Perceptions Of Autonomy Research Articles

Perceptions of the learning environment in ophthalmology residency training: A mixed method study

Introduction: A good learning environment (LE) will affect the quality and standard of the learning process, student performance, and the outcome of the curriculum as well as predictor of the quality of health services. Our study aims to assess residents’ perception of the LE in Ophthalmology training programs for future improvement. Methods: Mixed method with an explanatory sequential design was implemented in this study using the Post-graduate Hospital Educational Environment Measure (PHEEM) as a quantitative approach and open-ended questions collaborated with focus group discussion (FGD) as a qualitative measurement. A comparison of the quantitative data was made using parametric and non-parametric analyses. Thematic analyses were performed for qualitative data. Integration of quantitative and qualitative data was done by connecting both data. Results: Fifty-three residents participated in this survey. The mean age was 30.96±2.18 years old, 64.15% were female and 77.36% are at the internship stage. The mean score of overall PHEEM was 123.40 ±12.35, indicated an excellent LE, while the mean score of perceptions of role autonomy, perceptions of teaching, and perceptions of social support were 42.57±4.62, 47.75±4.84 and 33.08±4.15, respectively. There is no significant difference between gender and study period with the perception of LE. Thematic analysis from qualitative data reveals six positive and five negative perception themes. All discovered themes confirmed concordance with the result of LE perception. Conclusion: Learning environment perception in the ophthalmology residency program was excellent and essential for the student's skills and performance quality. Some specific areas still need improvement strategies for institutional development. Keywords: Learning Environment, PHEEM, Ophthalmology, Residency, Mixed Method

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

ABSTRACT Purpose This study aimed to examine the motivational regulations of secondary school teachers to use classroom-based physical activity (CBPA). Methods A total of 148 secondary school teachers (response rate, 34%) completed a survey including the Behavioral Regulation in Exercise Questionnaire (α = 0.79–0.92), the Intrinsic Motivation Inventory perceived competence (α = 0.85) and perceived autonomy (α = 0.86) subscales, and the perceived relatedness with students scale (α = 0.93). Results English, Norwegian, and mathematics CBPA were used by 13%, 26%, and 22% of respondents, respectively. Thirty-seven percent of the teachers reported using in-class physically active breaks one to four times a week or daily. There was a positive correlation between teachers’ perception of autonomy, competence, relatedness with students, and self-determined regulations for applying CBPA. A stepwise regression analysis showed that identified regulation for CBPA and perceived competence explained 31% of the likelihood of using CBPA in future teaching. Conclusion To improve rates of teachers using CBPA on a regular basis in secondary school, implementers need to focus on strengthening teachers’ personal held values about and perceived competence for using CBPA.

Through the Looking Glass: Comparing Resident and Attending Views on Competency and Autonomy

ObjectivesSurgical residencies act as an apprenticeship to train new surgeons, ideally with increasing trainee autonomy and competency. Objective methods of measuring these two qualities are needed. MethodsThe objective of this pilot study is to use the Surgical Autonomy Program (SAP) to compare resident and attending perception of competency, via Zones of Proximal Development (ZPDs), and autonomy, via TAGS (Teach, Advise, Guide, Solo) scale for a common pediatric neurosurgical procedure. The most common pediatric neurosurgical procedure, a ventriculoperitoneal shunt, was broken down into four ZPDs. After each procedure, the resident and the attending rated the competency of the resident by ZPD, and their autonomy using TAGS. These ratings were then compared to see if the attending and the resident agreed on their levels of competency and autonomy. ResultsThere were no significant difference in the rating of competency or autonomy between the residents and the attendings. Post graduate year (PGY) was significantly associated with differences in TAGS ratings with those having less experience showing a positive perception gap. Other covariates (age, gender) were not associated with differences in rating. The residents found that the ZPDs checklist was a useful tool for communicating with the attending and for getting appropriate autonomy in the OR. ConclusionsPediatric neurosurgical trainees and attendings had concordance on their perceptions of resident autonomy and competency, suggesting that this tool could be a useful way of objectively grading the progress of neurosurgical residents in surgery.

Integrating autonomy in public health messaging

The COVID-19 pandemic and related rise of public distrust has called personal autonomy in health messaging into question, drawing attention to two competing forms of health messaging—communicating to persuade versus to inform. Communicating to persuade utilizes marketing techniques to promote behavior change whereas communicating to inform focuses on providing information to facilitate informed decision-making. Communicating to inform is supported by Self-Determination Theory (SDT), which posits that autonomy, coupled with competence and relatedness, is a basic psychological need, relevant to making health-decisions and maintaining behavior change. This study aims to assess the above mentioned dynamics of SDT in health messaging through the development of an autonomous scale and assessment criteria. The purpose of the scale is to guide the development of health messaging that aims to communicate to inform (autonomy-enhancing) rather than communicating to persuade or coerce the audience into adopting a specific health behavior (autonomy-diminishing). The results of the study suggest that individual perception of autonomy in health messaging is influenced by a variety of factors. As such, the criteria outlined in this scale can be used as a guide to develop health messaging that purposefully integrates and supports autonomy-enhancing principles.

Perceived autonomy during childbirth predicts mothers' parental self-efficacy: A prospective cohort study.

Experience during childbirth is an important predictor of mothers' later well-being. Using the framework of Self-Determination Theory and, we hypothesized that the degree to which women felt autonomy over their choices during childbirth would be reflected in their later confidence as parents, termed Parental Self-Efficacy (PSE). We assessed PSE as well as depressive symptoms before birth (T1, approximately 36 weeks pregnant) and after birth (T2, approximately 5 weeks postpartum). Perceptions of autonomy during childbirth were measured at T2 using the Perceived Control in Childbirth scale. Using hierarchical linear regression, we found that mothers' perceived autonomy during childbirth predicted their postpartum PSE, controlling for prenatal PSE, pre- and postnatal depression, number of childbirth interventions, and overall birth satisfaction. These data suggest that care providers' support for women's autonomy in childbirth impacts how women feel about themselves as mothers in the postpartum months.

Academic citizenship—roles, rights and obligations

In this contribution, I wish to discuss roles, rights and obligations of different groups within universities and the collaboration both internally and externally, in relation to the many steering and control challenges that universities have faced over the last 20-30 years. The context of the article is primarily the Danish universities, which follow the European tendency towards heavy steering and control, creating more top-down governance structures, challenging the overall perception of university autonomy and of academic freedom. More specifically, the understanding of the metaphor of the academic citizen seems to evolve, with different focus on rights and obligations, in different contexts and universities. As a kind of conclusion, I would encourage academic communities to integrate all members in the understanding of the modern university community, as it has a greater aspiration and mission that cannot be met without internal and external collaboration, including the state, in a new form with a more extended arm’s length.

Important issues in proposing autonomy training in home parenteral nutrition for short bowel syndrome patients: a qualitative insight from the patients' perspectives.

The standard treatment for short bowel syndrome is home parenteral nutrition. Patients' strict adherence to protocols is essential to decrease the risk of complications such as infection or catheter thrombosis. Patient training can even result in complete autonomy in daily care. However, some patients cannot or do not want too much responsibility. However, doctors often encourage them to acquire these skills. Based on qualitative investigations with patients, we wanted to document issues of importance concerning perceptions of autonomy in daily care. Semistructured interviews were conducted with 13 adult patients treated by home parenteral nutrition using a maximum variation sampling strategy. We proceeded to a thematic analysis following an inductive approach. After achieving clinical management of symptoms, a good quality of life is within the realm of possibility for short bowel syndrome patients with home parenteral nutrition. In this context, achieving autonomy in home parenteral nutrition could be a lever to sustain patients' quality of life by providing better life control. However, counterintuitively, not all patients aim at reducing constraints by reaching autonomy in home parenteral nutrition. First, they appreciate the social contact with the nurses, which is particularly true among patients who live alone. Second, they can feel safer with the nurse's visits. Regaining freedom was the main motivation for patients in the training program and the main benefit for those who were already autonomous. Medical teams should consider patients' health locus of control (internal or external) for disease management to support them concerning the choice of autonomy in daily care for parenteral nutrition.

The Impact of Internal Communication on Individual Empowerment: Findings of a Representative Employee Survey in Germany

ABSTRACT In times of turbulence and uncertainty, internal communication management is an important means of demonstrating accountability to employees and supporting their empowerment, thus contributing to organizational success. Employee empowerment has numerous positive effects on employee attitudes, emotions, and behaviors, making it a relevant workplace and internal communication goal, especially in challenging times – and it seems to be influenced by internal communication. However, few studies have explored the influence of internal communication on employee empowerment. Therefore, this article examines how empowerment can be influenced by executive and peer-to-peer communication as two important domains which internal communication management needs to consider and manage. The article presents the results of a representative online survey among non-executive employees in German companies with at least 50 employees (n = 606). The findings show that the quality of both executive and peer-to-peer communication strongly supports empowerment, while the quantity of executive communication can hinder perceptions of integration and autonomy as empowerment components. This article adds to the previously limited knowledge about the impacts of executive and peer-to-peer communication on empowerment, and discusses implications regarding the theoretical analysis, empirical analysis, and practice of internal communication management.

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.

Towards improving online learning in physical education: Gender differences and determinants of motivation, psychological needs satisfaction, and academic achievement in Saudi students.

Studies on students' perceptions and expectations during physical education (PE) online learning remain scarce. Centered on self-determination theory, the present cross-sectional study aims to identify gender differences and predictors affecting motivation, psychological needs satisfaction (PNS), and academic achievement during PE online learning. Data were collected from Saudi students' (N = 308, 161 females and 147 males) responses to the PE autonomy, relatedness, competence, and motivation questionnaires. Welch's t-test for unequal sample sizes, multiple linear regression, and binary logistic regression were used to compare means and to predict the relationships between the independent and dependent variables. The results showed higher autonomy and competence perceptions in female than in male students, but no differences were observed in relatedness. Female students presented higher intrinsic motivations, lower amotivation perceptions than males. However, no gender differences were recorded in extrinsic motivation. Students with less experience in online learning and weak grade point averages (GPAs) are more susceptible to having a high level of amotivation. Gender, GPA, and prior experience with online learning are the common predictors for all PNS and amotivation, while GPA and prior experience with online learning are the determinants of intrinsic motivation. GPA is affected by prior experience with online learning, autonomy, competence, intrinsic motivation, and amotivation. Therefore, teachers are encouraged to adapt their didactic-pedagogical behaviors during PE online learning according to students' motivation and autonomy perceptions. Structuring teaching activities with more individualized support for autonomy, competence, intrinsic motivation, and students' online skills/competencies ensures better learning efficiency and academic achievements.

Investigating the Autonomy Orientations and Perceptions of Saudi EFL Teachers

This research aims to explore the autonomy orientation of English language teachers in the western province of Saudi Arabia, home to numerous secondary schools. The study, grounded in Self-Determination Theory (SDT), examines the impact of two primary variables: the teachers' genders and their levels of teaching experience. A cohort of 102 Saudi secondary school language teachers participated in the study, with 10 engaging in a qualitative follow-up. Data were collected via a questionnaire and analyzed using statistical techniques such as t-tests and analysis of variance (ANOVA). The findings indicated that the autonomy orientation among Saudi language teachers was moderate, with female teachers showing more supportive tendencies towards their students. Moreover, the study uncovered a discrepancy between the teachers’ autonomy orientations and their perceptions of the concept, attributing their perceived constraints and roles to the national education system. In light of these findings, the study advocates for pre-service and in-service training programs designed to enable English language teachers to foster an autonomy-supportive environment for their students. Additionally, the study calls for further research to deepen the understanding of English language teachers' autonomy orientations in Saudi Arabia and the interplay between autonomy orientation and teachers’ perceptions of autonomy.

Creative Autonomy in the Newsroom: How Hierarchy Impacts Innovative Behaviour

ABSTRACT News organisations are in need of creativity to enable their own innovation. Yet “creative autonomy”, the freedom to experiment, to be creative, and to investigate radical possibilities at work, which is conditional to innovation processes, is still under-researched in journalism studies. In this article we fill this gap by addressing creative autonomy in newsrooms in transformation from an organisational perspective. We do so by using “innovative learning culture” or “ILC” as a lens to understand how creative autonomy is perceived within the newsroom, and what organisational aspects and social dynamics influence this perception. From a larger ethnographic study on innovative behaviour in two national newspaper newsrooms in the Netherlands, “creative autonomy” emerged as a relevant theme to journalists in both organisations. Their perception of creative autonomy is multi-layered, unevenly experienced across the newsroom, and strongly influenced by hierarchy. We also find that the perception of creative autonomy coincides with the perception of having close communicative relations with management. We argue that this can hinder the innovative behaviour of the majority of news workers who are not part of elite groups and typically perceive more distance from management.

Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review

Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges’ g = 0.257, 95% CI [0.043, 0.471], p = .019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students’ perceptions of autonomy (Hedges’ g = 0.638, 95% CI [0.139, 1.136], p = .012) and relatedness (Hedges’ g = 1.776, 95% CI [0.737, 2.814], p = .001), but minimal impact on competence (Hedges’ g = 0.277, 95% CI [0.001, 0.553], p = .049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students’ intrinsic motivation: students’ lack of perceived competence and lack of perceived autonomy in gamified classes.

STUDENTS’ LIVED EXPERIENCE IN UTILIZING QUILLBOT AS AN ONLINE PARAPHRASING TOOL IN ACADEMIC WRITING

This study aimed to investigate students’ lived experience of Quillbot utilization in academic writing. The qualitative phenomenology method was used in this study to dig deeper into students’ lived experiences that they interpreted while using Quillbot. The result based on the data analysis showed some lived experiences that the students interpreted such as Quillbot’s benefits and students’ future use of Quillbot, students’ perceptions of autonomy and assistance, students’ ethical consideration when utilizing Quillbot, and students’ adoption of Quillbot’s suggestion. The results of this study also emphasized students' awareness that Quillbot is a supporting tool that cannot replace their writing skills. This study provides valuable insight into how students interact with Quillbot, how it influences their writing process, and broadens the perspective of teachers, lecturers, instructors, and the wider community who often consider AI to have negative impacts on students’ learning process.

Exploring the Broad Impact of AI Technologies on Student Engagement and Academic Performance in University Settings in Afghanistan

This article explores the pivotal intersection of Artificial Intelligence (AI), student engagement, and academic performance in higher education, specifically at Kabul University. As technology evolves, understanding AI's implications on education becomes critical for effective pedagogical strategies and student readiness. The research aims to bridge the gap between technological advancements and educational practices, comprehensively investigating AI's impact on student engagement and academic performance. The study addresses awareness, ethical considerations, autonomy perceptions, and AI integration into curricula. Employing a quantitative approach, the study involves 200 students from various Kabul University faculties, utilizing SPSS version 23 for analysis. Regression analyses, ANOVA, and structured questionnaires allow a nuanced exploration of AI engagement dimensions. Key findings indicate commendable AI awareness in students' daily lives, with room for improvement in academic integration. Ethical considerations emphasize a baseline for ethical AI use. Autonomy perceptions and AI tool engagement reveal nuanced layers, emphasizing a holistic AI education approach. In conclusion, this research advocates a balanced AI integration in education, offering implications for pedagogical strategies, curriculum development, and institutional policies. The findings guide educators, policymakers, and institutions in navigating AI-enhanced learning environments, ensuring students' technological literacy and ethical grounding.

Autonomous stores: How levels of in-store automation affect store patronage

Autonomous stores operate without needing on-site staff present to support and monitor customers. This study seeks to determine which autonomous stores are most likely to succeed. By adapting convenience theory and drawing on secondary and qualitative data, the authors identify unique features of autonomous stores that constitute convenience dimensions: options for check-in (access convenience), staff support (assistance convenience), check-out (transaction convenience), and to allow customers to check their itemized baskets (verification convenience). Perceptions of convenience, autonomy, and safety explain the influences of unique store features. A conjoint experiment provides a test of the direct effects of each dimension on store patronage and indirect effects through convenience, autonomy, and safety perceptions. The results indicate that, with the exception of check-out, consumers prefer staffed stores; having to check in (e.g., with a credit card), limited access to (remote) staff, and an inability to verify the basket before payment represent significant barriers. In turn, some trade-offs arise: Store features that increase convenience and autonomy undermine safety perceptions. Finally, community-based and rural locations are better suited for autonomous stores than anonymous traffic hubs. Retail managers can leverage these findings to decide whether to establish autonomous stores and, if so, with which design.

Student Perceptions of Academic Forum Freedom and Lecturer Scientific Autonomy on the Riau University Campus

This research is motivated by the many violations against academic freedom and campus autonomy. The problem formulation and research objectives are to explore student perceptions regarding academic freedom of speech and lecturers' intellectual autonomy. The benefits of this research include contributing knowledge to the understanding of academic freedom of speech and intellectual autonomy of lecturers. The method used is descriptive qualitative using percentages. The data collection instrument consists of questionnaires and interviews, consisting of 12 statements. The research population includes all students at Riau University. Sampling was carried out using Quota Sampling technique, with researchers giving a quota of 10 people per faculty at Riau University. Respondents, consisting of 10 people per faculty, were determined to use techniq. Accidental sampling. Sampling. The research results show that the average percentage value of respondents' alternative answers dominates at 96.83%, which indicates the "very good" category in the range of 75.01%-100%. Thus, it can be concluded that Riau University students' perceptions of academic platform freedom and lecturer autonomy are at the "very good" level.

Revisão de escopo da aplicação do Postgraduate Hospital Educational Environment Measure (PHEEM) na residência médica

Abstract Introduction: The PHEEM (postgraduate hospital educational environment measure) is a validated and reliable instrument to assess the educational environment in medical residency programs. Objective: To map the application of the PHEEM questionnaire in medical residency, evaluate the results found, positive and negative aspects and points for improvement. Method: We performed a scoping review according to the Joanna Briggs institution’s methodology. Studies that followed the PCC structure were included, as follows: P (participants) = resident physicians of any specialty; C (concept) = The PHEEM is an instrument used to assess the educational environment in medical residency, through a 40-item questionnaire divided into 3 subscales that include perception of autonomy, teaching and social support. C (context)= studies on PHEEM in medical residency of any specialty. PubMed, EMBASE and the Virtual Health Library databases were the data sources. Results: We identified 1588 references, and after reading the title and abstract, 50 references were selected for full reading, and 36 studies were included. The studies were carried out in 22 countries, and most revealed a more positive than negative educational environment, albeit with room for improvement. In the subscales, the perception of autonomy was more positive than negative, and the perception of teaching revealed that most programs are moving in the right direction. However, when evaluating social support, the results were divided between an unpleasant environment and an environment with more pros than cons. The main highlighted positive points were low racial and sexual discrimination, possibility of working in a team, adequate level of responsibilities, accessible teachers with good teaching skills, learning opportunities and participation in educational events. The main negative points were lack of adequate food and accommodation during the shifts, excessive workload, lack of feedback from preceptors and lack of protected time for study and the culture of blaming the resident. Conclusion: The application of PHEEM revealed that in most medical residency programs the educational environment was more positive than negative, albeit with room for improvement. Efforts are needed to improve the educational environment, especially social support, in medical residency programs.

First Level of Health Care: The Autonomous Role of Nurses

Introduction: although nursing autonomy is advancing with national legislation towards a competency-based approach, a positivist vision centered on biomedical aspects persists, limiting comprehensive care. Despite training and experience, role conflicts and oppression by the medical team persist, impeding freedom of decision and leading to job dissatisfaction.Objective: to analyze the professional autonomy of nurses in type A, B and C health centers at the first level of care in Health District 09D04 - Febres Cordero.Method: qualitative, descriptive, and dialectical approach, based on the perceptions of nursing professionals about their autonomy in Health District 09D04.Results: the perception of autonomy in the first level of health care is limited, under pressure and subject to demanding schedules. There are restrictions imposed by parameters and regulations, although benefits such as quality care and educational responsibility are recognized. Legal limitations, lack of support and restrictions affecting nurses' autonomy are also identified.Conclusions: to empower nurses, a series of measures are required at both the practical and educational levels. These include the implementation of laws that support their autonomy, ongoing training, the promotion of a favorable work environment, and the strengthening of their educational background with a focus on leadership and solution-finding skills

Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers

ABSTRACT The work of teachers has historically been highly controlled, but one area teachers have been granted considerable autonomy is in instruction and planning. Teacher autonomy is a complex concept with important implications for both the quality of instruction and teacher persistence in the field. The rise of charter management organizations (CMOs) and the increasing use of scripted lesson plans (SLPs) have introduced new institutional arrangements with unknown impacts on teachers’ perceptions of autonomy. This mixed method study surveyed 155 teachers across all grade levels from CMOs, independent charter, and district schools, on their perceptions of autonomy related to lesson planning. The survey responses showed that high school teachers and those who wrote their own lessons perceived the greatest autonomy, while elementary teachers and those who received SLPs perceived the lowest. Our qualitative interviews with 17 teachers complicated these findings by demonstrating how similar organizational structures could result in very different experiences of autonomy. Relationships of trust supported stronger feelings of autonomy; without trust, planning could feel restrictive or isolating. Still, teachers found spaces of autonomy within the organizational restrictions on their work. Their reflections suggest feelings of autonomy balance the increasingly limited role of teachers’ work in lesson design.