Self-determination Theory Approach Research Articles

Exploring the Pathways Through Which Teacher Support Predicts Changes in Students’ Academic Coping Across the School Year: A Self-Determination Theory Approach

Students regularly encounter challenges and difficulties in their schoolwork. Mounting evidence suggests that the ways they cope with them can make a difference to their subsequent tenacity, engagement, learning, and achievement. To learn more about the factors that can foster productive coping, we conducted a study using a model based on Self-Determination Theory that specifies a set of personal motivational resources (self-appraisals of relatedness, competence, and autonomy) and interpersonal supports (teacher motivational provisions). Results showed that teacher motivational support at the beginning of the school year predicted changes in students’ profiles of academic coping across the year, and all three self-appraisals uniquely and fully mediated these effects. Follow-up analyses of individual coping responses suggested similar mediational patterns, although for some responses the effects of teachers were only partially mediated. Findings highlight the importance of perceived competence and of teacher motivational provisions, which seem to promote coping by supporting students’ needs.

Individual Giving in Ghana: A Self-Determination Theory Approach to Giving

AbstractThis study investigated individual charitable giving in Ghana. Given that comprehensive data on individual giving in Africa is limited, this study’s theory-based approach used quantitative and qualitative methods to identify demographic and psychographic factors influencing the donation of money, time, and other resources towards assisting individuals, organisations, and charitable causes. With a sample size of 741 participants, the study identified gender, household size, age, financial constraints, social norms, egoism, religion, and trust as influential factors shaping giving behaviour among Ghanaians. The study’s outcomes have theoretical significance and suggest that individuals previously unwilling or lacking the capacity to give can become generous in the appropriate social and environmental context. The findings hold significance for nurturing a culture of philanthropy and developing culturally relevant and impactful giving campaigns and policies in Africa.

The Determinants of Mental Illness Self-Management for Patients With Schizophrenia and Type 2 Diabetes: A Self-Determination Theory Approach.

This study based on self-determination theory aimed to assess the relationship between motivation, competence in diabetes management and perceived autonomy support respectively and mental illness self-management; furthermore, the authors intended to explore the determinants of mental illness self-management for patients with schizophrenia and diabetes. This was a cross-sectional study. One hundred ten participants were recruited at the psychiatric hospital and assessed with the Illness Management and Recovery Scale, the Treatment Self-Regulation Questionnaire, the Perceived Competence Scale for Diabetes and the Health-Care Climate Questionnaire. Patients with lower educational levels, who were admitted to the chronic ward, were unemployed, had lower motivation in illness management, lower competence in diabetes management and perceived lower autonomy support all had lower mental illness self-management. Competence in diabetes management, employment status, autonomy support, educational levels and living alone were the determinants of mental illness self-management. Recovery from schizophrenia and comorbid diabetes is an enduring and complicated process requiring support from healthcare providers. Health professionals should assess the levels of illness self-management and provide integrated care interventions for patients with schizophrenia and diabetes, helping them manage both conditions. The illness management programme could apply to patients with schizophrenia and diabetes and address patients' characteristics such as low levels of education, living alone and being unemployed while additionally promoting motivation and competence, and providing supporting autonomy. The STROBE checklist was followed. Patients with schizophrenia and diabetes were recruited for this study and voluntarily completed the questionnaire.

The impact of students’ misperceptions on test performance: A 3p model and self-determination theory approach

This research investigates the complex relationship between students’ misperceptions about their teachers and exams, test anxiety, and their overall test performance, framed through a newly proposed Presage, Process, Product (3P) model and Self-Determination Theory (SDT). Specifically, it explores how students’ misperceptions formed during the presage phase disrupt Basic Psychological Needs (BPN) for autonomy, competence, and relatedness, negatively influencing their test-taking strategies and performance outcomes. The study adopts a theoretical approach, proposing a conceptual framework rather than collecting empirical data, to illustrate the potential dynamics between misperceptions, test anxiety, and academic achievement. A key feature of the new 3P model is the two-way interaction between the process and product phases, illustrating how the test-taking behaviors (process) influenced by misperceptions and anxiety can cyclically affect performance outcomes (product). For example, students who experience anxiety may revisit questions due to self-doubt, changing correct answers to incorrect ones, which further exacerbates their anxiety and harms overall performance. This cyclical interaction highlights the need to break the negative feedback loop to improve test results. By examining the multifaceted impact of pre-test beliefs, such as overconfidence and perceived difficulty, this research offers insights into how these misperceptions affect test performance by fostering anxiety and maladaptive test-taking strategies. The newly proposed PPP model highlights the operational variability of test-taking strategies across different phases, emphasizing the need for teachers to correct students’ misperceptions to enhance performance. This study provides actionable insights for educators to address psychological needs, mitigate anxiety, and promote better academic outcomes. Future research should test the conceptual framework through empirical investigations to further validate its applicability in educational settings.

Exploring the Motivational Challenges of Special Needs Students in Learning Specific Vocational Skills Subjects through Self-Determination Theory Approach

Exploring the Motivational Challenges of Special Needs Students in Learning Specific Vocational Skills Subjects through Self-Determination Theory Approach

Predictors of post-exercise affect: A self-determination theory approach considering physical, social, and psychological factors.

Studies have shown increases in affect after acute exercise. However, the specific aspects of an exercise experience that predict or contribute to post-exercise affect remain relatively unknown. This study aimed to determine which physical (i.e., duration and intensity), contextual (i.e., social context and time of day), and psychological factors (i.e., motivation and need satisfaction) predicted post-exercise affect. In 2021, 296 gym users self-reported affect before and immediately after exercising at a gym facility. Participants also reported situational motivation towards exercise, need satisfaction (i.e., autonomy, competence, and relatedness), who they exercised with (social interaction), and the duration and perceived intensity of their exercise session. We first conducted a paired samples t-test to identify whether affect significantly increased from before to after exercise, and then a hierarchical regression model to determine which factors predicted post-exercise affect. Affect significantly increased from before to after exercise (t[291] = 8.116, p < .001). Autonomous motivation (β = .23, p = <.001), autonomy satisfaction (β = .15, p = <.05), and relatedness satisfaction (β = .19, p = <.01) significantly predicted post-exercise affect, whereas duration, perceived intensity, social interaction, and time of day did not. People should be encouraged to engage in activities that satisfy their need for autonomy and relatedness during leisure-time (i.e., not during the workday). SO WHAT?: This approach to physical activity promotion may lead to better affective outcomes and increased adherence compared to focusing on how long, how intense, or with whom people exercise.

How Perceived Algorithmic Control Affects Workplace Well-Being: A Self-Determination Theory Approach

How Perceived Algorithmic Control Affects Workplace Well-Being: A Self-Determination Theory Approach

Antecedents of teachers’ motivational behaviours in physical education: a scoping review utilising achievement goal and self-determination theory perspectives

ABSTRACT Physical Education (PE) teachers’ adoption of motivational teaching behaviours is a critical determinant of students’ quality of experience in lessons. Drawing from achievement goal theory (AGT) and self-determination theory (SDT), extensive evidence has substantiated the consequences of teachers emphasising a specific type of motivational climate (AGT) or interpersonal style (SDT). However, less attention has been paid to critically appraising the antecedents of teachers’ behaviours underpinning a particular climate or style. Therefore, the aim of the present scoping review was to evaluate the extant literature addressing the determinants of teachers’ motivational behaviours in PE from AGT and SDT perspectives. Nine databases were searched to identify 94 studies that met the inclusion criteria. Findings revealed that more studies had sought to understand the reasons for teaching behaviours from a SDT approach than from the lens of AGT. Moreover, multiple personal and contextual factors were shown to be associated with, or to impact upon, teachers’ behaviours. Future research should adopt a more theoretically integrative approach to advancing our understanding of teachers’ motivational behaviours, as well as examine additional antecedents that might be suitable for intervention with pre- and in-service PE teachers.

Does Being an Environmental Citizen Lead to Greater Well-Being? The Self-Determination Theory Approach

Does Being an Environmental Citizen Lead to Greater Well-Being? The Self-Determination Theory Approach

Understanding the Impact of Fear of Missing Out (FOMO) and Social Validation in Millennial Consumer Buying Behaviour for Luxury Apparel in Pune: An Self-Determination Theory (SDT) Approach

Generation Y and generation Z are the key players in the luxury apparel market, driven by their digital proficiency, quest for unique experiences and mindful consumption habits. This research examines consumer behaviour in the luxury apparel market, with a particular focus on individuals aged 21–30 in Pune, India. The study aims to discover the factors that influence their purchase decisions, with particular emphasis on fear of FOMO and social validation as key motivations. The research is guided by Self-Determination Theory (SDT), which examines internal and external motivations that guide consumer choices. Primary data will be collected using qualitative techniques including interviews, focus groups and observations. The study aims to bridge the gap between theory and practice by providing practical insights for luxury brands based on marketing strategies, product development initiatives and brand positioning according to the preferences and values ​​of Generation Y and Generation Z consumers. Keywords: Consumer Behaviour, Luxury, Fear of Missing Out (FOMO), Social Validation.

Expressing and developing wisdom: A self-determination theory approach.

Expressing and developing wisdom: A self-determination theory approach.

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.

A self-determination theory approach to teacher digital competence development

Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

Assessing self-determined motivation for drinking alcohol via the Comprehensive Relative Autonomy Index for Drinking.

Self-Determination Theory (SDT) examines human motivation in multiple domains; however, the only existing measure assessing SDT-informed behavioral regulations for drinking focuses on responsible drinker behaviors, rather than drinking per se, which is important given the alignment between SDT and harm reduction approaches to alcohol use. The aim of this study was to test the structural validity of the SDT-informed Comprehensive Relative Autonomy Index for Drinking (CRAI-Drinking) among college students. Participants included two convenience samples with a total of 630 adult drinkers (Mage = 21.5, 55% female, 88% undergraduates). Participants rated drinking behavioral regulations on the 24 original CRAI-Drinking items on a 5-point Likert Scale. Multi-dimensional scaling analyses and factor analyses were used to investigate the underlying autonomy continuum and factor structure of the CRAI-Drinking. In Sample 1 (n = 274), multi-dimensional scaling analyses confirmed that CRAI-Drinking item and subscale order aligned with SDT's autonomy continuum. Confirmatory factor analyses supported a five factor, 19-item model of the CRAI-Drinking with factors for intrinsic, identified, positive introjected, external, and amotivation regulations (Cronbach's α: 0.68-0.85). In Sample 2 (n = 356), a confirmatory factor analysis confirmed that the 19-item model fit was comparable to Sample 1. This study provides evidence for the structural validity of CRAI-Drinking scores for assessing SDT-based behavioral regulations for drinking in adults.

Supporting youth emotionally when communicating about climate change: A self-determination theory approach

Communicating with adolescents about climate change can be challenging if we want to safeguard their emotional well-being. Here, we evaluate the emotional impact of climate change communication that is informed by self-determination theory (SDT). We conducted two experiments with samples of ethnically diverse adolescents from the United States to examine adolescents’ emotions when reading needs-aligned, needs-misaligned, and needs-neutral (control) communication about climate change. Adolescents who read needs-aligned communication reported less anxiety compared with adolescents who read needs-misaligned (Study 1) and needs-neutral (Study 2) communication. Unexpectedly, compared with adolescents who read needs-neutral communication, adolescents who read needs-misaligned communication reported more positive emotions (i.e., enjoyment, pride) when learning about climate change (Study 2). Our research provides initial evidence that SDT can inform climate change communication strategies that buffer adolescents from experiencing anxiety.

Trapped Between Goal Conflict and Availability Norm?

Abstract: An increasing number of studies indicate that individuals have difficulties in exerting self-control over media use, such as mobile messaging. Specifically, individuals frequently experience that their messenger use conflicts with primary goals (e.g., work tasks), which may cause negative self-conscious emotions such as guilt. At the same time, not checking and answering messages violates a now widely established availability norm, which may trigger negative self-conscious emotions as well. The current study, therefore, tests how goal conflicts and connection cues interact in influencing users’ negative self-conscious emotions about their messenger usage behavior. Drawing on self-control research in conjunction with self-determination theory and theoretical approaches to social norms, we derived hypotheses on the boundary conditions under which the frequency of messenger use causes negative self-conscious emotions. We thereby significantly extend previous research on the self-regulation of mobile media use, which largely assumes that self-control failure results from users’ intrinsic motivation to experience need satisfaction and pleasure and tends to overlook the fact that mediated communication is often extrinsically motivated due to the availability norm. The hypotheses were tested based on a preregistered laboratory experiment.

Antecedents of environmental values and pro-environmental behavior intentions: A self-determination theory approach

There is undeniable scientific evidence for anthropogenic (i.e., human-caused) environmental degradation. However, there is no leading theory in environmental psychology that explains how human behavior contributes to such degradation. Accordingly, the present research sought to apply the framework of self-determination theory to examine antecedents of environmental values and pro-environmental behavior intentions. In two cross-sectional studies and one longitudinal study (Ns = 293, 187, and 275, respectively), a conceptual model was tested in which there are indirect effects of intrinsic and extrinsic aspirations on pro-environmental behavior intentions through ecocentric and anthropocentric values. In general, this conceptual model was supported, although the findings suggested that anthropocentric (relative to ecocentric) values offer a more robust explanation of the association between aspirations and pro-environmental behavior intentions. The discussion focuses on the theoretical and practical implications of this research, especially regarding the importance of framing governmental policies and educational programs around intrinsic (rather than extrinsic) aspirations.

How Does the Level of Physical Activity Influence Eating Behavior? A Self-Determination Theory Approach

Physical activity and diet are two predominant determinants of population health status that may influence each other. Physical activity has been identified as a behavior that may lead to a healthier diet and regulates eating behaviors. This research aimed to investigate how the level of physical activity is associated with the motivation related to eating behaviors and, consequently, the eating style individuals have on a daily basis. This was a cross-sectional study in which participants completed an online questionnaire that assessed the following variables: the level of physical activity, the motivation toward eating behavior, and the type of eating behavior. In total, 440 individuals (180 men and 260 women) who regularly exercised in gyms and fitness centers aged between 19 and 64 years (M = 33.84; SD = 10.09) took part in the study. The data were collected following the Declaration of Helsinki and with the approval of the Ethics Committee of the Polytechnic of Leiria. For the statistical analysis, mean and standard deviations were first calculated, as well as bivariate correlations between all the variables of interest. Then, structural equation model analyses were performed considering the levels of physical activity as the independent variable, motivations toward eating behavior as the mediators, and eating styles as the dependent variables. It was concluded that a greater level of physical activity leads to a more self-determined type of eating regulation, which in turn results in less constricted eating behaviors that are influenced by external factors and emotional factors.

Xenophobia and Xenophilia, the Bright and Dark Sides of Attitude Towards Foreigners: A Self-Determination Theory Approach.

Introduction: The intensification of the migration phenomenon led to a growing interest in the public domain about the attitudes towards foreigners. Xenophobia and xenophilia are two opposite orientations towards foreigners, that could be considered the consequences of the interaction between several factors. Based on the self-determination theory, this study aims to verify that a bright pathway composed by intrinsic goal, needs satisfaction and altruism could explain xenophilia, whereas a dark pathway composed by extrinsic goal, needs frustration, and egoism could explain xenophobia in a group of Italian emerging adult. Methods: A group of 306 Italian emerging adults (aged 18-24), completed questionnaires and structural equation modelling was used to test the hypothesized model. Results: The results showed a relation between intrinsic goals and needs satisfaction, conversely needs satisfaction was related to altruism, moreover altruism was related to xenophilia. On the other hand, extrinsic goals were related to need frustration; moreover, need frustration was related to egoism and egoism was related to xenophobia. Discussion: These results were discussed within the Italian context for a better general comprehension of both xenophobia and xenophilia in a SDT framework.

A comprehensive examination of alcohol-related motivations among college students: Unique relations of drinking motives and motivations for drinking responsibly.

Drinking motives, or reasons people choose to drink, are well-established risk factors for alcohol use and related negative consequences. Recent research has shown utility in a self-determination theory (SDT) approach for describing motivation for engaging in behaviors that reduce the harms associated with alcohol use (i.e., drinking responsibly). In the present study, we examined the relationship between drinking motives and motivations for drinking responsibly as well as their unique and incremental associations with alcohol-related outcomes (protective behavioral strategies [PBS], consumption, and negative consequences) in two samples of college student drinkers: (a) a random sample (n = 507) recruited from a Hispanic-Serving Institution on the U.S. border with Mexico (Mage = 22.84, SD = 5.84; 67.3% female; 90.9% Hispanic) and (b) a convenience sample (n = 2,808) from Psychology Department research participation pools at 10 universities in 8 U.S. states (Mage = 20.59, SD = 4.18; 72.9% female; 58.2% non-Hispanic White). Autonomous motivations (experience of volition and choice) for drinking responsibly were negatively correlated with drinking motives, but these correlations were small-to-medium in magnitude suggesting nonredundancy between the constructs. Drinking motives were risk factors for alcohol-related outcomes, especially alcohol-related problems, and autonomous motivations for drinking responsibly were protective factors for alcohol-related outcomes, especially PBS. Both motivational constructs predicted alcohol-related outcomes beyond the other, but drinking motives generally accounted for more variance. These findings suggest that integrating motivation in relation to both drinking and drinking responsibly may lead to a better understanding of alcohol-related behaviors and the associated negative consequences among college students. Implications for college drinking interventions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).