Relative Autonomous Motivation Research Articles

Students’ Motivation for Honors Programs in the Netherlands

This study aimed to examine student motivation for honors programs using two types of motivation (autonomous and controlled) of Dutch traditional students, Dutch non-traditional students, and international students. Data were collected using Academic Self-Regulation Questionnaire (SRQ-A). K-means cluster analysis with autonomous and controlled motivation was conducted to identify the various types of motivation clusters. Subsequently, motivational profiles were compared using Analysis of Variance between Dutch traditional students, non-traditional students, and international students. Furthermore, associations between background variables and relative autonomous motivation of students to participate in the honors program were conducted. The response rate was 33.25% ( n = 399). Four motivational profiles were identified: (1) HAMC (High Autonomous and Moderate Controlled), (2) HALC (High Autonomous and Low Controlled), (3) MALC (Moderate Autonomous and Low Controlled), (4) and MAMC (Moderate Autonomous and Moderate Controlled). Most of the honors program students in this study were represented in the good quality-HALC motivational profile. The findings also showed higher proportions of males ( n = 71, 48%) and females ( n = 120, 49.4%) in the good quality-HALC motivation profiles. Almost half of the students were found in the good quality cluster.

Autonomous motivation, goal-facilitating behaviours, and dietary goal progress in individuals transitioning to a veg*n diet: A longitudinal study.

Previous studies have consistently shown that autonomous motivation - pursuing goals because one wants to, rather than has to - is associated with greater behaviour maintenance in the context of healthy eating, exercise, and diet maintenance. The present study used a 7-wave longitudinal design to examine how autonomous motivation is related to dietary goal progress in individuals (N = 222) transitioning to a veg*n (i.e., vegetarian or vegan) diet. We hypothesized that when people reported more autonomous motivation (compared to their own average) they would be more successful in reaching their dietary goals. We also explored the role of goal-facilitating behaviours in this process. We found no directional effects of relative autonomous motivation on goal progress or goal-facilitating behaviours, although the concurrent relations were significant. There were also no within-person effects of behaviours on progress. These findings shed light onto the relationship between autonomous motivation, behaviours, and goal progress both at the same time and over time, and highlight the importance of examining within-person fluctuations over time.

Healthy eating in daily life: the role of relative autonomous motivation when it is difficult.

Most people try to eat healthy, but the temptation of unhealthy foods (among other factors) can make it difficult. Despite these difficulties, some people still achieve their healthy eating goals. Following self-determination theory (SDT; Ryan & Deci, 2000), we propose that relative autonomous motivation (RAM) can foster people’s effort in pursuing health goals. In two daily diary studies, we tested the hypothesis that RAM predicts attainment of healthy eating goals, especially when it is difficult. In Study 1, we focused on difficulties associated with trying to eat certain foods while avoiding others, whereas in Study 2, we focused on difficulties associated with the availability of unhealthy and healthy foods. Multilevel analyses provided some support our hypothesis, and highlighted the role of RAM for eating (vs. skipping) lunch and packing a lunch–two approach-based healthy eating strategies. We discuss these findings in relation to SDT and propose directions for future research on within-person changes in motivation and other sources of difficulty.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11031-022-09960-3.

Exploring the Association Between Irrational Beliefs, Motivation Regulation and Anxiety in Ultra-Marathon Runners: A Mixed Methods Approach

Researchers are beginning to explore the antecedents to anxiety symptomology. Such antecedents to anxiety symptomology may be that of irrational beliefs and motivation regulation. It has been intimated that both irrational beliefs and motivation regulation can be risk factors for increased anxiety in athletes. Research is yet to explore the association between these two antecedents, and how and whether they interact in predicting anxiety symptomology. The present paper investigates such associations within two phases. In phase one, we identify the predictive capacity of irrational beliefs and motivation regulation on anxiety symptomology in 61 elite ultra-marathon runners. Results support intimated associations between irrational beliefs and motivation regulation, evidencing that irrational performance beliefs negatively associated with relative autonomous motivation. In addition, it was found that irrational performance beliefs positively associated with anxiety symptomology, whilst autonomous motivation negatively associated with anxiety symptomology in elite ultra-marathon runners. In phase two, we use a narrative approach to understand seven elite athletes’ stories surrounding their performance beliefs, motivation, and anxiety symptomology. Phase two supports findings in phase one, evidencing that the co-existence of both irrational performance beliefs and controlled motivation is an antecedent to anxiety symptomology and dysfunctional behaviours in ultra-marathon runners. The findings of both phase one and phase two are discussed in relation to the theoretical and practical implications for elite athletes.

EFFECT OF MOTIVATIONAL STRATEGIES ON THE LEARNERS' PERFORMANCE IN SECONDARY SCHOOL CHEMISTRY IN KENYA: A CRITICAL LITERATURE REVIEW

Purpose: A high achievement in Chemistry can be determined by many factors, some of which can be related to teachers, others to students and also school administration. One factor includes motivation which is that drive which makes an individual set a goal, initiate and maintain behaviors which lead to the attainment of the set goal. The purpose of our study is therefore to assess the effect of motivational strategies on the learner's performance in secondary school Chemistry in Kenya Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: Based on the findings the study concluded that students' perception in chemistry determines its achievement in examinations and that most students do not have positive attitude in chemistry. The research concluded that, levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety which consequently influenced the performance in science. The study also found out that, high Relative Autonomous motivation positively affected good strategy and study effort, which in turn positively affected academic performance in form of grade-point averages. Unique Contribution to Theory and Practice: The study recommends that the Government and school authorities should through the allocation of funds, materials and apparatus for sciences teaching make school laboratories more adequate for effective implementation for Chemistry curriculum so as to enhance students' performance. Students should be exposed to more laboratory applications and activities so that they can recognize laboratory materials and equipment

Self-Determination Factors and Their Impact Through the Relative Autonomy Index on Skills-Based Learning

Through this study, we aim to identify the relationships between self-determination factors and skills-based learning, as well as the impact of these relationships on increasing the quality of skills-based learning in lower secondary education. The methodology of this paper is the use of quantitative methods of descriptive and inferential statistics in order to study the principle of self-determination through statistical estimation of the RAI (Relative Autonomy Index) coefficient. The data for the conduct of the empirical study were made possible by the questionnaires of the academic self-regulation type. The study includes two samples of students divided by the learning difficulty level. The novelty of this study is precisely the inclusion of the students with learning difficulties and the comparison of their outcomes with those of progressive students. There are many studies on the latter, some of which have guided the idea of this study. The Relative Autonomy Index was built by assessing the motivation sublevels dependent on their position in the self-determination process. Consequently, the data were collected by the standard academic self-regulation questionnaire, for the students with learning difficulties (45 students) and progressive students (45 students). The content of the questions is mainly about the reasons that make students do their works at school. The study of the RAI variable was conducted by treating the data according to their classification in terms of students' level of learning difficulties. To conclude on the relation of controlled motivation to relative autonomous motivation, the results of cross-quartile and descriptive distribution of RAI variable were studied. According to the selected sample, the analysis of this empirical study does not give us a good picture of the implementation of the skills-based curriculum, a process, which should enable each student to master the key skills for lifelong learning. Received: 20 April 2021 / Accepted: 16 June 2021 / Published: 8 July 2021

Executing Learning Activities and Autonomy-Supportive Instructions Enhance Autonomous Motivation.

This study investigated situational changes in learners’ degree of autonomous regulation during other-initiated learning activities and examined the influence of the instructional style on such changes. To this end, relative autonomous motivation of 172 fifth to seventh grade students was measured before, during and after execution of a musical learning activity. It was experimentally manipulated whether students were instructed in an autonomy-supportive or a controlling style. As expected based on self-determination theory and the action-based model of cognitive dissonance, relative autonomous motivation increased in the course of the execution of the learning activity. Unexpectedly, this increase was only statistically significant when students were instructed in a controlling style. At all times though, students instructed in an autonomy-supportive style were more autonomously motivated than students instructed in a controlling style. Furthermore, results showed a positive effect of an autonomy-supportive instructional style on students’ functional state and their interest in continuing with the learning activity. The pattern of changes in relative autonomous motivation might indicate that in controlling conditions a reduction of dissonance is of functional importance, which is why relative autonomous motivation increased under controlling conditions but not under autonomy-supportive conditions. In an applied perspective, the study demonstrates that executing an activity might be beneficial for fostering autonomous motivation and it corroborates findings that indicate positive effects of an autonomy-supportive instructional style on students’ motivation and functional state.

Greater autonomous motivation for study and basic psychological need satisfaction by being presently aware and ‘letting go’: An exploration of mindful attention and nonattachment

Mindful attention appears to facilitate greater satisfaction of basic psychological needs (i.e., autonomy, competence, and relatedness). Recent findings suggest that nonattachment may arise from mindfulness, with nonattachment being found to mediate relationships between mindfulness and various outcomes, such as increased wellbeing. Across two undergraduate samples, nonattachment was found to partially mediate relationships between mindful attention and the perceived satisfaction of each of autonomy, competence, and relatedness with others (N = 247), and greater relative autonomous motivation for study (N = 578). The findings therefore support and extend on existing research related to mindful attention within the Self-Determination Theory literature while also adding to the growing literature on the apparent benefits of nonattachment. Future research on autonomous motivation and basic need satisfaction may therefore benefit from considering nonattachment alongside mindful attention.

E-learning on antibiotic prescribing-the role of autonomous motivation in participation: a prospective cohort study.

ObjectivesE-learning is increasingly used in education on antimicrobial stewardship, but participation rates are often low. Insight into factors that affect participation is therefore needed. Autonomous motivation is associated with higher achievements in medical education and could also play a role in e-learning participation. We therefore aimed to investigate the role of residents’ autonomous motivation in their participation in e-learning on antibiotic prescribing.MethodsWe performed a multicentre cohort study in two academic and two teaching hospitals. Residents who filled out questionnaires on antibiotic knowledge, the perceived importance of antibiotics and motivation [Self-Regulation Questionnaire – Academic (SRQ-a)] received e-learning access. We used the SRQ-a to calculate relative autonomous motivation (RAM), an index that estimates the amount of autonomous motivation compared with the amount of controlled motivation. We then analysed associations between RAM and participation in e-learning with logistic regression.ResultsEighty-six residents participated (74% female, mean age 30 years). Overall e-learning participation was 58% (n = 50). Participation was 41% in residents with negative RAM (i.e. more controlled motivation) and 62% in residents with positive RAM (i.e. more autonomous motivation). RAM was positively associated with participation, adjusted for residency in an academic hospital (adjusted OR 2.6, 95% CI 1.5–4.6).ConclusionsParticipation in non-obligatory e-learning on antibiotic prescribing is higher in residents with more autonomous motivation. Interventions to increase autonomous motivation could improve participation. Preceding e-learning on antibiotic prescribing with face-to-face education, to explain the importance of the subject, could enhance autonomous motivation and thus optimize e-learning efficiency.

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System

Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education (CE) in the Dutch CE system. Methods. Pharmacists' motivation was measured across three time points with the Academic Motivation Scale, based on the Self-Determination Theory of motivation. The Latent Growth Modelling technique was used to analyze these data. Results. Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor with a significant influence on the change in motivation. No subgroups with different trajectories could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to gain a better understanding of the association between pharmacist motivation and the features of the current CE system.

The MOTIV-HEART Study: A Prospective, Randomized, Single-Blind Pilot Study of Brief Strategic Therapy and Motivational Interviewing among Cardiac Rehabilitation Patients.

Background: Psychological distress, biomedical parameters, and unhealthy lifestyles contribute to a poorer prognosis for cardiac disease. Public health's challenge is to motivate patients to utilize self-care.Objective: This prospective, randomized, single-blind pilot study aimed at testing the incremental efficacy of Brief Strategic Therapy (BST) combined with Motivational Interviewing (MI) in improving selected biomedical and psychological outcomes over and beyond those of the stand-alone BST in a residential Cardiac Rehabilitation (CR) program.Method: Fourty-two inpatients (17 females), enrolled in a 1-month CR program, were randomly allocated into two conditions: (a) Three sessions of BST and (b) Three sessions of BST plus MI. Data were collected at baseline, discharge, and after 3 months through phone interviews.Results: At discharge, no significant between-group difference was found in any outcome variable. Changes from pre- to post-treatment within each condition showed significant improvements only in the BST group, where the level of external regulation diminished, and both the participants' self-regulation (Relative Autonomous Motivation Index, RAI) and willingness to change improved. At the 3-month follow-up, within-group analyses on responders (BST = 9; BST + MI = 11) showed a statistically significant improvement in the level of systolic blood pressure in both groups.Discussion: Findings showed no evidence of the incremental efficacy of combining BST and MI over and beyond BST alone on either selected biomedical or psychological outcomes among CR patients.Conclusions: Ends and limitations from the present pilot study should be considered and addressed in future investigations.

Implications of motivation differences in preclinical-clinical transition of dental students: A one-year follow-up study

Abstract Background Patient contact and clinical-based learning have been suggested as positive determinants of student motivation. However, few studies have been conducted on how this impacts dental student motivation. Based on the self-determination theory, this study aims to explore differences in the quality of motivation of dental student transition from preclinical (no previous patient contact) to clinical courses. Methods A longitudinal study was conducted with 95 Chilean students who completed the Academic Motivation Scale in two iterations over a one-year period. Results Paired t -test showed a significant increase in relative autonomous motivation as well as in amotivation. Discussions This suggests that while clinical contact supports student self-determination, an abrupt transition might be associated with maladjustment, which could lead to feelings of inadequacy and anxiety. Future research could usefully explore if early and gradual clinical experiences enhance student adaptation to the clinical context, thus increasing relative autonomous motivation and decreasing amotivation in the time.

Factors Influencing Participation in Continuing Professional Development: A Focus on Motivation Among Pharmacists.

The interest in continuing education (CE) for pharmacists has increased because of patient safety issues, advancing science and the quick changes in the profession. Therefore, contemporary pharmaceutical care requires an effective and sustainable system for pharmacists to maintain and improve competencies. Although motivation plays an important role both as a facilitator (desire to learn) and a barrier (lack of motivation), there is little investigated about this specific factor. The aim of the study was to explore what factors influence pharmacists' participation in CE with a focus on motivation. The theoretical framework was self-determination theory (SDT), which describes autonomous motivation (AM) representing motivation from an internal locus of causality, controlled motivation (CM) originating from an external locus of causality, and relative autonomous motivation (RAM) that measures the AM in an individual after correcting for the CM. The relationship between pharmacists' characteristics, especially their motivation (AM, CM and RAM) in CE, and their participation in CE activities was explored using the AMS-questionnaire and the Dutch online portfolio system. RAM was positively correlated with CE participation of pharmacists and explained 7.8% of the variance. The correlations between the independent variables AM and CM and CE hours were negative (-0.301 and -0.476, respectively). Other factors influencing CE participation were pharmacy school (6.8%), traineeship (10.9%), and work experience (7.8%). Pharmacists participated for 27.0 hours on average in CE during 11 months and preferred face-to-face-learning (85.5%) above e-learning (13.8%). Our findings show a positive relationship between RAM and CE participation. The current CE system is probably not conducive to stimulation of AM. Further research is needed to understand the factors that stimulate pharmacists' motivation and participation in CE.

Examining the Influence of the Social Cognitive Factors and Relative Autonomous Motivations on Employees’ Knowledge Sharing Behaviors

ABSTRACTBy incorporating the perspectives of social cognitive theory and relative autonomous motivations, this study examines a model that depicts the influence of personal and environmental factors on employees’ knowledge sharing behaviors (KSBs). Data that were collected from 294 professionals in the industry were analyzed using component‐based structural equation modeling to examine the proposed model. The research results indicate that trust, relationship orientation, knowledge sharing self‐efficacy, and relative autonomous motivation regarding KSBs are the key influencing factors of KSBs of professionals. A key implication is that managers must consider the impact of the level of employee‐perceived autonomous motivation when they seek to facilitate KSBs. Finally, the theoretical and practical contributions are discussed, followed by the suggestions for future research directions.

운동/피트니스앱 속성이 앱 활용에 미치는 영향: 자기결정성 이론을 기반으로 한 융복합적 관점에서의 탐구

본 연구는 1)개인의 운동/피트니스 앱 속성에 대한 인식과 2) 운동/피트니스 행위에 대한 동기가 앱에 대한 유용성 인식 및 앱 활용에 어떠한 영향을 미치는지 살펴보았다. 운동/피트니스 앱을 이용하는 20-30대 남녀 323명을 대상으로 조사한 결과, 기본심리욕구를 충족시킬 수 있는 앱의 속성이 이용자들로 하여금 앱의 유용성을 인식하도록 만드는 중요한 요인인 것으로 나타났다. 즉, 사용하고 있는 운동/피트니스 앱이 자율성 및 유능성 관련 속성을 갖고 있다고 인식할수록, 해당 앱을 더욱 유용하게 평가하는 경향이 있었다. 관계성 관련 속성 인식은 앱 유용성 인식에 주효과는 없는 것으로 나타났으나, 개인의 운동에 대한 자율적 동기와 상호작용효과가 나타났다. 또한 이들 기본심리 욕구와 관련된 속성에 대한 인식은 인식된 유용성을 통해 간접적으로 앱 활용에 영향을 미치는 것으로 나타났다. 건강앱이라는 정보기술을 심리 및 보건학의 융복합적 관점에서 연구한 본 연구의 이러한 결과는 건강앱 개발 및 평가에 관한 실무적 함의를 제공한다. The present study explored how 1) individuals' perception about attributes of exercise/fitness apps and 2) their motivation for exercise/fitness behaviors influence perceived usefulness and usage of the apps. A survey of 323 males and females in their 20's and 30's revealed that attributes of apps that satisfy their basic psychological needs are crucial in promoting perceived usefulness and usage of the apps. Participants were more likely to perceive exercise/fitness apps useful as they perceive them having more attributes related to autonomy and competence. The perception regarding relatedness attributes did not have the main effect on perceived usefulness but showed an interaction effect with relative autonomous motivation. This convergence study which examined health apps from the perspectives of psychology and public health provides practical implications to development and evaluation of health apps.

How motivation affects academic performance: a structural equation modelling analysis

Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils' autonomous motivation.

In 2 quasi-experimental field studies in a real-life physical education (PE) setting, the authors investigated whether the interest--enjoyment and vitality of Greek pupils (age range, 10-12 years) varied from class to class as a function of the class-to-class variation in the manipulated motivational environment (Studies 1 and 2) and pupils' relative autonomous motivation (Study 2). In Study 1, multilevel analyses showed at the within-student level that students (N = 138, 48.6% boys and 51.4% girls) reported, on average, more interest?enjoyment and vitality after a need-supportive, relative to a typical (i.e., control group), PE class. This main effect was replicated in Study 2 (N = 155, 53.6% boys and 46.4% girls), and Study 2 findings further showed at the between-student level that interest--enjoyment was somewhat higher among pupils scoring higher in relative autonomous motivation. Moreover, Study 2 provided evidence for an interaction effect such that pupils with high, as compared with those with low, relative autonomous motivation benefited significantly more from a need-supportive class. Perceived need support was found to fully explain the effects of manipulated need support on interest-enjoyment and vitality. Results are discussed within the self-determination theory (Deci & Ryan, 2000).

Motivation and anxiety for dental treatment: Testing a self-determination theory model of oral self-care behaviour and dental clinic attendance

The present study: (1) developed a Self-Regulation Questionnaire for Dental Treatment (SRQDT) based on Self-Determination Theory (SDT; Deci and Ryan, Psychol Inq 11:227–268, 2000), and (2) used it to test a SDT process model of oral self-care behaviours and dental clinic attendance. Patients’ perceptions of autonomy supportive (relative to controlling) dental professionals were expected to be positively associated with patients’ psychological needs satisfaction in treatment, which was expected to be positively related to relative autonomous motivation for dental treatment and perceived dental competence, and negatively related to anxiety for dental treatment. In turn, relative autonomous motivation for dental treatment and perceived dental competence were expected to be positively associated with oral self-care behaviours and dental clinic attendance. Anxiety for dental treatment was expected to be negatively related to dental clinic attendance and positively linked to putting off making a dental clinic appointment. Confirmatory factor analysis of the 5 factor SRQDT model fit the data very well, and a structural equation model supported the hypothesized process model.

Autonomy and reactions to health-risk information

It has been suggested that autonomy promotes enhanced reflection on novel information and reduces defensive or biased information processing. This study investigated how autonomy affected people's reactions to known versus novel health-risk information in relation to three behaviours: sun exposure, alcohol consumption and salt intake. Participants (N = 321) completed a measure of autonomy, read either known or novel health-risk information and reported their relative autonomous motivation, attitudes, perceived behavioural control, subjective norm and intentions towards reducing the health-risk behaviour concerned. In line with our hypotheses, the results showed that higher autonomy participants reported greater relative autonomous motivation towards reducing health-risk behaviours than did lower autonomy participants; this effect was mediated by perceptions of the information as less freedom-threatening. The expected interaction between Autonomy and Information Type was not observed. The results indicate that autonomy is associated with greater relative autonomous motivation to engage in health behaviours, and that autonomous motivation may subsequently influence intentions to reduce health-risk behaviour following exposure to health-risk information.

The Process by Which Relative Autonomous Motivation Affects Intentional Behavior: Comparing Effects Across Dieting and Exercise Behaviors

A motivational model integrating self-deter- mination theory and the theory of planned behavior was tested in two samples for exercise and dieting behavior respectively. Relative autonomous motivation from self- determination theory was hypothesized to predict intentions to exercise or diet via the mediation of attitudes and per- ceived behavioral control (PBC) from the theory of planned behavior. It was also expected that attitudes and PBC would predict actual levels of exercise and dieting behavior via the mediation of intentions. Relations in the proposed model were expected to be invariant across the behaviors. Two samples of participants (N = 511) completed measures of the autonomous motives, attitudes, subjective norms, PBC, and intentions with respect to exercise and dieting behavior. Four weeks later, participants self-reported their behavior. Structural equation models supported the replicability of the proposed model in both behaviors. Findings supported the majority of the hypothesized effects in the proposed model across the two health behaviors. However, four effects were significantly different across the two behaviors: the effect of autonomous motives on intentions, subjective norms and