Self-determination Theory Approach Research Articles

A self-determination theory approach to predicting daily prosocial behavior

A self-determination theory approach to predicting daily prosocial behavior

Sibling Relationships and Social Development in Youth and Emerging Adults: A Self-Determination Theory Approach

This study aimed to examine an integrated model of the mediation role of need satisfaction and frustration in the association between the sibling relationship and interpersonal competence and social anxiety in young adults and their siblings. In a sample of 1621 pairs of siblings with a range age between 16 and 30 years old, the actor-partner interdependence mediation model showed that (a) a positive sibling relationship promotes need satisfaction, while a negative relationship promotes need frustration; (b) need satisfaction to promote interpersonal competence, while need frustration promote social anxiety; and (c) a mediation role of basic need in the association between sibling relationship and social anxiety and interpersonal competence. The need satisfaction perceived by the older siblings is negatively related to social anxiety and positively related to the interpersonal competence of younger siblings. These results showed the importance of focusing on sibling dynamics in the family context using a SDT approach.

Amotivation and influence of teacher support dimensions: A self-determination theory approach

Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.

When and How Job Design Influences Work Motivation: A Self-Determination Theory Approach.

Based on self-determination theory and job characteristics theory, this study aims to provide a systematic and comprehensive model simultaneously investigating the relationship between job characteristics and two forms of work motivation (i.e., controlled motivation and autonomous motivation). To examine the proposed model, we recruited employees working in multiple Chinese industries and collected 435 valid questionnaires. The results indicate that job characteristics have a significantly positive effect on basic psychological needs satisfaction, which, in turn, positively affects autonomous motivation and negatively influences controlled motivation. In addition, basic psychological needs satisfaction mediates the linkage between job characteristics and positive or negative work motivation. Moreover, when an employee had high positive affectivity, job characteristics were more likely to fuel their basic psychological needs satisfaction. In contrast, job characteristics were more likely to be the depressor of these needs satisfaction when an employee possesses high negative affectivity. Our findings revealed that the degree of three needs satisfaction at work is a convincing and identifiable psychological mechanism between job characteristics and two types of work motivation. Also, work affectivity may influence the different perceptions of job characteristics, reminding managers that personality traits are a non-negligible factor in job design. Overall, this paper extends the application of the job characteristics model by revealing when and how job characteristics influence two types of work motivation and further puts forward managerial implications.

The relation between psychological need satisfaction in acute psychiatric hospital and recovery among emerging adults: A self-determination theory approach.

Mental illness and addiction are prevalent during emerging adulthood and are associated with poorer functioning and quality of life. Research supports early intervention for enhancing recovery, though emerging adults frequently disengage from services, reducing effectiveness of early care. Research on self-determination theory shows healthcare climates that support psychological needs for autonomy, competence, and relatedness foster sustained engagement in treatment and health-promoting behaviors. The present study hypothesized that more need satisfying (and less frustrating) psychiatric hospital experiences would relate to various indicators of recovery among emerging adults. One-hundred four emerging adults from an acute psychiatric inpatient unit completed an adapted questionnaire measuring need satisfaction in the hospital and surveys of treatment attitudes, illness identity, and wellness during the 3rd week of their hospital stay. Six-month postdischarge service utilization data were obtained through electronic health databases. A more need satisfying hospital experience was associated with greater autonomous motivation for treatment, more positive attitudes toward medications and services, more adaptive illness identification, and greater well-being. Greater need frustration was related to less autonomous and more controlled motivation for treatment, less positive attitudes toward medications and services, less adaptive illness identification, and lower well-being. While neither need satisfaction nor frustration related to subsequent visits to the emergency department or rehospitalization, a need frustrating hospital experience related to fewer attended community appointments during the 6 months following discharge. Hospital experiences that satisfy (and do not frustrate) the psychological needs of emerging adults may promote recovery and treatment engagement. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Towards a better understanding of the role of perceived task variety in Physical Education: A self-determination theory approach

Grounded in self-determination theory (SDT), perceived task variety has been related to motivational outcomes and physical activity-related behaviors in exercise settings. However, no studies have examined the role of perceived task variety in Physical Education (PE) from an SDT perspective. This cross-sectional study aspires to expand the role of perceived task variety from the context of exercise to the field of PE via multi-study: Study 1, in a sample of 210 students (Mage = 13.07 ± 0.64), aims to validate the Perceived Task Variety in Physical Education (PTVPE) questionnaire; Study 2, in a sample of 908 students (Mage = 14.35 ± 1.54), aims to examine whether perceived task variety in PE predicts additional variance in physical activity intention when assessed alongside satisfaction of the basic psychological needs, through the mediating effect of self-determined motivation. In Study 1, results showed that PTVPE is a valid and reliable questionnaire to measure perceived task variety in PE, displaying a one-factor structure invariant across gender. Perceived task variety in PE was found to be empirically distinct from the satisfaction of the other three basic psychological needs. In addition, perceived task variety predicted variance in autonomous motivation in PE, in addition to that explained by the satisfaction of the three basic psychological needs. In Study 2, results indicated that perceived variety in PE, alongside need satisfaction, explained autonomous motivation and amotivation, and that it indirectly benefited intention to be physically active. The PTVPE is the first valid and reliable instrument to measure students' perceptions of task variety in PE lessons using an SDT approach. Taken together, these findings contribute to further understanding the role of perceived task variety on students' motivational outcomes in PE and physical activity intention.

The Father in Youth Baseball: A Self-Determination Theory Approach.

This study based on the self-determination theory aims to examine the relationship among the aspirations that fathers have about their children’s youth baseball practice, the children’s basic psychological needs (satisfaction and frustration), and their intentions to either continue or drop out of baseball practice in a sample of children from Hermosillo, Mexico. A cross-sectional study was carried out involving 533 fathers (M = 44.30, SD = 5.18) and 533 children (M = 13.09, SD = 1.68). The results showed that the intrinsic aspirations of fathers were positively correlated to the satisfaction of the children’s psychological needs, whereas the extrinsic aspirations of fathers were positively correlated with the frustration of the children’s psychological needs. Satisfaction of basic psychological needs was positively correlated with the intention to continue and negatively correlated with dropout; on the contrary, frustration of basic psychological needs was negatively correlated with the intention to continue and positively with dropout. In conclusion, the fathers’ pursuit of intrinsic aspirations for their children in the youth baseball context satisfies the children’s basic psychological needs, and in turn, their intention to continue practicing increases. Conversely, when a father pursues extrinsic aspirations for his son in youth baseball, the child will feel his basic psychological needs frustrated, and he will have a greater intention to drop out. Overall, this study extends the existing sport-scientific literature by confirming the impact of parents’ aspirations on their children’s basic psychological needs and intention to continue being baseball players.

Adolescent Religious Motivation: A Self-Determination Theory Approach

ABSTRACT The purpose of the present set of studies was to develop a short and valid measure of religious motivation based on self-determination theory and demonstrate the role of religious motivation on youth outcomes. Participants were from five studies of religious adolescents and their parents from across the U.S (total N = 2982). Using confirmatory factor analyses we created a 12-item Religious Internalization Scale (RIS-12) capturing three forms of religious motivation: external, introjected, and identified. Relations between religious motivation and youth outcomes were assessed using structural equation modeling. In general, identified religious motivation positively predicted adaptive outcomes (e.g., prosocial behaviors, psychological well-being, and positive traits) and negatively predicted maladaptive outcomes (e.g., antisocial and health-risk behaviors, mental illness, and negative traits), whereas the inverse was largely true for external religious motivation. Introjected religious motivation was a poor predictor of outcomes. Further, identified religious motivation often remained predictive of outcomes when controlling for religious involvement. Lastly, in several cases, identified religious motivation and religious involvement interacted when predicting youth outcomes such that higher identified religious motivation strengthened links between religious involvement and outcomes. These findings validate the RIS-12 as a self-determination theory measure of religious motivation and elucidate the important role of identified religious motivation during adolescence.

Qualitative Study in Identifying Reason that Motivate Malaysian Muslims in Writing Wasiyyah

While there has been increasing research interest in the Islamic estate planning areas, few studies have yielded detailed insights into the views and factors which motivate consumer in patronising wasiyyah. The qualitative research describes in this paper aimed to explore the views of Malaysian Muslims towards wasiyyah and to identify the reason that motivate Muslims in writing wasiyyah services in Malaysia. The study was framed by using the Self-Determination Theory (SDT) approach. This enabled us to examine the factors of motivation in two ways: intrinsic motivation and extrinsic motivation. The research participants for the current study were recruited on the basis of a consumer who has made wasiyyah in any institutions in Malaysia. Data analysis was undertaken using a framework approach and was informed by SDT. Consumers’ intrinsic motivation has been identified into three items: interest, religion, and family. Meanwhile, consumers’ extrinsic motivation also come out with three items: future rewards, awareness, and financial management. All these factors are the main thing that should be focused among marketers to come out with better strategies to increase more Muslims in writing wasiyyah as well as to avoid rising inward in frozen assets. Therefore, more research is required to examine how to raise awareness of Malaysian Muslims on the importance of wasiyyah.

Motivations and consumption practices of fostered idol fans: a self-determination theory approach

Purpose“Fostered idols” refer to entertainment idols and young stars-in-the-making who begin their careers as amateurs. Today, the fostered idol model has become increasingly popular in China, and fans demonstrate incredible consumption power. Despite the booming market, little is known about this phenomenon. Therefore, this study aims to explore fans’ motivations and consumption practices from the consumer’s perspective within the framework of self-determination theory.Design/methodology/approachIn all 20 in-depth interviews with fostered idol fans were conducted through online phone calls. The interviews were recorded, transcribed and subsequently analysed using a grounded approach.FindingsThe results indicate that fans’ consumption practices are motivated both intrinsically and extrinsically. Intrinsic motivation includes sensory pleasure while extrinsic motivations are composed of a sense of being needed and a sense of success. Extrinsic motivations play a dominant role and reflect the needs of relatedness and competence. Additionally, consumption practices are found to be consistent with motivations.Research limitations/implicationsThe results show the crucial role of psychological satisfaction experienced by fans in the consumption of the fostered idol and highlight the importance of a relatedness- and competence-supportive environment to secure fans’ persistent consumption and loyalty.Originality/valueThis study focuses on fans of fostered idols that has not been explored in existing studies and offers valuable insights regarding the similarities and differences between fan consumption in China and other Asian countries. The results will inform marketing practitioners for the development of effective strategies and business decisions.

INVESTIGATION OF THE EFFECTIVENESS OF USING SELF-DETERMINATION THEORY IN TEACHING SCIENCE FOR GRADE EIGHT STUDENTS: A CASE STUDY IN SRI LANKA

Science is highly important as it focusses on enhancing the quality of human life. Though, science is perceived to be an interesting discipline, students’ performance in the field of school science is not very satisfactory. Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interested in learning and developing one’s knowledge. Thus, SDT can be used to teach science effectively in classrooms to enhance students’ performance. As described in SDT, people have three innate psychological needs; competence, autonomy and relatedness. If these needs are fulfilled, the optimal functioning of human beings can be obtained. Hence, this study focused in investigating the effectiveness of using SDT in teaching “Main Biological Processes in Plants” for Grade 8 students. The study was conducted using two groups of students as the experimental and the control. The experimental group was instructed using SDT while the control group was taught using traditional method. The students’ performance, psychological relatedness, competence, and the autonomy showed higher in the experimental group compared to the control group. Thus, the results indicate that the instructional approach based on SDT is very effective compared to traditional approach of instruction in teaching science as SDT approach develops intrinsic motivation of students.

Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist.

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

A self-determination theory approach to motivating engagement with channel partner enablement programs

• Enablement programs that satisfy channel partners' autonomy and relatedness needs have positive impacts on intrinsic motivation. • Enablement programs that satisfy channel partner's competence and relatedness needs have negative impacts on extrinsic motivation. • Intrinsic motivation has a positive impact on partners' service and sales ability, intentions to engage in further training, and recommendations of the training program to others. • Extrinsic motivation has a negative impact on partners' service and sales ability, intentions to engage in further training, and recommendations of the training program to others. • Channel partner perceived effort–reward unfairness diminishes positive (negative) effects of need satisfaction on intrinsic (extrinsic) motivation.

Types of motivation and eudemonic well-being as predictors of academic outcomes in first-year students: A self-determination theory approach.

Grounded in self-determination theory (SDT), the purpose of this study is to analyze how academic outcomes, such as hedonic well-being and achievement, are affected by the students' reasons for attending university. Additionally, the extent to which eudemonic well-being predicts academic outcomes beyond the types of motivation is also explored. In an initial sample of 3,392 first-year students, the motivation and well-being variables were measured at the beginning of the course (Time 1); and after the end of the academic year (Time 2) the academic achievement variables were collected from 366 participants belonging to the initial sample. Hierarchical regression analyses reveal that the types of motivation and eudemonic well-being differentially predicted hedonic well-being; the results related to academic achievement show the predictive power of intrinsic motivation and amotivation although these remain less conclusive. The implications for both research and practice are included.

Improved Knowledge, Attitudes, and Practices of Balanced Nutrition after Educational Intervention Based on the Self-determination Theory: An Intervention Study in Senior School Teachers in Makassar City

BACKGROUND: Studies linking the association of nutrition knowledge, attitudes, and practices (KAP) with healthy behavior have been well established. However, the method to effectively deliver nutrition education to a particular population, especially middle-income population, was less studied.
 AIM: This study aimed to examine the effects of school-based nutrition using the self-determination theory (SDT) on nutrition KAP of the senior secondary schoolteacher with metabolic syndrome risk.
 METHODS: This study was a non-randomized pre-post intervention study conducted in eight senior secondary schools in Makassar City. The intervention group received a balanced nutrition package either delivered through modules, balance sheet (calendar), or physical activity poster for 4 months. The control group received a pamphlet that has been developed by the Ministry of Health of the Republic of Indonesia.
 RESULTS: A total of 123 respondents (63 respondents) intervention and (60 respondent) control group completed post-test and were included in the analysis. There were increase knowledge, attitude, and practice in both groups, but increasing in the intervention group was a significant relationship compared to the control group (knowledge p < 0.001 and practice = 0.007).s
 CONCLUSIONS: Delivering nutrition education using SDT concept can potentially improve the knowledge and practices of the teachers about balanced nutrition. The government may adopt the SDT approach when designing the nutrition education program with specific targets.

Integrating meaning in life and self-determination theory to predict physical activity adoption in previously inactive exercise initiates enrolled in a randomized trial

Self-Determination Theory (SDT) suggests that individuals with greater basic psychological needs satisfaction and autonomous motivation are more likely to adopt physical activity (PA). However, few longitudinal studies have examined these processes in exercise initiates outside the context of a formalized intervention. Further, an implicit yet relatively unexplored tenet of SDT is that when behaviors are closely connected to what is meaningful to individuals, those behaviors are more likely to be maintained. This study had two aims: (a) to examine SDT and a sense of meaning in life (MIL) in relation to PA in previously inactive exercise initiates, and (b) to determine whether daily measurement of MIL, mood, and PA impacts PA engagement. Upon joining a fitness center, participants (N = 160; M age = 43.3 years; 77% female) were recruited for a longitudinal study of PA adoption. Participants were randomized to a daily measurement condition (self-monitoring) where they reported daily MIL, mood, and PA or to an attention control condition. All participants self-reported their PA, basic psychological needs satisfaction, behavioral exercise regulation, and MIL at baseline, 4-weeks, and 12-weeks after starting an exercise program. Longitudinal path models were used to examine the relationships among study variables. Cross-sectionally, SDT constructs were largely related to PA in the expected directions. After accounting for SDT processes, baseline MIL was associated with greater PA at 4-weeks (p = .028). There were no differences in PA, SDT constructs, or MIL between the measurement self-monitoring and control groups. MIL predicted PA adoption above and beyond SDT predictors in previously inactive adults. Combined SDT and MIL intervention approaches may enhance PA adoption, and further research should explore their roles in PA adoption and maintenance.

An Investigation of Transition Experiences of Students with Visual Impairment in Public Universities in Ghana

Student transition to university offers significant challenges to all parties involved. Most studies on transition focused on middle to high schools. Research shows that many students including those with disabilities approach higher education with mixed feelings. However, it appears very little is known about the transition experiences of students with visual impairment from their own point of view. This research seeks to investigate the transition experiences of students with visual impairment in public universities in Ghana in order to fill the gaps in the literature. The self-determination theory and qualitative approach will be adopted using a case study design to unpack this phenomenon. The purposive sampling technique will be used to select the participants for the study. In-depth interviews and documents analysis will be used to gather data from Four Heads of Disability Support Centres, 4 Heads of Student Support Centres, and all Students with visual impairment in the case universities. The findings will reveal and raise awareness on the transition experiences of students with visual impairment in public universities in Ghana. Furthermore, the findings will serve as a useful resource for policy makers in higher education involved in planning transition programmes and services for students with visual impairment in Ghana.

Examining mental health clinical placement quality using a self-determination theory approach

Nursing clinical placements provide a unique opportunity for students to develop and hone the skills and knowledge that will be used upon graduation in their future professional practice. There is an on-going inquiry into elements that may facilitate better leaning outcomes in a variety of teaching and learning settings, including clinical experiences. Using a Self-Determination Theory approach, this study examined whether undergraduate nursing students would benefit from immersion in an autonomy-supportive clinical setting. Using a two-group pre and post-test design, students were classified into either an autonomy-supportive or comparison clinical placement cohort and measured on their learning using the Mental Health Clinical Placement Survey. Results of a repeated measures multivariate analysis of variance indicated a significant difference on some of the measures of learning housed within the Mental Health Clinical Placement Survey with students in the autonomy-supportive group reporting higher scores at the post-test time point. Findings support the value that teaching and learning in an autonomy-supportive setting has, on the skills and educational development of students.

Investigating student engagement in Malaysian higher education: a self-determination theory approach

ABSTRACT Often, student engagement in higher education (HE) is viewed from a structural perspective, which reduces the role of student agency. This mixed methods study thus focuses on investigating what engages students in HE through the lens of self-determination theory (SDT), in order to better understand the internal processes of engagement in individual students. In Phase 1, through a survey distributed to 838 students in four higher education institutions in Malaysia, it was revealed that perceived sense of autonomy, competence and belonging provided a crucial framework for understanding what is important for student engagement in HE. Further analysis revealed significant differences between what students believed as important for engagement, and what they actually do (actions), affirming how engagement is invariably a joint product of student motivation and the availability of support in the HE context. Conclusions from this study highlighted the importance of establishing the basic psychological needs of SDT, namely; competency, autonomy and relatedness in HE in order to create a supportive and conducive learning environment in HE for enhancing and sustaining student engagement. Implications and limitations of the findings are discussed.

Behind the times: a brief history of motivation discourse in problem-based learning

That idea that problem-based learning (PBL) is more motivating that traditional education has been prevalent since the inception of PBL at McMaster University in the late 1960s. Evidencing this through empirical research, however, has proven to be a lot more problematic. This paper retraces how the discourse on motivation started from a laymen’s conception in the early days of PBL, and slowly evolved into a field of scientific inquiry in the 1980s and 1990s. However, looking at the evolution of motivation theory over the same period, we show that motivation discourse in the burgeoning literature on motivation and PBL remained largely wedded to the laymen’s approach, and failed to catch up with the new achievement-goal theory and self-determination theory approaches. This paper proceeds to analyse the explosion of studies on PBL and motivation after 2000, acknowledging efforts to move away from anecdotal accounts and provide theoretical grounding to the research. However, once again, we show that the majority of the research employed outdated motivational measures that do not fully grasp the complexity of contemporary motivation theory. The paper concludes on the observation that single-course and curriculum-wide research interventions have yielded no conclusive results on the effect of PBL on intrinsic motivation, and that future research should therefore seek to use up-to-date motivational constructs in more targeted interventions.