Self-determination Theory Of Motivation Research Articles

Relating motivation to information and communication technology acceptance: Self-determination theory perspective

Despite a large body of research on motivation in psychology, few in information systems have related it to the information and communication technology acceptance research. This study investigates the relation between the Self-Determination Theory of Motivation and the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and confirms significant relationship across the two theories. In addition, this study investigates the effect of time sequential introduction of different types of motivation and finds the presence of the negative effect between intrinsic and extrinsic motivation is conditional on the type of extrinsic motivation. Controlled extrinsic motivation undermines intrinsic motivation that precedes it, but autonomous extrinsic motivation augments such intrinsic motivation. Implications of these findings are discussed.

Autonomous motivation is associated with hearing aid adoption

Objective: To use the self-determination theory of motivation to investigate whether different forms of motivation were associated with adults’ decisions whether or not to adopt hearing aids. Design: A quantitative approach was used in this cohort study. Participants completed the treatment self-regulation questionnaire (TSRQ), which measured autonomous and controlled motivation for hearing aid adoption. Sociodemographic data and audiometric information were also obtained. Study sample: Participants were 253 adults who had sought information about their hearing but had not consulted with a hearing professional. Participants were categorized as hearing aid adopters if they had been fitted with hearing aids 4–6 months after completing the TSRQ, and as non-adopters if they had not. Results: Multivariate logistic regression was used to examine associations between autonomous and controlled motivation, sociodemographic and audiometric variables, and hearing aid adoption (n = 160). Three factors were significantly associated with increased hearing aid adoption when the influence of other variables was accounted for: autonomous motivation, perceived hearing difficulty, and poorer hearing. Controlled motivation was not found to influence hearing aid adoption. Conclusion: These empirical findings that link autonomous motivation to decisions of hearing help-seekers have implications for the ways practitioners may evaluate motivation and could inform discussions with clients about hearing aid adoption.

A Technology Integration Education (Tie) Model: Millennial Preservice Teachers' Motivations about Technological, Pedagogical, and Content Knowledge (Tpack) Competencies

Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human capital investments that improve cognitive skills for elementary and secondary students have important economic implications. An interdisciplinary, 12-construct technology integration education (TIE) model was developed. The sample consisted of 33 elementary education majors and 23 secondary education majors. Limited correlational and predictive relationships between the motivation variables and TPACK variables were found. However, the empirical evidence revealed new insights about self-determination motivation theory. Intrinsic motivation had a higher, significant positive correlation than extrinsic motivation with three dependent variables, while extrinsic motivation had a higher, significant positive correlation than intrinsic motivation with two dependent variables. These limited findings suggest that complex, contingent relationships exist between motivation variables and TPACK variables. The TIE model advances a robust research agenda for the interdisciplinary field of microhuman capital investments, which includes the education of Millennial preservice teachers.

Critical incidents in a forensic psychiatric population: an exploratory study of motivational factors

This exploratory study examined the motivations for forensic clients’ engagement in critical incidents, specifically hostage-taking, barricades and roof-top protests. Using thematic analysis, a range of themes were identified. These included engaging in such incidents to seek deliberate isolation from others, gaining control, getting their needs meet, a need to communicate and being influenced by their peers. Selection of potential hostages appeared linked to feeling of grievance towards them. Yet the distress of a hostage, along with consideration as to the longer term consequences of their actions both for themselves and morally, appeared to reduce the risk of engagement in such incidents. The results are discussed in terms of Individualism, Self-Determination Theory of Motivation and Maslow’s Hierarchy of Human Needs.

Differences among Female Students in Science and Technology-based University Programmes in Their Motivation to Learning Science in Ghana

The study was aimed at investigating differences among female students in science and technology-based university (STU) programmes in their motivation in learning science. The study utilized cross-sectional descriptive survey design. The theoretical framework for this study was based upon the Self-determination theory of motivation and Social Learning Theory of Career Decision-Making. The target population comprised 1192 final year female students pursuing science and technology-based programmes at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. 328 final year female students in the 2008/2009 academic year pursuing engineering, medicine, pharmacy and CS/ICT formed the sample. A SelfReport Survey Questionnaire was designed and administered. It had reliability coefficient of 0.88 for section B using Cronbach alpha formula. The study revealed that parents, especially fathers, involvement in science and technology competitions, students’ involvement in science clubs, status of jobs in STU careers, and self-motivation influenced female students’ choice of science at the senior high school Original Research Article British Journal of Education, Society & Behavioural Science, 4(1): 120-138, 2014 121 (SHS) level and in STU programmes. One-way between group analysis of variance (ANOVA) and Hotchberg GT2 Post hoc analyses indicated that there were significant differences in motivation among some of the four groups of students. It was concluded that female students in various STU programmes at the university level are motivated by different factors.

A Bayesian network to discover relationships between negative features in sport: a case study of teen players

The purpose of this paper is the study of relationships between negative psychological features in young competitive team players via a Bayesian network (BN). The BN let us describe in graphical terms the dependencies and conditional independencies between variables in a multivariate context, and therefore it let us analyze the relationships between the type of motivational climate and orientation of team players (from two different frameworks: goal orientation theory, and self-determination motivation theory), and we took into account their willingness to accept the use of gamesmanship and cheating at the games, related with somatic and cognitive pre-competitive anxiety. The BN analysis includes three reasoning patterns: evidential reasoning, causal reasoning and intercausal reasoning. We built a BN from a data set composed of twelve psychological variables, which were identified as relevant to this study. The structure and parameters were learnt with TETRAD IV and the BN was implemented in Netica software.

Application of Self-Determination Motivation Theory for Sport Performance Anticipation: Multi-group Path Difference Regarding to Goal Achievement and Performance

Application of Self-Determination Motivation Theory for Sport Performance Anticipation: Multi-group Path Difference Regarding to Goal Achievement and Performance

Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.

This study provides the first longitudinally designed, classroom-based empirical test of self-determination theory's motivation mediation model. Measures of perceived autonomy support, motivation (autonomy need satisfaction), engagement, and achievement were collected from 500 (257 females, 243 males) 8th-grade students in Korea in a 3-wave longitudinal research design. Multilevel structural equation modeling tested the model in which early-semester perceived autonomy support increased mid-semester autonomy need satisfaction, which, in turn, increased end-of-the-semester engagement, which then predicted course achievement. We further tested for possible reciprocal pathways and for the stability of all effects throughout the model. Results revealed a complex, dynamic model that unfolds within naturally occurring classroom processes, one that validated the hypothesized model but also extended and qualified it in important ways. All hypothesized effects were supported, but they were not stable over the course of the semester, largely because of the emergence of several reciprocal effects. Overall, this longitudinal test revealed a more dynamic model than suggested by previous cross-sectional investigations.

The Effect of Three Needs in the Self-determination motivation theory on Internet Addiction

이 연구의 목적은 자기결정성동기이론의 세 가지 욕구인 자율성, 유능감, 관계성에 근거하여 인터넷 중독과의 관계를 탐색하는 것이다. 구체적으로는 자율성, 관계성과 인터넷 중독과의 관계에서 유능감이 매개변인으로 작용하는지 살펴보았다. 연구대상은 722명(남학생 248명, 여학생 474명)의 고등학생이었고, 간략형 인터넷 중독 자가진단검사(KS-척도), 자율성, 유능감, 관계성 척도를 실시하였다. 모형의 전반적인 적합도를 비교하기 위해 한 개의 경쟁모형을 구성하여 남녀 집단별로 구조방정식 모형검증의 다집단 분석을 실시하였다. 연구결과, 자율성, 관계성, 유능감이 인터넷 중독에 미치는 영향에 있어서 남학생과 여학생 집단 간의 구조모형이 동일하게 나타났다. 구체적으로 남녀 집단 모두에서 자율성이 인터넷 중독에 미치는 영향에서만 유의하게 나타났다.

Exploring a quality of life, self-determined

Built capital combines with social, personal and natural capital to contextualize people's quality of life. Although this last concept has strongly tested academic reasoning, it is often presented simply and as a fait accompli in strategic planning documents. This article questions these pragmatic ‘top-down’ scripts by engaging the self-determination theory of motivation. It argues the transience of hedonic or material reward and posits a much higher plane of eudemonic fulfilment. The key to self-determination and, thus, an agreeable quality of life lies in an individual's acquisition of competence, autonomy and relatedness. From this bridgehead and via a macro-level analysis, the article identifies contemporary economic, environmental and social challenges to the achievement of quality of life, ones that are likely to need individual resourcefulness and resilience to overcome. The account concludes that, instead of proffering cookie-cutter or one-size-fits-all formulae, authorities may consider ways of helping individuals help themselves to a better quality of life based on a precept that life is, in part, what you make it and does not rely on material wealth alone. In this way, it could be possible to substitute other forms for material capital to improve environmental and social sustainability.

Assessing the Experience of Autonomy in New Cultures and Contexts

This research demonstrates the usefulness of the technique of Smallest Space Analysis (SSA) in the construction of indices of the experience of autonomy, a central construct in Ryan and Deci’s self-determination theory of motivation and personality (SDT, 2000) and a construct central to recent controversies on socialization in different cultures. We propose that SSA has two advantages in comparison to correlation tables in the assessment of the experience of autonomy. First, it allows easy identification of items that best capture the various motivations along the relative autonomy continuum postulated by SDT. Second, and more important, it can reveal data patterns that might contribute to theoretical refinement that otherwise might remain unnoticed. These advantages were demonstrated in three Israeli samples: two samples of elementary school children (n = 697 and n = 417), and one sample of high school students (n = 317). Discussion considers ways in which SSA can contribute to the development and refinement of measures and theory pertaining to the experience of autonomy in cultures and contexts not examined so far.

When Choice Motivates and When It Does Not

This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.

Machiavellianism, Intrinsic Versus Extrinsic Goals, and Social Interest: A Self-Determination Theory Analysis

We employ Deci and Ryan's self-determination theory of motivation in three studies to examine the goals and motivational orientation associated with Machiavellianism (MACH). Goals were classified as either extrinsic (e.g., financial success) or intrinsic (e.g., community feeling). The two types of goals are generally associated with different motivational experiences. Extrinsic goals are typically experienced as externally controlled, whereas intrinsic goals are experienced as self-determined. We predicted that MACH would be associated with an emphasis on the extrinsic goal of financial success specifically, and on a control motivational orientation in general. These predictions received support. Additional findings indicate that MACH is positively associated with alienation and antisocial behavior, but inversely associated with social interest (i.e., Adler, 1964/1938) and prosocial behavior.