Self-determination Theory Perspective Research Articles

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

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

The Impact of ChatGPT on English for Academic Purposes (EAP) Students’ Language Learning Experience: A Self-Determination Theory Perspective

This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory framework, this study explores how ChatGPT impacts students’ basic psychological needs for autonomy, competence, and relatedness in their language-learning experience. Semi-structured interviews are conducted with 24 postgraduate EAP students and the data are analysed using thematic analysis. The findings suggest that ChatGPT has the potential to support students’ needs for autonomy and competence by providing flexibility, personalised feedback and a safe space for practice. However, the impact on relatedness needs is mixed, with some students experiencing a sense of companionship and others expressing concerns about reduced human interaction. While students acknowledge the benefits of ChatGPT, they also emphasise the importance of human-teacher interactivity and empathy. The findings provide theoretical insights and practical recommendations for educators seeking to integrate generative AI tools effectively into language education.

Research on Consumption Characteristics and Marketing Strategy of Micro-short Drama from the Perspective of Self-Determination Theory

Purpose - With the integration of science, technology, and culture, micro-dramas have emerged as a new driving force in advancing China’s short video industry. The purpose of this study is to deeply understand and analyze the characteristics of consumer consumption behavior to provide a theoretical perspective for the marketing strategy of microdrama. Design/Methodology/Approach - Based on the internal motivation of consumers and the characteristics of the micro-drama industry, a comprehensive analysis framework is constructed based on the three core dimensions of “autonomy, ability and belonging” in the self-determination theory (SDT). Through literature review, case analysis, and other methods, the consumption characteristics of micro-dramas are systematically examined. Subsequently, targeted marketing strategies are proposed accordingly. Findings - The study shows that consumers show diversified motives and demands in the consumption of short dramas, among which the pursuit of autonomy, the sense of ability and the construction of belonging become the key factors affecting consumers’ decision-making. Based on these findings, this study further refines the consumption characteristics of microdramas and reveals the intrinsic link between them and marketing strategies. Research Implications - This study enriches the theoretical research in the field of drama marketing. Through indepth understanding of the consumption characteristics of consumers, enterprises can more accurately locate the target market and formulate more effective marketing strategies, so as to promote the sustainable and healthy development of the drama industry.

Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory

The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.

Does residential photovoltaic installation matter for coal-to-electricity transition? Evidence from self-determination theory perspective

Does residential photovoltaic installation matter for coal-to-electricity transition? Evidence from self-determination theory perspective

Gratitude and depressive symptoms in Chinese nurses: From a self-determination theory perspective.

A common psychological problem among nurses is depression, potentially affecting their well-being and job performance. It is vital to explore how to alleviate nurses' depressive symptoms. The current research explored the mediating impact of basic psychological needs satisfaction on the link of gratitude with depressive symptoms. The nurses in this study were from mainland China. A total of 724 subjects completed an online questionnaire, which included measures of depressive symptoms, basic psychological needs satisfaction and gratitude. Our research found that gratitude was negatively linked to depressive symptoms. Furthermore, basic psychological needs satisfaction had a partial mediation effect on the link of gratitude with depressive symptoms after controlling for five demographic variables. These results suggest that gratitude may influence depressive symptoms via basic psychological needs satisfaction. Our study found that basic psychological need satisfaction partially mediates the gratitude-depression relationship in nurses. The result means that hospital administrators and nurse leaders should design gratitude interventions to alleviate nurses' depressive symptoms. They also help nurses decrease depressive symptoms by creating an environment that meets their basic psychological needs.

A self-determination theory perspective on the relationship between emotion regulation styles, mindfulness facets, and well-being in adults with self-injury.

The relevance of emotion regulation (ER) difficulties to nonsuicidal self-injury (NSSI; the deliberate destruction of one's bodily tissue without suicidal intent) has been repeatedly documented. Recently, specific mindfulness facets (i.e., awareness, nonjudging, describing) have been proposed as mechanisms that explain this relationship. The present study sought to extend this line of inquiry by exploring the mediating role of mindfulness facets in the relation between self-determination theory-based ER styles (i.e., integrative ER, suppressive ER, emotion dysregulation) and indices of positive and negative well-being (i.e., subjective vitality, NSSI difficulties), while controlling for gender, in adults with recent NSSI engagement. US adults with a history of more than one occurrence of NSSI within the last year (n = 222) completed online measures of ER styles, mindfulness facets, subjective vitality, and NSSI difficulties. A mediation model indicated that the effects of ER styles on positive and negative well-being were explained by specific mindfulness facets (i.e., awareness, nonjudging, nonreactivity, describing). The present study provides preliminary evidence that facets of dispositional mindfulness may be mechanisms through which ER styles impact positive and negative indices of well-being in adults with lived experience of NSSI.

Linking servant leadership to followers' thriving at work: self-determination theory perspective.

Previous studies have confirmed that servant leadership has a positive impact on thriving at work, however, the psychological mechanism in this process has not been fully understood. Based on Self-Determination Theory, this study examines the mediating effect of basic psychological needs and the moderating effect of power distance on the relationship between servant leadership and followers' thriving at work. The results from the between-subject experimental design (Study 1) indicate that servant leadership can satisfy followers' three basic psychological needs. And the results from a questionnaire survey of 455 civil servants at two-time points (Study 2) indicate: (1) Servant leadership has a significantly positive impact on followers' thriving at work; (2) All three basic psychological needs satisfaction serve as a mediator in the relationship between servant leadership and followers' thriving at work; (3) Power distance negatively moderates the relationship between servant leadership and the satisfaction of three basic psychological needs, meaning that the lower on the power distance, the stronger the positive relationship between servant leadership and the satisfaction of three basic psychological needs; (4) Power distance negatively moderates the mediating effects of competence needs satisfaction and relatedness needs satisfaction in the relationship between servant leadership and followers' thriving at work, indicating that the lower on the power distance, the stronger the mediating effects. Our findings highlight the important role of servant leadership in fostering followers' thriving at work and explore the critical role of basic psychological needs satisfaction. This provides empirical evidence to further refine theories regarding thriving at work, and suggests that in order to promote employee thriving, it is important to guide leaders to reevaluating and repositioning their roles.

Autonomous and controlled motivation in students: An experience sampling study on multitasking, concentration, and affect from a self-determination theory perspective.

Autonomous and controlled motivation in students: An experience sampling study on multitasking, concentration, and affect from a self-determination theory perspective.

The Relationship between Parental Autonomy Support and Children's Self-Concept in China-The Role of Basic Psychological Needs.

This study aimed to investigate the relationship between parental autonomy support and children's self-concept, and to explore the role of basic psychological needs in Chinese primary schools from the perspective of self-determination theory. A total of 3109 children aged 6-13 years participated in eastern China. The results indicated a significant correlation between parental autonomy support, basic psychological needs, and children's self-concept. Basic psychological needs play a partial mediating role between parental autonomy support and children's self-concept. Specifically, autonomy support varied by need types whereas parental control steadily played a negative predictive role. Parental autonomy support and control predicted children's self-concept differently through three basic psychological needs, with differences across gender and grades. Boys and elder children had stronger relationships to competence needs, while girls were sensitive to autonomy needs; in addition, both of them were sensitive to relatedness needs. The mediating effects model and cross-group analyses revealed the complex predictive role of parental autonomy support on children's self-concept in China, providing an effective entry point for cross-cultural research and family education to improve children's psychological well-being.

PhD students’ motivation profiles: A self-determination theory perspective

Previous research has underscored the importance of understanding the mechanisms that underpin the academic motivation of PhD students. This understanding is crucial for enhancing their educational experience and program completion rates. Based on self-determination theory, this person-centered study first investigated PhD students’ motivation profiles defined on their types of academic motivations. Second, we explored associations between these profiles and various predictors (need satisfaction and support) and educational outcomes (persistence, satisfaction, future intentions, and performance). Third, we systematically tested the similarity of these profiles and their associations with predictors and outcomes across subgroups of students based on sex, field of study, citizenship, and program progression. Using a sample of 1060 Canadian PhD students, four distinct profiles emerged from the latent profile analyses: Low self-determined, Introjected, Identified, and High self-determined. Profile membership was predicted by need satisfaction and perceived support from faculty members. The most desirable outcome levels were associated with the High self-determination profile, followed by the Identified, Introjected and Low self-determined profiles. These profiles and their associations with predictors and outcomes were highly similar across the different subgroups. From a practical perspective, our results allowed us to identify students with less optimal motivation configurations and to propose intervention strategies, particularly focused on students’ need for autonomy, to support more desirable motivational profiles.

The Existential Challenges of Stress, Trauma, and Psychopathology and Their Integration to the Self: A Self-Determination Theory Perspective

AbstractIn much current research on stress, trauma, and psychopathology, there is a converging interest in the role of the stress response in engendering trauma, emotional dysregulation, and mental illness. Both the acute stressors known from post-traumatic stress disorder (PTSD) and the early-life, persistent stressors involved in complex PTSD, may create a stress response that is not properly downregulated. This leaves the person in a permanent state of high arousal and hypervigilance, common characteristics of many psychiatric disorders. It is suggested that such stressors are examples of the challenges that confront everyone: trivial, optimal, or overwhelming. Trivial challenges are mundane, optimal challenges invite learning and development, and overwhelming challenges may lead to trauma and mental ill-being. For a promising perspective on life’s challenges, we turn to Self-Determination Theory (SDT). In SDT, mental health and human flourishing derive from the satisfaction of three basic psychological needs: for autonomy, competence and relatedness, as well as from the integration of experiences and challenges to the self. It is proposed in this paper that the overwhelming challenges involved in trauma and psychopathology are experiences that frustrate or thwart psychological needs and thus fail to integrate to the self. Such experiences may still be internalized, albeit as “introjects”—“thrown in,” swallowed whole, not digested properly. They remain outside of the self, exerting pressure on it through guilt, shame, ego-involvement, pride, etc., in the process producing much anguish and mental pain. Thus, as challenges are part and parcel of the human experience, trauma and psychopathology appear as outcomes of human development, rather than as essentially incomprehensible aberrations.

Supplemental Material for Autonomous and Controlled Motivation in Students: An Experience Sampling Study on Multitasking, Concentration, and Affect From a Self-Determination Theory Perspective

Supplemental Material for Autonomous and Controlled Motivation in Students: An Experience Sampling Study on Multitasking, Concentration, and Affect From a Self-Determination Theory Perspective

Exploring the dynamics of consumer engagement in social media influencer marketing: from the self-determination theory perspective

Influencer advertising has emerged as an integral part of social media marketing. Within this realm, consumer engagement is a critical indicator for gauging the impact of influencer advertisements, as it encompasses the proactive involvement of consumers in spreading advertisements and creating value. Therefore, investigating the mechanisms behind consumer engagement holds significant relevance for formulating effective influencer advertising strategies. The current study, grounded in self-determination theory and employing a stimulus-organism-response framework, constructs a general model to assess the impact of influencer factors, advertisement information, and social factors on consumer engagement. Analyzing data from 522 samples using structural equation modeling, the findings reveal: (1) Social media influencers are effective at generating initial online traffic but have limited influence on deeper levels of consumer engagement, cautioning advertisers against overestimating their impact; (2) The essence of higher-level engagement lies in the ad information factor, affirming that in the new media era, content remains ‘king’; (3) Interpersonal factors should also be given importance, as influencing the surrounding social groups of consumers is one of the effective ways to enhance the impact of advertising. Theoretically, current research broadens the scope of both social media and advertising effectiveness studies, forming a bridge between influencer marketing and consumer engagement. Practically, the findings offer macro-level strategic insights for influencer marketing.

Factors influencing perseverance in teaching Chinese martial arts abroad: a self-determination theory perspective among international instructors.

The global dissemination of Chinese martial arts (CMAs), transcends mere physical activity; it represents a cultural and philosophical journey that contributes to enhanced psychological well-being. Capturing international attention, CMAs have engendered a network of global instructors committed to their cross-cultural teaching. However, the narrative of CMAs across the globe is incomplete without understanding the psychological factors that fuel the perseverance of these international instructors. Their relentless commitment, motivated by factors beyond the cultural and geographical barriers, poses a unique question: What motivates these instructors to persist in teaching CMAs in the face of such challenges? The study aims to uncover the key motivational mechanisms that influence the perseverance of international CMAs instructors in their teaching endeavors. Employing Self-Determination Theory, 147 international CMAs instructors completed the Motivation for Teaching CMAs Scale, Perceived Belonging Scale, and Perseverance in Teaching CMAs Scale. SPSS 20.0 was utilized for conducting descriptive statistics, common method bias tests, and correlation analyses. Structural equation modeling was performed using AMOS 26.0. Autonomous Motivation positively affected perseverance in teaching CMAs (β = 0.369, b = 0.465, t = 4.232, p < 0.001). In contrast, Amotivation negatively affected perseverance (β = -0.323, b = -0.382, t = -3.561, p < 0.001). Neither Controlled Motivation nor Sense of Belonging significantly affected perseverance. The model explained 27.9% of the variance in perseverance, offering insights into the motivational mechanisms influencing international CMAs instructors. This study concludes that the perseverance of international instructors in teaching CMAs is primarily driven by overcoming amotivation and fostering autonomous motivation, rather than short-term internal or external incentives, which appear ineffective. Additionally, sense of belonging to their CMA school does not significantly influence their perseverance, potentially due to the diverse cultural backgrounds of the instructors surveyed. The findings suggest that by enhancing the recognition and acceptance of CMAs' core philosophies and values, aligning teaching practices with personal and cultural values, and fostering a profound passion for CMAs, international instructors could boost their autonomous motivation, which is crucial for their sustained commitment in promoting CMAs globally.

Examining Student Satisfaction with Learning Management System-Based E-Learning: A Self-Determination Theory Perspective

Examining Student Satisfaction with Learning Management System-Based E-Learning: A Self-Determination Theory Perspective

Flourishing and integrative emotion regulation: an SDT perspective.

This paper presents a Self-Determination Theory (SDT) perspective on the relationship between human flourishing and emotion regulation. It argues that SDT's organismic approach to motivation, development, and wellness enables it to directly address this relationship, placing emotion regulation within comprehensive conceptions of eudaimonic functioning (i.e., flourishing) and regulation (i.e., self-determination). This is in contrast to the dominant goal-directed process model of emotion regulation, which addresses only limited aspects of well-being, ignores forms of motivation that are essential to flourishing, and blurs the line between emotion regulation and other forms of regulation.

Contributions of significant others to second language teacher well-being: a self-determination theory perspective

Contributions of significant others to second language teacher well-being: a self-determination theory perspective

Healthcare processes for parent participation in neonatal intensive care units: A self-determination theory perspective

This research explores parents’ experiences in the NICU to inform design and implementation of processes that motivate and direct parent participation in healthcare processes for their children. Qualitative methods were employed combining elements of grounded theory and phenomenology. Findings reveal that despite known benefits, parent participation does not always occur in NICUs due to difficulties NICUs face while balancing technologically complex care that increases survival rates with parent-participation models that provides holistic wellbeing. Self-determination theory provides a work design perspective that can guide design and implementation of parent participation, as partial employees, as a key component of NICU healthcare processes.

Chinese Students’ Conception of Psychological Need Support and Need Frustration: A Qualitative Analysis from Self-Determination Theory Perspective

Chinese Students’ Conception of Psychological Need Support and Need Frustration: A Qualitative Analysis from Self-Determination Theory Perspective