Self-determination Theory Constructs Research Articles

Integrating ECM, TAM, and SDT in Studying Accounting Lecturers' Continuance Intention for ODL: A Review

Lecturers are increasingly expected to use technology to prepare their students for 21st century skills (Ahmad et al., 2019). As a result, online learning will become a common trend in university education in the near future, particularly in accounting (Sarea et al., 2021), especially since the COVID-19 pandemic has brought enormous changes to the educational landscape. Thus, given that the ultimate success of Open and Distance Learning (ODL) hinges on the continuance of intention to use it, it is important to discuss this intention. This review paper aims to explore the factors that could influence accounting lecturers' continuance intention to use ODL by integrating three prominent theoretical models: the Expectation-Confirmation Model (ECM), the Technology Acceptance Model (TAM), and the Self-Determination Theory (SDT). This paper included 23 articles that covered studies from 2008 to 2024. The key ECM, TAM, and SDT constructs that have been used in the literature to predict continuance intention are identified in this paper. The findings suggest that perceived usefulness, perceived ease of use, satisfaction, and intrinsic motivation are potentially critical predictors. It is posited that the integration of the ECM, TAM, and SDT frameworks provide a comprehensive understanding of both extrinsic and intrinsic factors that drive the continued use of ODL among accounting lecturers, offering insights for designing effective online learning environments.

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes

Background The rapid transition from in-person to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner’s needs during such transition, it remains elusive how different learning environments affect a learner’s motivation, engagement, and perceived learning over a prolonged period. We leveraged on the Self-Determination Theory (SDT) and key learners’ characteristics to explore the levels of student’s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students’ self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. Methods This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners’ characteristics, basic psychological needs satisfaction, motivation, student’s engagement and perceived learning. Additionally, the final questionnaire also explored the participants’ perception on which learning environment better supported their learning. Results We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. Conclusions TBL, being an active instructional method, can maintain students’ engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students’ needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best support students’ engagement and perceived learning.

Application of Self-Determination Theory to Substance Use and Its Treatment: A Scoping Review of the Literature

Background: Self-determination theory (SDT) may provide important insights for understanding substance misuse and treatment outcomes. However, to date, the literature applying SDT to substance use and its treatment is varied and difficult to integrate. Methods: The authors searched psycINFO and PubMed on October 26th, 2021 to identify articles applying SDT to substance use and its treatment. Eligible studies were published in peer-reviewed articles in English, on adult populations (18+), and explicitly applied SDT to the context of substance use or its treatment. Results were categorized as studies applying SDT in non-treatment or treatment settings and were synthesized within these categories by substance(s) of focus, primary outcome(s), component(s) of SDT utilized, and relevant findings. Results: The search revealed 38 articles applying SDT in non-treatment (k = 16) and treatment (k = 22) settings. Causality orientations and the basic psychological needs were the most frequently studied components of SDT. Studies that applied SDT in non-treatment settings placed a greater emphasis on causality orientations, whereas treatment studies more frequently targeted or measured basic psychological needs. Conclusions: SDT constructs consistently predicted both substance misuse and treatment outcomes in a theoretically consistent manner, however, several important gaps remain and opportunities for future research are discussed.

EXPLORING PSYCHOLOGICAL NEED SATISFACTION AND MOTIVATION TO EXERCISE AND PHYSICAL ACTIVITY IN AN ARAB CONTEXT

INTRODUCTION & AIMS Promoting physical activity (PA) requires an understanding of PA behavior, its correlates, and its determinants. This study aimed to assess self-reported PA behavior of adults in Qatar and understand the associations between self-determination theory (SDT) based motivational processes and PA behavior. METHODS This cross-sectional study used an anonymous online questionnaire within Qatar comprising demographic questions, the International Physical Activity Questionnaire Short Form (IPAQ-SF), the Behavioral Regulation in Exercise Questionnaire (BREQ-3), and the Psychological Need Satisfaction in Exercise (PNSE) scale. RESULTS Respondents (N = 347; nfemales=246, nmales=101) were 21.6% non-Arab expats, 63.7% Arab expats, and 14.7% Qatari nationals. The prevalence of sufficient PA (minimum of 600 MET·min per week according to the IPAQ-SF criteria) was 66%, while 34% of participants were insufficiently active. Males (x¯ = 1808.16±2517.47 MET·min·wk-1) were significantly more active than females (x¯ = 1049.40±1717.31 MET·min·wk-1; P=0.001), and reported more autonomous forms of regulation (x¯ identified=2.86, x¯ integrated=2.33, x¯ intrinsic=2.64) than females (x¯ identified=2.58, x¯ integrated=2.01, x¯ intrinsic=2.36; P<0.05), as well as higher perceived competence satisfaction (x¯ =3.89) than females (x¯ = 3.49; P=0.025). A bivariate correlation showed that total PA and moderate to vigorous physical activity (MVPA) were positively and significantly (P<0.01) associated with autonomous forms of regulation, namely, identified (rtotal_PA=0.16, rMVPA=0.15) integrated (rtotal_PA=0.26, rMVPA=0.25), and intrinsic (rtotal_PA=0.20, rMVPA=0.18) regulation, as well as perceived competence in exercise (rtotal_PA=0.21, rMVPA=0.18; P<0.01). CONCLUSION The bivariate correlation results were consistent with the theoretical tenets of SDT, supporting the application of SDT to advance the understanding of psychological associations of PA in predominantly Arab populations. The observed gender gap in physical activity levels is consistent with previous research in Arab populations. Future research could target SDT constructs to promote PA behavior in Arab women through culturally sensitive interventions.

Applying self-determination theory to internalized weight stigma and mental health correlates among young and middle adult women: A structural equation model.

Limited research has explored the relationship between self-determination theory constructs (basic psychological needs, autonomous/controlled regulation) and internalized weight stigma (IWS). This cross-sectional, online study surveyed 480 U.S. women aged 18-40 between 2021 and 2022. We hypothesized that need frustration and controlled weight regulation would relate to higher IWS, which would be associated with dysfunctional eating, distress, and lower life satisfaction. Conversely, we predicted that need satisfaction, autonomous regulation, and body satisfaction would be associated with reduced IWS, dysfunctional eating and distress, and higher life satisfaction. Structural equation modeling demonstrated an acceptable model fit (CMIN/DF = 2.95, CFI = 0.90, RMSEA = 0.06, SRMR = 0.07), accounting for 74% of IWS variance. Findings indicate the relevance of self-determination theory in understanding IWS, supporting a dual-process model whereby adverse and adaptive outcomes follow distinct pathways. Longitudinal studies are warranted to validate psychological needs and regulatory styles as mechanisms for IWS development and to assess generalizability across diverse populations.

A Smartphone App to Support Self-Management for People Living With Sjögren's Syndrome: Qualitative Co-Design Workshops.

Sjögren's syndrome (SS) is the second most common autoimmune rheumatic disease, and the range of symptoms includes fatigue, dryness, sleep disturbances, and pain. Smartphone apps may help deliver a variety of cognitive and behavioral techniques to support self-management in SS. However, app-based interventions must be carefully designed to promote engagement and motivate behavior change. We aimed to explore self-management approaches and challenges experienced by people living with SS and produce a corresponding set of design recommendations that inform the design of an engaging, motivating, and evidence-based self-management app for those living with SS. We conducted a series of 8 co-design workshops and an additional 3 interviews with participants who were unable to attend a workshop. These were audio recorded, transcribed, and initially thematically analyzed using an inductive approach. Then, the themes were mapped to the Self-Determination Theory domains of competency, autonomy, and relatedness. Participants experienced a considerable demand in the daily work required in self-managing their SS. The condition demanded unrelenting, fluctuating, and unpredictable mental, physical, and social efforts. Participants used a wide variety of techniques to self-manage their symptoms; however, their sense of competency was undermined by the complexity and interconnected nature of their symptoms and affected by interactions with others. The daily contexts in which this labor was occurring revealed ample opportunities to use digital health aids. The lived experience of participants showed that the constructs of competency, autonomy, and relatedness existed in a complex equilibrium with each other. Sometimes, they were disrupted by tensions, whereas on other occasions, they worked together harmoniously. An SS self-management app needs to recognize the complexity and overlap of symptoms and the complexities of managing the condition in daily life. Identifying techniques that target several symptoms simultaneously may prevent users from becoming overwhelmed. Including techniques that support assertiveness and communication with others about the condition, its symptoms, and users' limitations may support users in their interactions with others and improve engagement in symptom management strategies.For digital health aids (such as self-management apps) to provide meaningful support, they should be designed according to human needs such as competence, autonomy, and relatedness. However, the complexities among the 3 Self-Determination Theory constructs should be carefully considered, as they present both design difficulties and opportunities.

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes.

The rapid transition to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner's needs during such transition, it remains elusive how different learning environments affect a learner's motivation, engagement, and perceived learning over a prolonged period. We leveraged on Self-Determination Theory (SDT) and key learners' characteristics to explore the levels of student's engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students' self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners' characteristics, basic psychological needs satisfaction, motivation, student's engagement and perceived learning. The final questionnaire also explored participants' perception on which learning environment better supported their learning. We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. TBL, being an active instructional method, can maintain students' engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students' needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best supports students' engagement and perceived learning.

My Health Coach: Community members' perspectives on a mobile health tool for adults with fetal alcohol spectrum disorders.

Fetal alcohol spectrum disorders (FASD) affect the health and development of people across the lifespan. Adults with FASD experience significant barriers to care. Accessible and scalable solutions are needed. In partnership with members of the International Adult Leadership Collaborative of FASD Changemakers, an international group of adults with FASD, we developed a mobile health (mHealth) application based on self-determination theory (SDT), called "My Health Coach," to promote self-management and health advocacy. This project follows an established user-centered design approach to app development and evaluation, allowing for feedback loops promoting iterative change. Research staff and ALC members co-led online focus groups (n = 26) and an online follow-up survey (n = 26) with adults with FASD to elicit feedback on completed design prototypes. Focus group transcriptions and surveys underwent systemic thematic and theoretical framework analysis. Analyses show overall positive impressions of the My Health Coach app. Participants were enthusiastic about the proposed features and tools the app will provide. Discussions and free responses revealed SDT constructs (autonomy, competence, relatedness) are a strong fit with participants' perceived outcomes shared in their evaluation of the prototype. Interesting recommendations were made for additional features that would further promote SDT constructs. This project demonstrates advantages of community-engaged partnerships in FASD research. Adults with FASD have a strong interest in scalable mHealth tools and described the acceptability of our initial design. App features and tools promoted SDT constructs.

Baseline Characteristics of Self-Determination Theory Constructs and Accelerometer-Derived Physical Activity: The Exercise Promotion in Primary Care (EPPC) Trial.

Health behavior change theories provide a conceptual basis to promote physical activity, one of which is the Self-Determination Theory (SDT). This cross-sectional study compared SDT constructs, specifically exercise goal setting, exercise planning, and outcome expectations, with objectively assessed Moderate-To-Vigorous Physical Activity (MVPA) among a demographically diverse cohort of adults. Participants were 18 to 74 years with prediabetes or type 2 diabetes not prescribed insulin and were physically inactive by self-report. MVPA was assessed with accelerometers. Exercise goal setting, exercise planning, outcome expectancies, and demographics were obtained by survey. Linear regression models were used to assess the association between the SDT constructs and daily MVPA, adjusted for age, gender, race and ethnicity, education, and diabetes status. The study included 451 participants, with a mean age of 53.2 years; 77% were women. Most (56%) reported Hispanic ethnicity, 20% were Black or African American, 18% white, and 7% other/unknown. On average, participants engaged in 24.5 (SD, 18.48) daily MPVA minutes. The cohort was most positive for exercise outcomes expectancies (mean 3.95 SD, 0.70) and least positive for exercise goal setting (mean 2.10, SD, 0.95). A 1-unit higher exercise goal setting score was associated with 3.05 (95% CI: 1.29, 4.81) more daily MVPA minutes. A 1-unit higher exercise planning score was associated with 3.16 (95% CI: -0.11, 6.33; p=0.05) more daily MVPA minutes. There were no substantive differences by gender, race, ethnicity, or education status. We found support for SDT constructs among adults with racial, ethnic, age, and educational diversity.

Motivational interviewing for weight management among college students during COVID-19: An exploratory randomized controlled trial

BackgroundCollege students encounter challenges in managing their weight. The Coronavirus Disease 2019 (COVID-19) pandemic exacerbated the problem. The purpose of this study was to determine the effect of a motivational interviewing (MI) intervention compared to online education (control) on body composition and self-determination theory constructs among college students with overweight. MethodsThis was a randomized clinical trial of 40 college students comparing an MI versus a control group. The MI group received monthly interviews: three face-to-face interviews before the pandemic, and three video chat interviews after the outbreak of COVID-19 spanning a total of six months. The control group received six, monthly education modules. Body composition was measured by the iDexa and self-determination theory (SDT) variables were assessed with surveys. ResultsMixed ANOVAs from pre-post revealed significant changes in fat mass (p = .03, η2 = 0.22), lean mass (p < .05, η2 = 0.18), body fat percentage (p < .01, η2 = 0.37), autonomy (p < .01, η2 = 0.38), relatedness (p < .01, η2 = 0.41), amotivation (p = .01, η2 = 0.29), external regulation (p = .02, η2 = 0.23), identified regulation (p = .02, η2 = 0.25), integrated regulation (p < .00, η2 = 0.49), and intrinsic regulation (p = .01, η2 = 0.27). ConclusionsIn this exploratory analysis, MI demonstrated a positive trend in body composition maintenance when compared to online education among overweight college students during a national pandemic. Future studies utilizing MI would enhance the literature by further investigating the relationship between MI and SDT and measuring body composition.Clinicaltrials.gov. identifier: NCT04130386.

Determinants of diabetes self-care activities in patients with type 2 diabetes based on self-determination theory.

In type 2 diabetes control, self-management is an effective way to minimize the risk of developing complications and improve the quality of life. Self-determination theory (SDT) proposed a promising explanatory framework to predict self-regulated behavior which was particularly relevant for self-management. This study aimed to investigate whether SDT constructs can affect the self-management and controlling glycated hemoglobin A1c (HbA1c) levels in type 2 diabetic patients or not. This cross-sectional study was conducted from August to December 2022 at two diabetes clinics in Zahedan. The study included 300 patients with type 2 diabetes. Data collection was done using a researcher-administrated questionnaire that included demographic data, diabetes self-care activities, and self-determination constructs including autonomous support, autonomous motivation, and perceived competence. The mean of the overall score of self-care activities was 34.62 ± 11.86 out of a maximum of 70. Patients in the fourth quarter (wealthiest) of the socioeconomic status had the highest mean self-care score (P = 0.003). There was a significant relationship between diet score with perceived competence (P = 0.009). Perceived competence (P<0.001) and controlled self-regulation (P<0.001) were the predictors of exercise score in diabetes patients. Independent self-regulation (P<0.001, r = 0.21) and overall self-regulation (P = 0.001, r = 0.19) were significantly related to blood-glucose testing score. There was a significant relationship between foot care score with perceived competence (P = 0.048, r = 0.11) and autonomous support (P = 0.013, r = 0.14). Multiple regression showed that exercise was the predictor of HbA1c (P = 0.014). Exercise is crucial for achieving good individualized glycemic control and reducing the risk of diabetes complications. The findings provided valuable insights into the determinants of self-care activities in patients with type 2 diabetes and underscore the need for interventions that address socioeconomic disparities, enhance perceived competence, and provide autonomy support to improve diabetes self-care.

Self-enactable techniques to influence basic psychological needs and regulatory styles within self-determination theory: An expert opinion study

While a large body of research on Self-Determination Theory (SDT) has identified characteristics of social environments that are conducive to optimal motivation, research has scarcely considered what individuals might themselves do to optimize motivation. Using the compendium of self-enactable techniques, this expert opinion study aimed to identify conceptual linkages between 123 self-enactable techniques and nine core SDT constructs. International scholars (n = 67) judged a block-randomized subset of 30–40 self-enactable techniques for their likely impacts on SDT constructs. Theoretically plausible linkages between self-enactable techniques and SDT constructs are visualized as a network. Seven techniques (i.e., Brainstorm options, Goal integration, Support others, Find meaning in target behaviour, Associate identity with changed behaviour, Valued self-identity, and Emphasize autonomy) were adjudged as having potential beneficial impacts on five or more SDT constructs. Interventions requiring participant engagement, for example self-management or lifestyle counseling, will benefit from a better understanding of motivation self-management.

The engage taxonomy: SDT-based measurable engagement indicators for MOOCs and their evaluation

Massive Online Open Course (MOOC) platforms are considered a distinctive way to deliver a modern educational experience, open to a worldwide public. However, student engagement in MOOCs is a less explored area, although it is known that MOOCs suffer from one of the highest dropout rates within learning environments in general, and in e-learning in particular. A special challenge in this area is finding early, measurable indicators of engagement. This paper tackles this issue with a unique blend of data analytics and NLP and machine learning techniques together with a solid foundation in psychological theories. Importantly, we show for the first time how Self-Determination Theory (SDT) can be mapped onto concrete features extracted from tracking student behaviour on MOOCs. We map the dimensions of Autonomy, Relatedness and Competence, leading to methods to characterise engaged and disengaged MOOC student behaviours, and exploring what triggers and promotes MOOC students’ interest and engagement. The paper further contributes by building the Engage Taxonomy, the first taxonomy of MOOC engagement tracking parameters, mapped over 4 engagement theories: SDT, Drive, ET, Process of Engagement. Moreover, we define and analyse students’ engagement tracking, with a larger than usual body of content (6 MOOC courses from two different universities with 26 runs spanning between 2013 and 2018) and students (initially around 218.235). Importantly, the paper also serves as the first large-scale evaluation of the SDT theory itself, providing a blueprint for large-scale theory evaluation. It also provides for the first-time metrics for measurable engagement in MOOCs, including specific measures for Autonomy, Relatedness and Competence; it evaluates these based on existing (and expanded) measures of success in MOOCs: Completion rate, Correct Answer ratio and Reply ratio. In addition, to further illustrate the use of the proposed SDT metrics, this study is the first to use SDT constructs extracted from the first week, to predict active and non-active students in the following week.

An SMS Text Message-Based Type 2 Diabetes Prevention Program for Hispanic Adolescents With Obesity: Qualitative Co-Design Process.

SMS text message-based interventions are a promising approach for reaching and engaging high-risk youths, such as Hispanic adolescents with obesity, in health promotion and disease prevention opportunities. This is particularly relevant, given that SMS text messaging is widely accessible and available and that adolescents are frequent texters. Including youths in the development of SMS text message content can lead to more acceptable and relevant messaging; however, few studies include this group as cocollaborators. This study aimed to use a co-design process to inform the development of SMS text messages that promote healthy physical activity (PA) and sleep behaviors among Hispanic adolescents with obesity. The co-design framework uses multiple methods across several phases. Self-determination theory and a literature review of SMS text message-based interventions guided the background and research phases. In the co-design phase, Hispanic adolescents (n=20) completed in-depth interviews to identify barriers and facilitators of PA and sleep, preferences for ways to emphasize key self-determination theory constructs (autonomy, competence, and relatedness), and suggestions for making SMS text message content engaging. In the design and content phase, interview findings were used to develop initial SMS text messages, which were then evaluated in the early evaluation phase by experts (n=6) and adolescents (n=6). Feedback from these panels was integrated into the SMS text message content during refinement. The background phase revealed that few SMS text message-based interventions have included Hispanic adolescents. Common barriers and facilitators of activity and sleep as well as preferences for ways in which SMS text messages could provide autonomy, competence, and relatedness support were identified in the co-design phase. The youths also wanted feedback about goal attainment. Suggestions to make SMS text messages more engaging included using emojis, GIFs, and media. This information informed an initial bank of SMS text messages (N=116). Expert review indicated that all (116/116, 100%) SMS text messages were age and culturally appropriate; however, some (21/116, 18.1%) did not adequately address youth-identified barriers and facilitators of PA and sleep, whereas others (30/116, 25.9%) were not theoretically adherent. Adolescents reported that SMS text messages were easy to understand (116/116, 100%), provided the support needed for behavior change (103/116, 88.8%), and used mostly acceptable language (84/116, 72.4%). Feedback was used to refine and develop the final bank of 125 unique text messages. Using a co-design process, a theoretically grounded, appealing, and relevant bank of SMS text messages promoting healthy PA and sleep behaviors to adolescents was developed. The SMS text messages will be further evaluated in a pilot study to assess feasibility, acceptability, and preliminary efficacy. The co-design process used in this study provides a framework for future studies aimed at developing SMS text message-based strategies among high-risk adolescents. RR2-10.1016/j.cct.2023.107117.

A mixed methods, longitudinal study: characterizing the differences in engagement and perceived learning of medical students in online and in-person team-based learning classes

Background: The rapid transition to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner’s needs during such transition, it remains elusive how different learning environments affect a learner’s motivation, engagement, and perceived learning over a prolonged period. We leveraged on Self-Determination Theory (SDT) and key learners’ characteristics to explore the levels of student’s engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students’ self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes. Methods: This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners’ characteristics, basic psychological needs satisfaction, motivation, student’s engagement and perceived learning. The final questionnaire also explored participants’ perception on which learning environment better supported their learning. Results: We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person. Conclusions: TBL, being an active instructional method, can maintain students’ engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students’ needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best supports students’ engagement and perceived learning.

Willingness to receive and provide resources in Europe's non‐remunerated and remunerated collaborative consumption

AbstractRooted in theory of planned behavior (TPB) supplemented with self‐determination theory (SDT), this study explores determinants of willingness to receive and provide resources in Europe's non‐remunerated and remunerated collaborative consumption (CC). The exploration was conducted within a single research model by assessing the role of (a) TPB constructs reflecting attitude towards participation in CC, perceived social pressure to engage, and perceived level of difficulty that engagement requires and (b) SDT constructs of environmental, social, and economic motives for participation. The data were collected through an online questionnaire, and the structural relationships were analyzed using structural equation modeling. Willingness to consume in non‐remunerated and remunerated CC was positively directly influenced by social pressure to engage in CC and participation being perceived as pleasant, negatively by the level of difficulty that engagement requires, as well as positively indirectly influenced by environmental concern and sociability. Additionally, environmental concern had positive direct effect on willingness to consume only in the remunerated context. Willingness to provide in non‐remunerated CC was positively directly influenced by perceiving participation as pleasant and indirectly by environmental concern and sociability. Resource provision in remunerated CC was not explained by any of the determinants.

Flexibility in human sexuality education during a pandemic

Objective: As a result of the SARS-COVID-2 pandemic, many students had to leave highly interactive face-to-face learning environments in classrooms and join online learning environments. By autumn 2020, some large numbers of US institutions had opted for face-to-face, hybrid and fully online teaching formats. For many of them, the challenge lay in developing teaching models that enabled parties to experience success, particularly in the field of human sexuality education, which can be effective in either format, online or face-to-face. This study explored students’ perspectives regarding a differentiated proficiency-based online education model for delivery in two course formats: modified face-to-face and fully online. Design: Mid-course and end-of-course surveys were conducted to examine students’ experiences and perspectives regarding course structure. Survey questions were coded using self-determination theory constructs. Setting: Surveys were completed in the Canvas Learning Management System at the mid-point and end of each course. Participation was voluntary, and surveys were completed asynchronously outside of the classroom. Results: Students were overwhelmingly appreciative of the support for autonomy provided in both formats, but each cohort had unique criteria for success. The face-to-face cohort evaluated the course in terms of relatedness and competence. The winter online cohort evaluated the course based on perceived competence. Conclusion: Students were overwhelmingly supportive of course policies designed to increase flexibility and scaffold learning so long as the burden was minimal and they recognised the benefit. Students were ambivalent regarding the due dates of assignments, appreciating flexibility but recognising their role as extrinsic motivators.

O5-8 Drive for Muscularity Behaviors in Male Bodybuilders: A Trans-Contextual Model of Motivation

BackgroundThe drive for muscularity behaviors are very common in male athletes, especially in male bodybuilders. Studies have shown that drive for muscularity is a risk factor for eating disorders and muscle dysmorphia. Although several psychological variables have been related to drive for muscularity (e.g. body dissatisfaction), little is known about the motivational mechanisms underlying drive for muscularity.This study applied the trans-contextual model of motivation to the drive for muscularity behaviors of male bodybuilders at risk of developing muscle dysmorphia. The relationships between self-determination theory constructs and drive for muscularity behaviors, via the theory of planned behavior variables were examined.MethodsA total of 175 Swiss male bodybuilders (Mage = 27.34; SDage = 7.53) completed measures on motivation for sport, theory of planned behavior variables, and drive for muscularity behaviors. They practiced bodybuilding from three to 24 hours per week and had done so for 7.19 years on average. A series of path analyses was performed to determine the final model.ResultsThe fit indices of the final model were satisfactory: X2 (11) = 13.81; p = .244; TLI = .98; CFI = .99; RMSEA = .04. The model explained 29% of the variance of drive for muscularity behaviors. The final path analysis supported the motivational sequence, with autonomous motivation for sport showing a positive, significant and indirect association with the drive for muscularity behaviors via perceived behavioral control and intention to gain muscle mass, and controlled motivation for sport showing a positive association with the drive for muscularity behaviors both directly and via attitude and intention to gain muscle mass.ConclusionsIt was concluded that the trans-contextual model of motivation applies only partially to the drive for muscularity behaviors in male bodybuilders. Preventive actions may be important for male bodybuilders, who focus on gaining muscle mass. Specifically, such actions should be directed toward helping them to avoid developing controlled motivation because, although motivation for sport of any kind can be a direct or indirect risk factor for the development of deviant behavior, controlled motivation seems be put them at greater risk.

Self-determination mini-theories in second language learning: A systematic review of three decades of research

Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.

198. The Utility of Self-Determination Theory in Predicting Future Transition Readiness Among Adolescents and Emerging Adults with Special Healthcare Needs (AEASHCN)

Adolescents and Emerging Adults with Special Healthcare Needs (AEASHCN) must develop self-management skills (transition readiness) in preparation for transition to adult-based care. Health-promoting theories, such as Self-Determination Theory (SDT), may help identify factors that contribute to the development of transition readiness over time. The purpose of this study is to utilize a SDT framework to predict transition readiness among AEASHCN participating in a longitudinal study. We hypothesized that the SDT constructs of competence, autonomy, and autonomy support at baseline would predict AEASHCN transition readiness a year or more later.