Self-determined Motivation Research Articles

THE CAUSAL RELATIONSHIP BETWEEN SELF-DETERMINATION AND ACADEMIC MOTIVATION AMONG HIGH-SCHOOL STUDENTS IN BANDA ACEH

This cross-sectional study purpose is to examine both of the self-determination and academic performance-hypothesized to be a multidimensional construct. Another purpose was to examine the relationship between students’ self-determination and their academic motivation. The sample consisted of 300 senior high school students from 5 selected schools in Banda Aceh, Indonesia. The data was collected using a self-reported of 21-item questionnaire measuring students’ self-determination and academic motivation. Confirmatory Factor Analysis procedures confirmed the structure’s measurement validity. SEM fit statistics indicated strong influences of self-determination on academic motivation. The results confirmed the study’s hypotheses regarding the multidimensionality of SDT and academic performance, the adequacy of the measurement model of Self-Determination Theory (SDT) and its strong positive role in influencing academic motivation. The results of the study supported and extended the results of previous work on STD. The study also found evidence that students’ self-determination is a valid and reliable multidimensional construct. The findings are useful in making evidence-informed the important of self-determination on students’ personality development and their motivation. This research is also significant for its contribution towards students’ academic motivation in school before they further their study in higher learning education.

초등학생의 지각된 사회적 지지, 자기결정성동기, 수업참여 및 친사회적 행동 간 구조적 관계 탐색

The purpose of this study was to comprehensively explore the effects of students' perceived social support from their friends, teachers, and parents on prosocial behavior and classroom engagement through self-determined motivation. The subjects of the survey were the 4th graders of elementary school and used the data of 399 students. To verify the structural relationship between the variables, the structural equation model was analyzed, and the mediating effect was verified using Sobel's z-test. The main results of the study were: First, friend support had a positive effect on identified and internal regulation, teacher support had a negative effect on external regulation, and parental support had a positive effect on identified regulation but a negative effect on external regulation. Second, support from friends and teachers showed positive effects on both prosocial behavior and classroom engagement. Third, both identified and internal regulation had a positive effect on classroom engagement, and external regulation had a negative effect on classroom engagement. Fourth, in terms of mediating effect, internal regulation on prosocial behavior and identified regulation on classroom engagement in friend support, external regulation on classroom engagement and internal regulation on prosocial behavior in teacher support, and external regulation on classroom engagement in parental support. This study is significant in reconfirming that social support is an influential factor in increasing autonomous motivation, and that high-quality autonomous motivation is important for prosocial behavior and active classroom engagement.

자기결정성 이론 기반 진로동기 유형 분류 및 유형에 따른 진로적응성과 취업소진의 차이

Objectives This study aimed to classify latent profiles of career motivation based on self-determination theory for university students and verify differences in career adaptation and job search burnout by the profiles in South Korea.
 Methods The survey data of 683 university students in Seoul, Korea, were analyzed in the study. Latent profile analysis was conducted to classify latent profiles of career motivation, and one-way multivariate analysis was conducted to verify the differences in career adaptation and job search burn out by the profiles.
 Results Career motivation were classified into three types of profiles which were ‘normal’, ‘self-determined’, and ‘non self-determined’. Career adaptation was significantly higher in the order of ‘self-determined’ type, ‘normal’ type, and ‘non self-determined’ type, while job burnout was significantly higher in the order of ‘non self-determined’ type, ‘normal’ type, and ‘self-determined’ type.
 Conclusions The ‘self-determined’ type was found to be a desirable type with the highest career adaptability and lowest job search burnout. It is necessary to find ways to increase self-determined career motivation in career field for career development of university students.

Latent profile analysis of physical activity motivation during behavioral weight loss treatment

Participants in behavioral weight loss (BWL) treatment often struggle to meet and maintain physical activity (PA) prescriptions; improving participants’ motivation for the behavior is a potential intervention strategy. Self-Determination Theory (SDT) outlines a continuum of qualitatively different dimensions of motivation, suggesting that more self-determined forms of motivation should predict more PA, whereas less self-determined forms of motivation should be unrelated or negatively related to PA. Although SDT has ample empirical support, most existing research in this area has used statistical analyses that oversimplify the complex, interdependent relationships between dimensions of motivation and behavior. This study’s purpose was to explore commonly occurring motivational “profiles” for PA based on the SDT dimensions of motivation (amotivation, external, introjected, integrated/identified, and intrinsic motivation) and how these profiles relate to PA behavior among participants with overweight/obesity (N = 281, 79.4% female) at baseline and six months into BWL treatment. Latent profile analysis determined that three motivational profiles fit the data best at both timepoints and the profile characterized by high self-determined (i.e., integrated/identified and intrinsic) motivation and moderate introjected motivation was by far the most common. There were no differences in physical activity behavior across motivational profiles, which contrasts previous literature. Findings suggest that participants who take the initiative to sign up for intensive BWL programs may have sufficiently high PA motivation, which may be a poor predictor of their actual behavior. Future research should examine these relationships later in treatment, when motivation may have more variability, as well as among participants who initiate lower-commitment weight loss programs (e.g., self-help).

Association between Motivation in Physical Education and Positive Body Image: Mediating and Moderating Effects of Physical Activity Habits.

Concerns about body image might prevent adolescents from participating in physical education (PE) classes and physical activities during leisure-time. In this cross-sectional study, we assessed the relationships between teacher support of autonomy, student motivations for PE, and positive body image, in a sample of Lithuanian adolescents. A total of 715 adolescents (51.89% girls) participated in the study. Ages ranged from 14 to 18 years, with a mean age of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The questionnaire consisted of demographic questions, the Learning Climate Questionnaire, the Revised Perceived Locus of Causality in Physical Education Questionnaire, the Body Appreciation Scale-2, the Self-Report Habit Index for Physical Activity (PA), perceived physical fitness (PPF), and Godin Leisure-Time Exercise Questionnaire. The results showed that teacher support for students' autonomy was associated with higher positive body image. In adolescent girls, autonomous motivation for PE was the mediator between teacher support of autonomy and positive body image. The associations between self-determined motivation in PE and positive body image were mediated by PPF on one hand, and through PA habits and PPF on the other hand of the structural equation model (in girls). PA habits moderated associations between PE motivation and PPF. Associations between PE motivation and PPF were stronger in girls with the lowest PA habits compared to girls with mean PA habits. These results suggest that PE classes are important for promoting students' positive body images. PE teachers are advised to use pedagogical strategies that promote the self-determined motivation of students for PE. Increased self-determined motivation for physical education might be an effective strategy for physical self-perception and positive body image promotion in adolescent girls, especially those with low PA habits.

A Longitudinal Investigation of the Changes in Work Motivation and Employees’ Psychological Health

Organizations strive to motivate employees to thrive at work. However, employees’ motivation is likely to vary over a short period (e.g., a few months) to cope with the routine dynamics of organizations’ activities. These motivation dynamics covary with employees’ affective, cognitive, and behavioral outcomes in the workplace. Moreover, employees’ psychological health, a multidimensional concept focused on the individual’s well/ill-being simultaneously, changes over time. Using the integrated theoretical frameworks of self-determination theory (SDT) and the hierarchical model of self-determined motivation (H-SDT), this research sought to examine the motivational changes following the dual-path model. In particular, this work sought to unpack the temporal dynamics in employees’ subjective well/ill-beings predicted by the changes in basic needs satisfaction/frustration through autonomous/controlled motivation, while considering the characteristics of people’s general causality orientations (trait-level motivation). Over four months, longitudinal field data were collected from the employees in several private small businesses in the consumer product retail industry. Latent growth modeling (LGM) results supported the positive dual relations between the changes in employees’ psychological health and basic psychological needs satisfaction/frustration, but neither the changes of autonomous/controlled work motivation nor the indirect change paths via autonomous/controlled work motivation were significant. Finally, we discussed the theoretical and practical implications of the findings. Limitations and possible future research directions to further this line of research on the dynamic of work motivation were also summarized.

The Ambivalent Role of Social Aspects in Health Promotion

Through various mechanisms such as social comparison, social control, and social support, social networks may impose both positive and negative effects on people’s health. The purpose of this brief research report is to highlight the role of social aspects in health promotion in the context of evidence-based communication strategies to promote physical activity among older adults in Germany. Results are based on a two-study formative research project, combining 20 semi-structured interviews with a telephone survey of a representative sample of 1,001 older adults. They show that interpersonal communication is an important source of health information. However, a strong normative influence of the social network may also undermine self-determined motivation to be physically active and therefore decrease activity levels in the long-term. In contrast, feeling related to others and being able to exercise together with other people can facilitate physical activity for older adults, which underlines the ambivalent role of social aspects. Hence, (interpersonal) communication aiming at the promotion of physical activity among older adults should support their perceived autonomy by explaining potential health and social consequences of the behaviour, providing choices, and acknowledging individual barriers and facilitators such as (lack of) sports companions.

Biopsychology of Physical Activity in People with Schizophrenia: An Integrative Perspective on Barriers and Intervention Strategies.

People with severe mental illness such as schizophrenia experience high physical comorbidity, leading to a 15-20-year mortality gap compared with the general population. Lifestyle behaviours such as physical activity (PA) play important roles in the quest to bridge this gap. Interventions to increase PA engagement in this population have potential to be efficacious; however, their effectiveness can be hindered by low participant engagement, including low adherence and high drop-out, and by implementation of interventions that are not designed to compensate for the cognitive and motivational impairments characteristic for this group. Moreover, and importantly, the negative symptoms of schizophrenia are associated with neurobiological changes in the brain, which-based on principles of biopsychology-can contribute to poor motivation and impaired decision-making processes and behavioural maintenance. To increase PA levels in people with schizophrenia, better understanding of these neurological changes that impact PA engagement is needed. This has the potential to inform the design of interventions that, through enhancement of motivation, could effectively increase PA levels in this specific population. Incorporating strategies that address the dopamine dysregulation associated with schizophrenia, such as boosting the role of reward and self-determined motivation, may improve long-term PA maintenance, leading to habitual PA. Consideration of motivation and behavioural maintenance is also needed to impart health benefits such as prevention of chronic disease, which is associated with currently low PA levels in this high metabolic risk population. Taking a biopsychological perspective, we outline the neural pathways involved in motivation that are impacted by schizophrenia and propose strategies for promoting motivation for and PA engagement from adoption to habit formation.

Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach

This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums. Implications for practice or policy: For instructors, student usership and design can spur motivation in online classrooms. For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms. The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.

A systematic review of the factors associated with athlete burnout in team sports

ABSTRACT Athlete burnout is a psychological syndrome with substantial negative consequences, including depression and sport dropout. It has been linked to a range of factors, some of which may vary across different sport-types. This review is the first to synthesise variables examined in relation to burnout in team-sports specifically. An online search of seven relevant databases yielded 59 papers examining 123 burnout correlates. Eligible papers were peer-reviewed, quantitative empirical studies, which assessed burnout using the Athlete Burnout Questionnaire. Results are reported in-line with PRISMA guidelines. Weighted meta-analysis (WMA) assessed the strength of the relationship between burnout dimensions and 18 variables examined across ≥3 samples. A narrative synthesis of the remaining cross-sectional, longitudinal and mediating/moderating relationships provides a comprehensive overview of the literature. Burnout displayed a negative relationship with autonomy, competence, relatedness, self-determined motivation, positive affect, autonomy supportive coach, harmonious passion, self-oriented perfectionism and social support, and a positive relationship with amotivation, negative affect, obsessive passion, socially-prescribed perfectionism, ego-involving climate, playing experience and controlling coach style in the WMA. Some variability in relationships was identified across the dimensions of burnout. The results highlight the key factors associated with the dimension of burnout in team sports, which may inform targeted intervention strategies.

Exploring the roles of self-determined motivation and perceived organizational support in organizational change

PurposeThe primary purpose of this study is not only to examine the connections between self-determined motivation, attitudes toward change and participation in change, but also to explore the moderating impact of perceived organizational support on organizational change, and the mediating role of attitudes toward change in the link between perceived competence and participation in change.Design/methodology/approachThe data were collected from one semiconductor manufacturing company (study 1) and one logistics service company (study 2). Employees who experienced organizational change before were invited to finish the survey. The partial least squares-structural equation modelling (PLS-SEM) technique and SPSS PROCESS (model 14) were utilized to analyze the data.FindingsThe study findings indicated that the perceived autonomy and relatedness were positively connected with perceived competence, which in turn would lead to better attitude toward change. Additionally, it was found that the perceived competence and attitude toward change would positively predict participation in change. More importantly, perceived organizational support would reinforce the positive relationship between attitude toward change and participation in change.Originality/valueAlthough there are many organizational change reports, relatively little attention has been paid not only to the mediating role of attitudes toward change in the implication of organizational change but also to the moderating impact of perceived organizational support on the final success of organizational change.

School social climate and personal and social responsiblity of high school students in secondary school according to their motivational profile

The aim of the present study was to analyze the motivational profile of high school students and how it was related to responsibility, basic psychological needs and school social climate, as well as to assess gender differences. For this purpose, a total sample of 302 students (M = 14.48; SD = 1.40) participated and were administered a multiple-choice questionnaire, where, in turn, gender and date of birth were asked. A profile analysis was performance using Ward’s method and k-means using the motivation scale (intrinsic motivation, identified, introjected and external regulation, amotivation) as variables for its elaboration. Two cluster profiles were finally created and named: a) “high motivation and low amotivation” (n = 212); b) “low motivation and high amotivation” (n = 95). Next, a multivariate analysis was performed, which showed that high motivation profile had statistically significant results at p < .001, higher in the satisfaction of the basic psychological needs of autonomy, competence and relatedness, personal and social responsibility and school social climate. On the other hand, attending to gender, no significant differences were found in the number of students in the profiles after analyzing the standardized residuals. It is concluded that an increase in self-determined motivation can be associated to an improvement in basic psychological needs, responsibility and school social climate, regardless of the student’s gender.

Self-determination buffers the association between negative motivations for solitude and maladjustment among older adults

Contrary to loneliness and isolation, alone time that is chosen and intrinsically motivated has been correlated with well-being. This study investigated whether self-determined solitude was a useful predictor of well-being in older adults, building upon research with younger populations. A sample of 689 older adults (Mage = 77.64) completed a survey that assessed self-determined and not self-determined motivations for solitude (SDS and NSDS) and four outcomes: life satisfaction, loneliness, psychological distress, and psychological well-being. Multiple regression analyses revealed that greater SDS was positively related to life satisfaction and psychological well-being and showed no relationship with loneliness or distress. In contrast, greater NSDS was positively associated with psychological maladjustment and negatively related with well-being indicators. The relationships between NSDS and maladjustment were attenuated by higher levels of SDS. These findings underscore the developmental importance of solitude, showing that older adults experience increased well-being when their alone time is self-determined, and further suggest that the ability to spend time alone in enjoyable and meaningful ways buffers some of the detrimental effects of negative solitude.

잠재전이분석과 랜덤 포레스트를 활용한 전환기 청소년의 자기결정성 동기 발달 유형과 영향 요인 탐색

The purpose of this study is to examine the changes in the self-determination motivation profile of elementary-middle school transition period and middle-high school transition period, and to identify the variables that influenced the positive transition. To this end, in this study, latent transition analysis and random forest analysis were performed on a total of 6,045 students using data from 「Korean Education Longitudinal Study 2013」. The main research results are as follows. First, the selfdetermination motivation profile showed somewhat different aspects according to the transition period. That is, 4 and 5 profiles, respectively, appeared in the elementarymiddle school transition period, and 4 profiles of the same shape appeared in the middle-high transition period. Second, the variables that affect the transition of the self-determination profile to a positive direction in academics also differed according to the transition period. In the transition period between elementary and middle school, behavioral control strategies and relationships with teachers had a major impact, while in the transition period between middle and high school, teacher characteristics and learning goal orientation had a major impact. This study looked at how the students

Design and implementation of the performance arts enhanced three-stage instructional model

There is a knowledge gap in best practices for incorporating performance arts into science instructions. The study focused on the design and implementation of the Performance Arts Enhanced 3-Stage Instructional Model (PAEIM), which incorporated drama, dance and music. The PAEIM was implemented in mixed factorial quasi-experimental research during the learning of the ecology unit in the secondary school biology curriculum. Empirical findings from the study exemplified PAEIM as an effective instructional model that significantly enhanced the conceptual understanding of ecology and impacted students’ self-determination and intrinsic motivation. The reports of the findings also indicated that PAEIM enhanced the students’ learning outcomes regardless of their gender. The result from the multivariate analysis revealed a significant main effect of treatment on combined motivation and the conceptual understanding of ecology. The study thereafter provided recommendations for scalability in the implementation of PAEIM in future research.

Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices

Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the perspective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs’ motivational constraints and affordances for their development of SRL practices.

Development of a tool for quantifying need-supportive coaching in technology-mediated exercise classes

Technology-mediated interventions to promote physical activity are growing in popularity and appear to be effective for supporting continued adherence for some people. Some of this efficacy may be related to the cultivation of motivation that is self-determined (i.e., autonomous), which is posited to arise from the satisfaction of three basic psychological needs: competence, relatedness, and autonomy. We developed an observational coding tool for quantifying the frequency of needs-supportive and needs-indifferent coaching during technology-mediated exercise classes. The Peloton Instructor Needs-Supportive Coaching (PINC) tool shows evidence of reliability (average kappa = .91). We also demonstrated the utility of the PINC for characterizing needs-supportive coaching profiles across 4 different types of classes (Beginner, Power Zone, Groove, and High-Intensity Interval Training) and the construct validity of the PINC with respect to examining the relationship of needs-supportive coaching to intrinsic motivation. The PINC offers a useful tool with which future studies could evaluate whether and how instructor coaching impacts self-determined motivation to exercise within a technology-mediated context.

Enhancing English learning materials with data-driven learning: a mixed-methods study of task motivation

ABSTRACT The purpose of the present mixed methods study was to investigate if enhancing Focus on Form (FonF) tasks with data-driven learning (DDL) affects English as a Foreign Language (EFL) learners’ task motivation from the self-determination theory (SDT) perspective. Following a quasi-experimental comparison group pretest-posttest and sequential explanatory mixed methods designs, 76 female English-major university students were randomly assigned to comparison and intervention groups and exposed to the control and treatment, respectively. The control involved completing 15 non-DDL tasks, whereas the treatment was completing 15 DDL-enhanced tasks over a month. The results of a task motivation questionnaire and semi-structured interviews showed that DDL-enhanced tasks increase learners’ task motivation from the SDT perspective. In other words, enhancing FonF tasks with DDL leads to more self-determined motivation to perform English tasks. That is, discovery learning which is a kind of self-regulated learning, along with awareness raising, in tasks with authentic language data where the primary attention is on meaning, tends to promote learners’ agency, and result in more motivation to learn English. This kind of motivation which seems to be the result of increased achievement in English language skills, autonomous language learning, association with others, internal reward, and usefulness, is most influential, as it is self-determined.

Profiles of EFL Learners’ Online Self-regulation and Their Relationship with Dimensions of Self-determination Motivation in Mainland China

Profiles of EFL Learners’ Online Self-regulation and Their Relationship with Dimensions of Self-determination Motivation in Mainland China

Psychological Features of the Human <I>Tempoworld</I> as Predictors of Solving a Cognitive Task

The paper reviews such phenomena as time perception, temporal structure of the human world, the so-called tempoworld, and the psychophysiological mechanism of temporal dynamics. The article also covers various ways of assessing the relationship between the characteristic features of solving cognitive tasks and the temporal characteristics and structuraldynamic components of positional strategies of personal cognitive-noetic development. The research results revealed the specificity of the process of solving cognitive tasks in groups of respondents with different typological temporal characteristics. Students who knew their dominant temporal-cognitive features made fewer mistakes when solving cognitive tasks related to spatial perception. The experiment revealed some positional strategies as significant predictors of the process of solving a cognitive task, manifested in the features of the human tempoworld. The speed and accuracy of performing cognitive tasks depended not so much on the specifics of these tasks, but on the temporal characteristics of a person, manifested in the degree of balance of modal assessments of life fulfillment. The list of significant predictors of the solving a cognitive task included such psychological features of the human tempoworld as positional strategies, which were dominated by the value-semantic component and motivational self-determination. The research revealed various features of cognitive involvement in the subjective past, present, and future, as well as the relationship between temporal modality and ready-made action algorithms when solving cognitive tasks.