental sustainability. Conclusions Meeting the personal, social, and health-related needs of seniors through better food planning and service can improve their well-being and quality of life, and contribute to public health. Key messages • Eating and dining in seniors’ settings is not only about nutrition but also about preserving health and well-being. • Interventions should focus on the opportunities that dining provides.