Principles Of Self-determination Theory Research Articles

An Intervention to Improve Teachers' Interpersonally Involving Instructional Practices in High School Physical Education: Implications for Student Relatedness Support and In-Class Experiences.

Research grounded in self-determination theoryhas demonstrated the important role of teachers in shaping students' physical educationexperiences. Utilizing a cluster-randomized controlled design, this study aimed to examine whether an interpersonally involving training program based on self-determination theoryprinciples could enhance students' in-class experiences. With 18 teachers (males = 8, females = 10, Mage = 32.75, SD = 8.14) and a final sample of 382 students (males = 155, females = 227, Mage = 13.20, SD = 1.66), we implemented linear mixed modeling to investigate the effects on students' (a)perceived relatedness support and (b)enjoyment of physical education, tripartite efficacy beliefs (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy), self-determined motivation, and amotivation. Relative to those in the control condition, students in the treatment condition reported positive changes in teacher-provided relatedness support, enjoyment, other-efficacy, and peer-focused relation-inferred self-efficacy. These findings demonstrate support for strategies designed to aid physical educationteachers' relatedness-supportive instructional behaviors.

Learning to Learn and Teaching to Learn

This article was migrated. The article was marked as recommended. Medical training is notoriously difficult, and the motivation to learn and teach can decline with time. Building from the principles of self-determination theory, we provide reflections of a trainee, a trainee and supervisor, and a faculty supervisor on the role of promoting autonomy, relatedness, and competence in motivating learners to learn and teachers to teach. This active approach to learning and teaching can be an empowering practice to ultimately improve clinical experience and performance.

Self-determination Theory: A Framework for Enhancing Patient-centered Care

The purpose of this report is to highlight the relevance of self-determination theory (SDT) as a framework for conceiving of and implementing patient-centered care within the United States Army Medical Department (AMEDD). Traditionally, patient-practitioner communication within AMEDD settings has involved directive and hierarchical presentation of information. Consequently, the aim of this report is to examine research suggesting the value of SDT constructs in promoting patient-centered care in AMEDD settings. We have included a brief review of research on patient-centered care and health outcomes and a discussion of SDT principles and SDT-based strategies for promoting patient-centered care.

A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities.

To conduct a randomized controlled trial to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia. Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010 to 2013 into mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows, and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability.The primary analysis was a comparison of intervention effects on changes in protégés' satisfaction of their basic psychological needs (competence, autonomy, and relatedness) with their mentor. They completed a well-validated, online questionnaire every two months for one year. There was no significant effect at the end of one year of either mentor training or peer mentoring on protégés' psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés' overall psychological need satisfaction with their mentor at two months, the time point closest to completing mentor training. This randomized controlled trial showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study.

Customer Service Responsiveness in Logistics Outsourcing Contracts: The Influence of Job Autonomy and Role Clarity among On-site Representatives

AbstractThis research examines the role of individuals in managing relationships between logistics service providers and their customers. Using self-determination theory's principles of psychological empowerment and employee stewardship, the study considers the autonomy of boundary spanners (implants) and the level of clarity in the individual's role and the resulting impact on implants' efforts toward customer service responsiveness. Survey responses were collected from implants in a logistics setting to test the proposed relationships. Findings show that as implants are given more autonomy in their job function and as the clarity of their roles increases, they are willing to become more responsive to customer needs. A discussion of the results and managerial implications are also offered.

Educational Perspectives: Using Self-Motivation Strategies to Optimize Your Professional Learning

Active engagement in continuing professional development promotes learning to optimize patient care, as well as advance health care through quality improvement and/or research. To build healthy habits to sustain lifelong learning, health care professionals may apply the principles of self-determination theory (SDT) to better understand the factors that promote and inhibit their motivation to learn. SDT can help individuals identify learning opportunities that best support their competence, autonomy, and ability to relate to their colleagues and profession.

The development and validation of the Interpersonal Support in Physical Activity Consultations Observational Tool

This study describes the development and psychometric characteristics of an observational instrument that examines four aspects of interpersonal support (or lack of) provided during physical activity (PA) promotion consultations (i.e., Autonomy Support, Involvement, Structure and Interpersonal Control), as identified by Self-determination Theory (SDT). The reliability and validity of the Interpersonal Support in Physical Activity Consultations Observational Tool (ISPACOT) were examined within an exploratory randomised control trial. Recorded consultations (N = 42) conducted by qualified PA advisors (N = 14) at 13 leisure centres across the West Midlands (UK) were rated. Intra-class correlation coefficients (ICC) indicated moderate to high inter-rater reliability for overall interpersonal support (0.80), and the Autonomy Support (0.74), Involvement (0.73) and Structure (0.91) dimensions, but low reliability for Interpersonal Control (0.35). The advisors, who conducted PA promotion consultations that were rated as low in their interpersonally supportive features, were perceived by their clients as being less supportive (F(1,10) = 5.0, p <.05). Ratings on the ISPACOT differentiated advisors who were trained in SDT principles and those who were not. Overall, the findings provided preliminary evidence for the reliability and convergent validity of the ISPACOT.

The voice of youth: atmosphere in positive youth development program

Background: Positive youth development (PYD) programs adhere to the notion that all children have strengths and assets to be promoted and nurtured rather than deficits that require ‘fixing.’ The study of PYD programs indicates three aspects which set them apart from other programs for youth: activities, goals, and atmosphere. Of these, atmosphere has been least studied and what is known about atmosphere has been studied from a mostly adult perspective. Interestingly, while student voice is central to any educational process, students are not often consulted directly about their contributions.Aims: The purpose of this study was to examine the atmosphere of a PYD program grounded in self-determination theory (SDT) through the eyes of the participants. SDT suggests that people have the needs of relatedness, autonomy, and competence which must be met for successful growth.Method: An ethnographically informed case study was employed. Twenty-three participants from grades four and five (9 males and 14 females) took part in a PYD program using basketball as a medium. Data collection included focus groups, individual interviews, extensive field notes, and artifact collection. Responses were analyzed through open and axial coding. Trustworthiness strategies included: prolonged engagement, data triangulation, extensive field notes and researcher journal, member checks from both the staff and students, and peer debriefing.Results: Four themes were identified in respect to atmosphere: relatedness, learning, relaxed climate, and enjoyment. Each theme is discussed in terms of how these youth perceived the construct as influencing their participation, and as integral parts of what they viewed as positive atmosphere. Each of these themes indicated that the students were provided with a voice that allowed them to express their ideas and interact positively with the adults and the environment.Discussion: Relatedness, competence, and enjoyment have been found separately as important components of successful programs. However, it is the interaction of these themes within the relaxed structure that is unique to this study. For instance, the students chose a greater level of autonomy over higher competence. This led to a higher level of enjoyment which led to greater engagement in the program and its goals.The data also supported the notion that a program grounded in the principles of SDT could be successful, particularly in promoting opportunities for youth in respect to autonomy, competence, and relatedness. Taking into account student voice was a major piece to the success of this program, the student data supported the idea that creating and maintaining a positive atmosphere was good teaching. However, fostering these needs is not automatic but more likely to occur if purposefully implemented through sound pedagogical practices such as the instructional alignment of goals, activities, and assessments.

Designing contributing student pedagogies to promote students' intrinsic motivation to learn

In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of their peers, and consequently, instructors inherently give students power and control over elements of the class. With this loss of power, instructors will become more aware that the quality of the learning environment will depend on the level of students’ motivation and engagement rather than the instructor's mastery of content or techniques. Given this greater reliance on student motivation, we will discuss how motivation theories such as Self-Determination Theory (SDT) match and support the use of CSP and how CSP can be used to promote students’ intrinsic motivation (IM) to learn. We conclude with examples of how we use principles of SDT to guide our design and use of CSP. We will particularly focus on how we changed the discussion sections of a large, required, sophomore-level class on digital logic and computer organization at a large, research university at relatively low-cost to the presiding class instructor.

Does family make a difference? Mid-term effects of a school/home-based intervention program to enhance reading motivation

This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders ( N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without ( N = 244) and in one group with ( N = 225) parental participation. The intervention was based on the principles of Self-Determination Theory ( Deci & Ryan, 2002) and lasted one school year. Effects of the treatment were investigated in a pretest–posttest control group design with follow-up. Multilevel analyses showed that the school/home-based intervention had significant effects on reading enjoyment and reading curiosity. Effects on reading enjoyment were still detectable at 5-month follow-up. However, no effects were found for reading self-concept or reading comprehension. The findings highlight the potential of the family in the sustained promotion of reading motivation.

Motivating children with developmental coordination disorder in school physical education: The self-determination theory approach

The purpose of the current article is to highlight the potential of self-determination theory (SDT) to inform the teaching practices of physical education (PE) teachers. Such practices may enhance motivational levels for participation in physical activity (PA) for children with developmental coordination disorder (DCD). First, we review the research in PE demonstrating links between teachers' interpersonal style, teaching methods, and outcomes relating to both students' motivation and motor skill improvement. Second, we outline the SDT mechanism through which the practices employed by PE teachers to support students' psychological needs for autonomy, competence, and relatedness may effect positive changes in the motivation and the physical activity behaviour of children with DCD. Third, we present an overview of findings on the effectiveness of need-supporting practices used by PE teachers. Fourth, we provide directions for future motivational research using the SDT principles in school physical education for children with DCD.

Preliminary validation of a brazilian version of the sport motivation scale

The Sport Motivation Scale was firstly developed in French and later translated into English and validated by Pelletier et al. (1995). It is based on the principles of self-determination theory. The present study translated the English version into Portuguese to access and validate it with Brazilian athletes using a sample of 419 athletes (127 women and 292 men) from ten sports. The Brazilian version of the scale showed satisfactory levels of internal consistency and temporal stability over a four-week period. The results of a confirmatory factor analysis partially supported the seven-factor structure. Finally, gender differences were found in all subscales. Taken together, these findings support the use of the Brazilian version of the scale for the assessment of motivation in sport.

Beyond Talk: Creating Autonomous Motivation through Self-Determination Theory

Many managers and academics have a passing familiarity with self-determination theory (SDT), which articulates the core principles that underlie the concept of sustainable motivation in organisations. But far fewer understand how to successfully implement a SDT intervention in the face of organisational pressure for short-term accountability and performance. We present the core principles of SDT, describe the principles that underlie successful SDT-based interventions, propose six steps (i.e. actions) that facilitate the creation of autonomous motivation, articulate the obstacles to successful implementation, and present two examples of successful organisational implementations.

Self‐determination theory, motivational interviewing, and the treatment of clients with acute suicidal ideation

An overwhelming number of individuals who die by suicide suffer from mental disorders, but comparatively few are seen in psychological or psychiatric treatment. Given the efficacy of psychosocial interventions in decreasing suicide-related behavior, the development of strategies to increase motivation for treatment is critical for clients with acute suicidal ideation. Self-Determination Theory (SDT) provides a framework for understanding how the therapeutic relationship can affect clients' motivation for treatment. When working with clients with serious suicidal ideation, clinicians can use the principles of SDT or interventions that are congruent with SDT, such as motivational interviewing (MI), to increase clients' engagement in treatment and improve treatment outcome. SDT-based suggestions and an adaptation of MI are introduced to guide clinicians through this process.

Medical, demographic, and psychosocial correlates of exercise in colorectal cancer survivors: an application of self-determination theory

The purpose of the present study was to evaluate medical, demographic, and psychosocial correlates of exercise in colorectal cancer survivors (CRC-S) using self-determination theory (SDT). Participants were 414 CRC-S who completed a mailed survey that assessed self-reported exercise, medical and demographic variables, and SDT constructs consisting of behavioral regulation for exercise, psychological needs satisfaction in exercise (PNSE), and perceived autonomy support (PAS). CRC-S with less education were significantly less likely to meet exercise guidelines (21 vs 31%; p < 0.001). Path analysis indicated that SDT and education explained 16% of the variance in exercise behavior with identified regulation (beta = 0.17, p = 0.031), introjected regulation (beta = 0.14, p = 0.006), and education (beta = 0.16, p < 0.001) each making a significant independent contribution. Few medical and demographic factors are correlates of regular exercise in CRC-S, but SDT provided a good understanding of exercise behavior in this population. Exercise behavior change interventions incorporating principles of SDT may have utility for promoting exercise and improving outcomes in this important population of cancer survivors.

Preliminary Validation of a Spanish Version of the Sport Motivation Scale

The Sport Motivation Scale was developed in French and later translated into English and validated by Pelletier, et al. in 1995. It is based on the principles of self-determination theory. In this study the scale was translated into Spanish to assess and validate it for a sample of 275 athletes (78 women and 197 men) whose mean age was 21.3 yr. (SD=3.8) and who represented eight sports (track and field, tennis, swimming, waterpolo, soccer, basketball, handball, and volleyball). The Spanish version showed satisfactory internal consistency (Cronbach alpha of .70 to .80) and temporal stability (test-retest r = .69 to .74) over a 4-wk. period. A confirmatory factor analysis partially supported the seven-factor structure. Correlations among the subscales indicated a simplex pattern supporting the construct validity of the scale. Sex differences were found. Taken together, these findings support use of the Spanish version for assessment of motivation in sport.

Self-determination, smoking, diet and health.

A Clinical Trial will test (1) a Self-Determination Theory (SDT) model of maintained smoking cessation and diet improvement, and (2) an SDT intervention, relative to usual care, for facilitating maintained behavior change and decreasing depressive symptoms for those who quit smoking. SDT is the only empirically derived theory which emphasizes patient autonomy and has a validated measure for each of its constructs, and this is the first trial to evaluate an SDT intervention. Adult smokers will be stratified for whether they are at National Cholesterol Education Program (1996) recommended goal for low-density lipoprotein cholesterol (LDL-C). Those with elevated LDL-C will be studied for diet improvement as well as smoking cessation. Six-month interventions involve a behavior-change counselor using principles of SDT to facilitate autonomous motivation and perceived competence for healthier behaving. Cotinine-validated smoking cessation and LDL-C-validated dietary recall of reduced fat intake, as well as depressive symptoms, will be assessed at 6 and 18 months. Structural equation modeling will test the model for both behaviors within the intervention and usual-care conditions.