Lens Of Self-determination Theory Research Articles

Medical Students' Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher's Readiness to Teach Online.

This study determined the direct and indirect effects of medical students’ online learning perceptions on learning outcomes via their readiness for online learning. It also determined the moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes. We apply the theoretical lens of self-determination theory and constructivist theory to formulate hypotheses. We used self-administered and postal survey methods to collect data from fourth and fifth-year medical students on online learning perceptions, readiness for online learning, and learning outcomes in two waves. We also collected data from the teachers about their perceptions of online teaching readiness. We received 517 usable students’ responses (Level-1) and 88 usable teachers’ responses (Level-2). We tested Level-1 hypotheses about direct and indirect effects in Analysis of Moment Structures (AMOS), and a Level-2 hypothesis about moderating effect was tested using Hierarchical Linear Modeling (HLM). The results for the Level-1 hypotheses supported the positive effects of students’ online learning perceptions and readiness for online learning on learning outcomes. Student readiness for online learning significantly mediated the relationship between online learning perceptions and learning outcomes. HLM results also supported a moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes in such a way that learning outcomes were high when students’ online learning perceptions and teachers’ online teaching readiness were high. Based on the study’s findings, we offer contributions to theory and practice.

STUDENTS’ CHARACTERISTICS AND ACADEMIC PERFORMANCE OF MARKETING MAJORS: Evidence from Ghana

ABSTRACT While there has been a significant amount of work involving marketing education, it is unclear as to which demographic and psychographic characteristics of marketing majors drive their behavior toward academic performance (AP). The core premise of this study is that a set of students’ demographic and psychographic characteristics underlie marketing majors’ behavior toward academic learning, and this could be explained through the lens of self-determination theory. The study relied on quantitative data gleaned through structured questionnaires, from marketing majors in higher education in a developing country context. The findings affirm that student motives, thoughts and perspectives, expectations, and ‘preparedness,’ are highly significant situational factors that explain the variation in overall marketing students’ AP. In addition, the income level of parents was significant in explaining AP. The authors envisage that the findings will help researchers to direct their studies toward experiential and emotional learning in other contexts, and thereby provide insights into other situational factors that predict marketing students’ AP. Moreover, the findings highlight key situational factors that will help educators to adapt pedagogical practices in marketing education to enhance AP, in context.

Exploring cultural influences on engagement in peer review through the lens of self-determination theory at a transnational university in China

Peer review (PR) in higher education is increasingly used to improve the quality of students’ writing. This study uses Deci and Ryan’s (1985) self-determination theory as a framework to explore postgraduate students’ engagement with PR training on an eight-week pre-sessional (PSE) training programme at a transnational university in China. With the aim of improving English for Academic Purposes (EAP) students’ engagement in the PR process, a four-layered model was developed to embed PR within the PSE curriculum. Qualitative data was gathered during the course from forty-six reflective essays. Follow-up data was collected from a focus group six months after the course to investigate students’ continued engagement with PR during their master’s programmes. Results indicate that although the PR training programme improved students’ engagement, opportunities for using and extending their use of PR into their master’s programmes were limited owing to lack of autonomy.

A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective.

Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.

Does modified mobile government satisfy elders' needs? An empirical study of China's Zhejiang and Jiangxi provinces

In light of the accelerated growth of an aging population, coupled with the massive diffusion of Information and Communication Technologies (ICTs), research on whether ICTs meet the needs of elderly users is important and timely. Despite the popularity of self-determination theory, few studies have adopted this theoretical framework to explain need satisfaction among this group. The continuous use of mobile government (m-government) relies on the satisfaction of citizens' needs. Through the theoretical lens of self-determination theory, we developed a research model of m-government for elders' intrinsic need satisfaction. In this model, the design factors, performance factors, and individuals' ability factors are incorporated. Based on data from 366 m-government-for-elders users in China's Zhejiang and Jiangxi provinces, and through the use of structural equation modeling, the results show that complexity has a negative correlation with autonomy need satisfaction and competence need satisfaction. Visual appeal positively affects all dimensions of intrinsic need satisfaction. Information quality has a positive relationship with relatedness need satisfaction. The effects of personalization on relatedness need satisfaction and the influence of personalization on competence need satisfaction were significant. Information literacy moderates the relationship between complexity and autonomy need satisfaction, as well as between complexity and competence need satisfaction. The findings of this article enrich existing m-government research and provide practical implications for policymakers and m-government developers in China.

Investigating self-regulation in young adults who drug-drive

Objective Drug-driving among young adults is a growing concern. Methods other than enforcement are required to reduce engagement in such behavior. Research has identified satisfaction of individual’s inherent psychological needs is predictive of positive behavioral outcomes sustainable in the long-term via the internalization of self-regulatory processes. Drug-driving behavior and self-regulation was explored through the lens of self-determination theory’s needs-supportive model. Methods An online cross-sectional survey of 304 participants (males = 78), aged 18-24 years (M = 20.61, SD = 1.92) was conducted. Participants were recruited via convenience sampling across Queensland, Australia. Measures included drug use, drug-driving behavior and self-regulation. Results A hierarchical binary logistic regression showed that, aside from problematic drug use predicting drug-driving, higher scores for age, effort/importance, an indicator of internalization of regulatory processes, and trait self-regulation significantly predicted a decrease in the likelihood of young adult drug-driving, with 61% variance accounted for in the model. Conclusions Problematic drug use as the underlying issue contributing to drug-driving requires continued attention. However, viewing the issue of drug-driving as the result of unmet inherent psychological needs supports the notion that meeting these needs may reduce drug-driving in the long-term, instead of relying on the short-term effectiveness of enforcement measures. The study contributes to the limited research understanding the role of self-regulation in drug-driving behaviors. The implications of these findings include recommendations for psychological-based interventions guided by self-determination theory targeting young adults’ drug-driving and more generally their long-term safe driving practices.

Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective.

ObjectiveTo explore fourth-year medical students’ experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT).MethodsWe developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern’s six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants’ experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory’s scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking.ResultsNinety-two percent of eligible medical students (n = 23/25) participated in the boot camp with attendance ranging from 18–21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme.ConclusionsMedical students’ experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-021-01466-w.

“This Wasn’t Pedagogy, It Was Panicgogy”: Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19

This qualitative study explores the impact of the emergency transition to remote education (ETRE) during the COVID-19 pandemic on instructors and students through the lens of self-determination theory (SDT). A modified thematic analysis of narratives from a cross-sectional survey revealed eight themes: Sense of loss/grief, Role conflict, Helplessness, I had no choice, This felt impossible, Lost connections, Am I safe, and They don’t care about me. Sub-themes expound on their associated themes. Participant narratives shared feelings of trauma and crisis as they related experiences of higher education during the mandated global shutdown. The stories of these experiences are indicative of loss of autonomy, competence, and relatedness, tenets of self-determination. These experiences, for the majority of students, led to a loss of motivation to learn, participate, or produce meaningful work. For most instructors, the experiences led to a similar lassitude and frustration. The authors conclude that the experience of the ETRE negatively impacted both teaching and learning in the higher education setting. Recommendations include further development in higher education to support both instructors’ and students’ self-determination during catastrophic change.

Understanding and Enhancing Chinese TEFL Teachers' Motivation for Continuing Professional Development Through the Lens of Self-Determination Theory.

Teachers’ continuing professional development (CPD) is a dynamic process that coordinates teachers’ external behavior and internal states. Most teachers participate in varied forms of CPD activities either voluntarily or contractually. The more motivated teachers are to engage in CPD, the more likely they achieve professional and personal growth. Against this backdrop, the current study, adopting the framework of self-determination theory (SDT), sought to investigate the types and levels of Chinese college TEFL (Teaching English as a Foreign Language, hereafter TEFL) teachers’ motivation toward CPD. The questionnaire survey was administered to 402 academics who taught the English language in diverse universities in China. The quantitative analysis showed that teachers exhibited stronger identified regulation and intrinsic motivation than external regulation. Specifically, the exploratory factor analysis identified five motivational orientations: inner-directed academic improvement and cognitive interest, academic self-fulfillment and obligation, academic and social responsibility, social recognition and promotion, lacking the intention for CPD, which corresponded to the SDT motivation continuum. To triangulate, further interviews were conducted with 12 TEFL teachers. The findings of the qualitative analysis—the thematic analysis through Nvivo (Version 12) on the open-ended question and the interviews, revealed that teachers’ struggles in CPD were mainly concerned with the school-related, CPD-related, and teacher-related problems. Moreover, a big gap between teachers’ needs and contextual support was found to be bridged. Based on the findings, this study proposed that social conditions should support teachers’ basic psychological needs in order to sustain and enhance TEFL teachers’ motivation for CPD.

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Mobile learning (mLearning) has gained popularity in recent years, particularly in the clinical setting. mLearning reduces the theory-practice gap by providing relevant information to nurses and boosting clinical skills. Despite the vast majority of work in this area, few studies in nursing have investigated the correlation between motivation and mLearning for continuing practice development (CPD). Motivation is an essential theoretical concept used to explain human motive that is not new in nursing. Understanding the notion of motivation directed towards learning may clarify the role of technology within pedagogy. Additionally, associating motivation and self-determination may be crucial in understanding motivation in professional nursing practice and education. This study determines the effect of mLearning on motivation to enhance CPD in nursing professionals (NP) analysed critically through a Self-Determination Theory lens. Twenty-three qualified nurses working within the clinical area participated by using a specific mobile application on their smartphone to learn nursing related skills. Over three weeks, participants logged in their learning experience, providing an overview of the relationship between motivation and mLearning. The nurses participating in the study found mLearning motivational in the clinical setting and indicated ownership of their learning, suggesting perceived autonomy. Furthermore, the mobile application enhanced nursing practices through gaining competency and fostered team building through interactions with other health professionals in the clinical area, demonstrating relatedness. This work suggests that having ownership of the learning experience fosters motivation through intrinsic and external needs, supporting learning and gaining competency in the clinical area. Also, the need to become competent and share with others further nurtures motivation to learn in the clinical area. Additionally, these findings suggest mLearning features that motivate NP towards clinical development. This study concludes with implications for the scholarship on mLearning for the continual practice development of nurses.

Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory

Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student responses were assessed using self-determination theory as a theoretical framework, particularly in relation to the motivation regulatory styles displayed by research participants. Results indicate that students experienced various forms of extrinsic motivation during the project based on open pedagogy, with autonomous forms of regulation being more prevalent than controlled regulation. Interview data also suggest that agency plays a role in mediating the internalization of student motivation. Based on these findings, suggestions are provided to the design of assignments in general and open pedagogy specifically to enhance development of autonomous forms of motivation.

Modeling collaborative consumption by extending self-determination theory: an emerging economy perspective

PurposeThis paper aims to cognizance consumers' intention to participate in collaborative consumption (CC). Also, the gender difference regarding the above is examined.Design/methodology/approachTo quantify the consumers’ intention to participate in CC cross-sectional survey method has been used. In total, 333 potential consumers selected through convenience sampling participated in the survey. The study used the capabilities of the structured equation modelling technique to validate the proposed research model.FindingsExcept for hedonic motives, all other drivers such as reputation, economic benefits, sustainable motives and trust have a significant influence on the intention to participate in CC. The effect of gender was found on the relationship between Trust and Intentions only.Practical implicationsThis study can be used as a guiding path in the domain of CC for practitioners, marketers, startups and policymakers as the opinion of potential users has been reported. The results of the study highlight that the consumers’ interest in CC participation and social reputation are the most influential drivers of intention to participate in CC. Marketers should design their strategies in such a way that the individual should feel like a social hero rather than just a responsible consumer while participating in CC.Originality/valueThe present study contributes to the literature by examining the intention to participate in CC through the lens of self-determination theory (SDT), specifically in the Indian context. The authors have also extended the SDT by adding a trust factor that is best to their knowledge not integrated till now. The present study integrated cognitive, economic, psychological and relational aspects to understand CC behavior.

Longitudinal relations between needs satisfaction and physical activity among psychiatric patients with dual diagnoses

ABSTRACT Objectives Studies including people with severe mental illness (SMI) have reported beneficial effects from physical activity (PA) on psychiatric symptoms, quality of life, and global functioning. However, it is important to be regularly physically active to obtain these effects. Using the motivational lens of self-determination theory, the aim of the current study was to explore the dynamic interplay between satisfaction of psychological needs (autonomy, competence, relatedness) in PA and the patients’ weekly PA level. Methods The study had a longitudinal design, following 10 in-patients with dual diagnoses (SMI and addiction) over 12 weeks at a psychiatric ward offering physical activity as part of treatment. Data were collected 14 times with a questionnaire measuring psychological need satisfaction, while an accelerometer was used to objectively count steps to reflect participants average PA-level each week. To analyse the week-to-week relationships between the basic psychological needs and PA-level, the Bayesian dynamic p-technique analysis was used to explore both cross-sectional-, autoregressive- as well as cross-lagged effects between the constructs. Results The results indicated credible and strong positive autoregressive effects for all three psychological needs as well as for PA-level, and positive credible cross-sectional associations between all three psychological needs and PA-level. However, the cross-lagged effects were small and not credible for all three psychological needs in relation to PA-level. Conclusions In total, these results support the established positive relation between basic psychological need satisfaction and PA-level yet failed in finding any predictive effects between need satisfaction and PA-level.

A Self-Determination Theory Approach to Work Motivation of Autistic Adults: A Qualitative Exploratory Study.

The study explores work motivation of autistic adults through the lens of Self-Determination Theory (SDT). Twelve autistic employees (ages 28–47; 3 females) participated in semi-structured qualitative interviews about their work experience. Analysis combined inductive and deductive approaches, identifying motivational themes emerging from the interviews, and analyzing them according to SDT concepts. Two major themes emerged: (1) work motivation factors positioned on the self-determination continuum: income and self-reliance; a daily routine; social/familial internalized norms; meaning and contribution; and job interest; and (2) satisfaction of psychological needs at work, postulated by SDT: competence, social-relatedness, and autonomy and structure. Findings are discussed in relation to current literature, and practical applications are suggested for meeting the motivational needs of autistic employees and promoting employment stability.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10803-021-05185-4.

Mindfulness and Motivation: A Process View Using Self-Determination Theory

Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.

Autonomy and developing physicians: Reimagining supervision using self-determination theory.

In this article, we address the question, 'What is the role of autonomy in physician development?' Medical education is a developmental process, and autonomy plays a motivational role in physician development. Calls for increased supervision of residents have raised concerns that the resulting decreased autonomy might interfere with resident development, leading the authors to explore the relationship between supervision and autonomy. The medical education literature posits a simple inverse relationship between supervision and autonomy. Within competency frameworks, autonomy is operationalised as independence and viewed as the end goal of training. Alternatively, there is emerging empirical literature describing autonomy and supervision as dynamic and developmental constructs and point towards more complex relationship between supervision and autonomy. Self-determination theory (SDT) presents a framework for understanding this dynamic relationship and the role of autonomy in physician development. Within SDT, autonomy is a fundamental psychological need, associated with motivation for learning, self-regulation and an internal locus of control. Supporting learner autonomy can afford learners the opportunity to internalise the values and norms of the profession, leading to an integrated regulation of their behaviours and actions. Conceptualising autonomy through the lens of SDT provides an avenue for education interventions and future research on supervision and autonomy. Educators can integrate supervision and autonomy support in the clinical setting, seeking to motivate learner development by balancing optimal challenge and support and integrating autonomy support with 'hands-on' approaches to supervision. SDT also provides a theoretical framework relevant to current discussions regarding feedback conversations and coaching in medical education. Lastly, conceptualising autonomy using SDT opens new avenues for investigation, exploring the complex relationship between supervision and autonomy and developing efforts to integrate autonomy support with clinical supervision.

An Examination of Religious Schemas through the Lens of Self-Determination Theory

Religious development literature in Christian higher education has successfully utilized Self-Determination Theory to explain how environmental factors predict faith maturity in college students. Recent trends suggest a need to account for more ecumenical perspectives in contemporary evangelical college students, and this study addresses the need by measuring religious schemas. Using a mixed methods design, the researchers measured three schemas, (a) truth in text (ttt), (b) fairness tolerance and rationality (ftr), and (c) xenosophia (xenos), using the Religious Schema Scale (RSS), in 871 students at a Christian evangelical university located in the central region of the United States. Multiple regression analysis calculated how environmental factors of autonomy support and religious pressures predicted RSS scores, while controlling for year in school and religious denomination. Students’ descriptions of self-perceptions of spiritual growth were analyzed for possible positioning along the Self-Determination Continuum and determining the role the university played in spiritual growth. Results found that only ttt is predicted by increases in both environmental factors; ftr is predicted by higher religious pressures; and xenos is predicted by lower religious pressures. Researchers concluded that Christian evangelical universities would benefit from expanding current religious development conversations, addressing pluralism, and incorporating a higher consciousness regarding diversity, to better meet the religious development needs of contemporary Christian evangelical students.

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory.

To stimulate learners’ autonomy, autonomy-supportive teaching strategies were included in the design of a multidisciplinary elective course on pain. During this course, students explored pain from different disciplinary angles, i.e., from biomedical, psychological, arts, philosophical, and anthropological perspectives. In the course, autonomy was stimulated by giving students freedom of choice, especially in their final assignments. The aim of this study was to explore students’ freedom of choice and students’ perceptions of the multidisciplinary course on pain, particularly students’ perception of autonomy in the light of self-determination theory (SDT). To address the aim of this study, a mixed methods approach was used. Directed content analysis was conducted on a reflective part of the final individual assignment and was used to find categories fitting within SDT and also outside it. In addition to this, the diversity of topics as well as different disciplines present in the final individual assignments was explored to demonstrate students’ freedom of choice. This study shows that the course setup supported students’ autonomy and relatedness and stimulated students’ interest in and relevance to pain. Moreover, it stimulated students’ freedom of choice and stimulated curiosity towards disciplines such as arts and philosophy. Therefore, it can be concluded that we successfully developed a multidisciplinary course on pain in which students are exposed to different autonomy-supportive teaching strategies based on the SDT framework.

Exploring the acceptance of telehealth within palliative care: A self-determination theory perspective

The aim of this paper was to explore potential divergence and convergence in relation to health care professionals’ and patients’ acceptability of the use of telehealth within palliative care provision through the lens of Self-Determination Theory. The research utilized a deductive qualitative approach utilizing semi-structured interviews to explore divergence and convergence between health care professionals’ preconceptions of the use of telehealth in palliative care and the lived experiences of patients accessing support in this manner. Semi-structured interviews were conducted with both professionals and patients to explore whether the barriers and benefits of telehealth perceived by professionals corresponded to the patient’s lived experience of utilizing the technology in their palliative care. Interviews were analyzed using a deductive thematic analysis. Professionals and patients identified that the use of telehealth could satisfy the need for autonomy, however this manifested in different ways. Greater divergence was apparent between patient and professional perceptions about how telehealth could satisfy the need for relatedness and competence needs. The findings of this paper highlight how professionals preconceived concerns about the use of telehealth in relation to providing supportive palliative care may not be realized when exploring the experiences of patients accessing services through this medium. This paper highlights the important role of psychological need satisfaction when considering acceptability of telehealth, and motivation to engage in the implementation of technologically driven health services.