Self-determination Theory Research Articles

Effectiveness of the Support From Community Health Workers and Health Care Professionals on the Sustained Use of Wearable Monitoring Devices Among Community-Dwelling Older Adults: Feasibility Randomized Controlled Trial

Background The wearable monitoring device (WMD) is emerging as a promising tool for community-dwelling older adults to monitor personal health, enhance awareness of their activities, and promote healthy behaviors. However, the sustained use of WMDs among this population remains a significant challenge. Objective This study aims to implement an interventional program that promotes and motivates the continued use of WMDs among older adults through a peer and professional support approach. This program will facilitate the integration of WMDs into their daily lives. Methods This feasibility trial examined the following: (1) the usability of the WMD from the users’ perspectives; (2) the feasibility of the Live With Wearable Monitoring Device program; and (3) the effectiveness of the Live With Wearable Monitoring Device program among community-dwelling older adults. The intervention, based on Self-Determination Theory, involved using the Live With Wearable Monitoring Device program over a 3-month period, with ongoing professional and peer support provided by community health workers, aided by a nurse and social workers. This support included 1 home visit and biweekly communication via WhatsApp. Data were collected at baseline and at 1, 3, and 6 months. Results A total of 39 participants were enrolled in the intervention group, while 37 participants were in the control group. The recruitment rate was high (76/89, 85%), and the attrition rate was low (8/76, 11%), indicating that the program is feasible for older adults. Participants in the intervention group exhibited higher self-efficacy, lower anxiety levels, and used the smartwatch more frequently, in terms of both days and hours, compared with the control group. A between-group difference was observed in self-efficacy between the intervention and control groups (β=3.31, 95% CI 0.36-6.25, P=.03), with statistically significant higher mean values recorded at all 4 time points. Conclusions It is clear that merely providing a WMD to older adults does not guarantee its usage, particularly for those unfamiliar with how to utilize its health-related functions in their daily routines. This study implemented a theory-based program aimed at enhancing the ongoing use of WMDs among older adults, suggesting that continuous professional and peer support may significantly influence WMD usage. Trial Registration ClinicalTrials.gov NCT05269303; https://clinicaltrials.gov/ct2/show/NCT05269303

A Systematic Review of Self-Determination Theory’s Application in Military and Police Organizations

A Systematic Review of Self-Determination Theory’s Application in Military and Police Organizations

The effects of procrastination on physical activity among Chinese university students: the chain-mediated effects of time management disposition and exercise motivation

ObjectivesGrounded in self-determination theory (SDT), the procrastination-health model, and the mechanism model of exercise persistence, this study examined the effects of procrastination on physical activity and the mechanism of its action in Chinese college students.DesignThis study employed a cross-sectional design.MethodsA total of 957 Chinese university students (Mage = 20.26, SD = 1.07) completed questionnaires. The Aitken Procrastination Questionnaire, the Adolescent Time Management Dispositions Scale (ATMDS), the Modified Physical Activity Motivation Measure-Revised (MPAM-R), and the Physical Activity Rating Scale (PARS-3) were used to measure procrastination, time management disposition, exercise motivation, and physical activity.ResultsProcrastination, time management disposition, exercise motivation, and physical activity were each significantly correlated, and procrastination was a significant negative predictor of physical activity. The mediating effect of time management disposition and exercise motivation in the effect of procrastination on physical activity was significant, and the mediating effect accounted for 44.65% of the total effect. Three paths were specifically included: first, the separate mediating effect of time management disposition, second, the separate mediating effect of exercise motivation, and third, the chain mediating effect of time management disposition and exercise motivation.ConclusionThis study reveals the mechanism of action by which procrastination influences physical activities through time management disposition and exercise motivation in Chinese college students. The findings provide guiding recommendations for further promoting greater participation in physical activities among college students.

Student behavior at university: The development and validation of a 10-dimensional scale.

This study proposes the multidimensional concept of 'student behavior at university' and methodology for its quantitative investigation. Unlike previous concepts related to aspects of the student experience, the idea of student behavior considers the combinations and interrelations of individual and environmental characteristics affecting student experience and outcomes. It provides a new lens for viewing student experience at university, highlighting the multifacetedness of this phenomenon and the diversity of possible patterns of student behavior. Based on the conceptual model, a ten-dimensional scale measuring student behavior was developed and validated through mixed-method research with an exploratory sequential design. The following dimensions of student behavior were identified: 1) interaction with course content in class; 2) persistence; 3) self-learning; 4) irresponsible learning behavior; 5) active learning; 6) friendship; 7) study collaboration; 8) obedience; 9) creating a positive self-image; and 10) extracurricular involvement. To develop a survey instrument, we utilized semistructured in-depth interviews with Russian students (n = 119). In the quantitative phase of the study, based on the survey (n = 1,253) carried out at seven highly selective Russian universities, we tested the reliability and validity of the ten-dimensional scale. To test construct-related validity, we utilized the self-determination theory developed by Ryan and Deci and a short version of the Academic Motivation Scale developed by Gordeeva, Sychev, and Osin for the Russian educational context. Our findings are in line with assumptions of self-determination theory and the results of previous studies and can be considered evidence of construct validity. The directions for further development of the methodological approach and its practical implications are discussed.

The Influence of Supportive Organizational Climate on Employees’ Innovation Behavior: The Mediating Role of Team Engagement and Work Engagement

This study aims to explore, in the Chinese software and information technology services industry, whether a supportive organizational climate will directly affect employees’ innovation behavior and indirectly affect it through employees’ team engagement and work engagement. So, this study used quantitative research methods, collected 613 questionnaires in six provinces and cities in China, and analyzed data using SPSS26.0 and AMOS23.0. Finally, the result shows that a supportive organizational climate has a direct positive influence on employees’ innovation behavior, and has a positive indirect influence on employees’ innovation behavior through team engagement and work engagement, and the mediating effect is more than a direct effect. This article not only further reinforces the foundations of social cognitive theory and self-determination theory, but also fills the research gap on employees’ innovation behavior in the Chinese software and information technology service industry: provides leaders with support on how to create a supportive organizational climate to promote employees’ innovation behavior, and assists employees in understanding how to stimulate their innovation behavior.

The Centering of Youth Voice in the Development of a Virtual, Instructor-Led Physical Activity Program.

Providing youth the opportunity to express their attitudes toward and recommendations for improvement of a home-based physical activity (PA) program may help to improve engagement in virtual PA program activities. Youth voice is an often-overlooked component that may be necessary for understanding what contributes to low participation and may have important implications for long-term adherence. Informed by Self-Determination Theory, this study aimed to formatively evaluate home-based exercise videos, incorporating youth feedback for improvement in the development of the videos. Youth participated in four (8-minute) PA videos varying in type (strength; cardio; mindfulness; sports skill). Youth accessed the videos and answered open-ended questions via an online survey. Data were analyzed using qualitative content analysis to identify emerging themes in responses. Sixty-eight K-12 youth in the United States (52% girls; 38% non-White; 55% in K-5 grade; 17% in 6-8 grade; 28% in 9-12 grade) participated in this study. Overall, 61.9% of affective responses were positive, with mindfulness rating the highest and strength the lowest. Children were satisfied with the video structure, enjoyed having an opportunity to move at home and reported liking the engaging instructors. Suggestions were also given related to modifying video length, adding modifications for varying fitness levels, adding more kid-like features, and providing incentives. Youth recommendations may be used to create tailored adaptations and implementation supports for PA programs in the home. Findings from this study demonstrate that incorporating youth voice may be an important step toward increasing engagement in home-based PA programming.

EXPLORING MUSICAL IDENTITY DEVELOPMENT: PERSPECTIVES FROM STAGE THEORY, SELF-DETERMINATION THEORY, AND A LIFESPAN APPROACH

Music has a profound impact on a person's identity and has a complicated and deep relationship with the self. A psychological concept called "musical identity" includes a variety of elements derived from "personal, social, emotional, and musical competencies." It represents how people behave in a cultural and social context and is influenced by their involvement in music and practice. The study of how people acquire their musical knowledge and skills examines the cognitive, emotional, and social facets of this process. The stage theory by Trevarthen and Malloch, which hypothesizes discrete transitions in musical development across the lifespan, is a well-known framework in this area. Another approach is the Self-Determination Theory (SDT) application by Evans and McPherson, which emphasizes the significance of autonomy, competence, and relatedness in forming musical identity. Using a lifelong perspective, Lamont emphasizes the impact of social settings and cultural environments on the negotiation of musical identity. Her work emphasizes the significance of early musical encounters, the influence of formal and informal musical interactions during infancy, and the development of musical identity during adolescence and maturity. Understanding these frameworks advances our knowledge of how musical identities are formed and has implications for music education, therapy, and the encouragement of lifelong musical participation.

Are Your Associates Flourishing? Using a New Theoretical Lens to Understand Hospitality Employees’ Well-Being and Motivation

ABSTRACT This research is designed to identify distinct profiles of well-being among hospitality employees and their relationships with motivation. Results from a latent profile analysis reveal four well-being profiles: lack of pursuit, task-focused, overall well-being, and flourishing groups. Then, these four well-being profiles were further supported and explained with the qualitative results through a content analysis. Lastly, results of multinomial logistic regression analysis suggest that integrated regulation and amotivation significantly predict hospitality employees’ well-being. This work contributes to well-being studies by extending the scope of well-being theory and self-determination theory. It offers practical insights for developing managerial strategies to improve hospitality employees’ well-being and increase their motivation.

The relationship between perceived teacher relatedness-support behavior (RSB) and learning motivation of dancesport students in universities.

The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students' learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students' perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students' perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students' learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs.

(In)Harmonious transition from an intent to an action: emotional correlates of susceptibility to control and authorship

AbstractThe harmonious transition from intention to action is a positive experience associated with a sense of authorship over one’s own actions. Its opposite is the presence of an internal control that ensures action. According to the assumptions of self-determination theory, a person’s development is aimed at achieving harmony between intention and action. This constitutes autonomy, the second key element of which is self-reflection. The results of our study conducted on a sample of 778 people do not support the content-focused concept of autonomy. Based on the literature on self-regulation, we assumed that the transition from intention to action might be related to the anxiety, pride, curiosity and compassion. The results of our study confirm these expectations and suggest that a structural approach may offer a better understanding of the transition form intention to action than a content theory, thus providing a theoretical framework for practical solutions.

The influence of servant leadership on athletic performance: a self-determination theory perspective

PurposeTo give a full understanding of how servant leadership impacts organizational performance and needs satisfaction of followers, two unique populations were sampled (i.e. college athletic administrators and coaches) to weigh the importance of leadership on different elements of a sports organization. The purpose for this two-sample design was to enhance the external validity of the results through replication and convergence of conclusions.Design/methodology/approachThis study utilized a two-sample structure that consisted of intercollegiate coaches (N = 223) and administrative staff members (N = 176) perceptions of their leader’s servant leadership to better understand its influence on sport organizational performance. From the study’s hypotheses, data were collated and subjected to correlation and step-wise regression analysis.FindingsThe results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.Practical implicationsFor an athletic director, implementing behaviors from servant leadership could be valuable tools to enhance the performances of the teams within intercollegiate athletic departments.Originality/valueThe results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.

Exploring the gendered experiences of Australian tennis coaches: A cross-sectional survey of women and men tennis coaches

ABSTRACT Women remain underrepresented in tennis coaching roles in Australia. This study aimed to examine the factors (barriers and facilitators) that may underlie gendered experiences in sport coaching and their links to retention in the profession, through the lens of Self-determination Theory. An online survey assessed barriers to coaching (individual, interpersonal, organisational and socio-cultural levels), coaching motivation and social support for coaching. Participants also completed measures of coach retention (coaching commitment, intentions to continue coaching). The survey was completed by 243 Australian tennis coaches (Mage = 49.5 ± 16.4 years, 35.8% women). The findings indicated that women coaches perceived experiencing significantly more socio-cultural barriers (e.g. discrimination, marginalisation) than their men counterparts. Fewer women (41.4%) than men (55.8%) intended to remain in the profession long-term (>10 years). Regression analyses did not reveal any predictors of retention among women coaches. In men, integrated regulation (β = 0.22, p = .036) and amotivation (β = -0.24, p = .010) predicted coaching commitment. Interpersonal barriers (OR = 0.27, p = .038), external regulation (OR = 0.68, p = .023) and amotivation (OR = 0.72, p = .040) predicted male’s intentions to exit the profession sooner. This study sheds light on the factors that shape the experiences of sport coaches. Ongoing efforts to support the retention of women in sport coaching are necessary and may include challenging socio-cultural barriers.

The Influence of Job Level and Work Stress on Learning Motivation of Master's Students at Harapan Bangsa Business School Class of 2023-2024

The demands of balancing professional and academic responsibilities present unique challenges for Master’s students who work while pursuing higher education, often resulting in increased job stress and varied impacts on learning motivation. This study investigates how job level and job stress influence the learning motivation of Master's students in Management at Harapan Bangsa Business School, focusing on students from the 2023-2024 cohort. A quantitative approach was used, employing structured questionnaires to collect data from a sample of 120 students in Bandung between July and November 2024. The analysis, conducted through multiple regression, revealed that job level significantly positively affects learning motivation, with students in higher positions exhibiting greater motivation to succeed academically. In contrast, job stress did not show a statistically significant effect on learning motivation, indicating that its impact may vary based on individual resilience and role-specific factors. These results suggest that learning motivation is more closely tied to job level than job stress. The study provides valuable insights for educational institutions aiming to enhance motivation among working students by promoting autonomy and competency support, aligning with Deci and Ryan’s self-determination theory. Institutions can better support students' academic success across different job levels by focusing on strategies that increase student autonomy and skill-building opportunities.

Quiet Quitting: A Millennial Perspective on Workplace Dissatisfaction and Retention Challenges

Quiet quitting is a phenomenon where employees disengage from their work and intentionally underperform as a way of expressing their dissatisfaction with their job or employer. In Malaysia, around 46% of millennial employees are considering quitting their jobs quietly, which can have a significant impact on both the individual and the organisation, especially if key performers or those with critical knowledge and skills depart. However, little is known about the underlying psychological and organisational factors that contribute to this behaviour. Thus, the purpose of this study is to look at the causes, effects, and preventative measures of quiet quitting among Malaysian workers as well as potential solutions for this tendency. To get a better understanding of the psychological and organizational reasons leading to such phenomenon among Malaysian employees, an integrated study of self-determination theory and organisational support theory is proposed. Methods for collecting qualitative data were used in this study. Data was gathered by means of employee interviews. Convenience sampling was used to choose the respondents since participants were chosen based on their availability and desire to participate. The results demonstrate the significant role that psychological (e.g., job dissatisfaction, lack of opportunities for career development) and organizational (e.g., lack of communication, work-life balance, positive culture, lack of leadership) factors play towards quiet quitting among employees. In theory, this research provides a more thorough comprehension of the topic under investigation by putting out a more resilient and all-encompassing structure. This discovery has the potential to boost organizational performance and productivity by fostering more encouraging and fulfilling work conditions for workers.

Is family motivation family-friendly? How and when family motivation leads to work interference with family

PurposeIntegrating self-determination theory with work-family boundary theory, this study delves into the mechanism (i.e. workplace anxiety) and boundary (i.e. intrinsic motivation) by which family motivation can inadvertently escalate work interference with family.Design/methodology/approachWe conducted two three-wave field survey studies of 468 employees and 298 employees in China to test the theoretical model.FindingsWhen intrinsic motivation is weak, employees with high family motivation feel anxious at work and thus experience more work interference with family.Practical implicationsThe motivation to support one’s family through work increases the possibility of workplace anxiety and work interference with family. To alleviate this impact, cultivating intrinsic motivation is important. Thus, we encourage employees to be compassionate toward their internal feelings and needs while performing their jobs. Moreover, organizations are encouraged to improve employees’ intrinsic motivation by implementing practices that support their basic psychological needs.Originality/valueThis study casts new light on the potential adverse effects that family motivation may have on the work-family interface, challenging the prevalent belief that working for the family invariably improves the work-family interface. Moreover, it provides a new lens to understand how valuing the family inadvertently increases work interference with family.

Re-visiting women’s work motivations and career needs: international evidence from the perspective of self-determination theory

Purpose The study explores the work motivations and career needs of women, drawing on self-determination theory. The study aims to develop motivation theories and support organisations to shape the work environment addressing women’s work motivations and current career needs. Design/methodology/approach The exploratory study was conducted based on two research questions: Why do women change jobs? What are women looking for in a new workplace? To conduct this study, an online questionnaire with open-ended questions was prepared. Respondents were women who had applied for an administrative job post in Brazil, Mexico, Poland, Portugal and State of Palestine. Collected answers from 363 respondents were analysed by using Nvivo software. Findings This study presents women’s work motivations and career needs that affect the decision to change the job. Results indicate that women’s work motivations include four components: 1 − career growth (career development, skills improvement, challenges), 2 − competitive compensation (financial, personal fulfilment), 3 − work environment (organisational culture, work-life balance) and 4 − leadership (recognition, management leadership skills). Additionally, the study highlights four components of women’s current career needs: 1 − career growth (continuous professional development, challenges, training skills), 2 − competitive compensation (financial/fair pay, personal fulfilment), 3 − work environment (cooperation/teamwork, adequate tools, respect and safety) and 4 − leadership (clear organisation goals, communication/empathy, recognition, support). Originality/value Based on collected data, components of women’s work motivations and career needs were identified. The results provide contemporary and international evidence about the complex nature of women’s work motivations and career needs.

What Drives Continuance Usage Intention Toward Virtual Reality Games? Gamer-Avatar Identification and Experiential Consumption Perspectives

The rapid growth of the virtual reality (VR) gaming industry has underscored the importance of psychological and experiential factors in maintaining sustained engagement. Based on the self-determination theory and experiential consumption perspective (ECP), this research proposed a conceptual framework incorporating gamer-avatar identification and experiential factors as key determinants of VR games continuance usage intention and considered the moderating role of uncertainty avoidance. We gathered 385 valid responses from Chinese VR gamers. The research model, analyzed via AMOS and SPSS, showed that gamer-avatar identification significantly affects continuance usage intention, with immersion and perceived authenticity serving as crucial mediators. In addition, uncertainty avoidance moderates these relationships. In contrast, perceived value did not mediate this relationship, challenging traditional consumer behavior theories.

The use of autonomy among physical education teachers in Finland and Kurdistan region of Iraq

IntroductionThe aim of the study was to examine fifth-grade physical education (PE) teachers’ reflections and perceptions about PE teaching in Finland and Kurdistan region of Iraq (KRI), using analyses of in-depth interviews with a phenomenological-hermeneutic approach.MethodsThis was accomplished by exploring eight Finnish and six KRI PE teachers’ opinions, attitudes, experiences, and reflections regarding their work as PE teachers, using semi-structured in-depth interviews about PE, as well as their reflections related to an indoor and an outdoor video from ordinary PE teaching in the other country. The initial analyses of the two groups of teachers using the qualitative analysis program NVivo revealed interesting findings related to student autonomy, and these differences were examined closely.ResultsWhile the analyses showed that all the Finnish PE teachers highlighted the importance of providing student autonomy within the open-ended questions related to PE, PE teachers in KRI seldom discussed autonomy during the open-ended questions. Instead, they seemed to organize their teaching in a way that decreased autonomy. The Finnish PE teachers indicated that the use of autonomy was central in the curriculum, and that they used autonomy to increase the students’ motivation and to make PE more meaningful for the students. With such a strategy, the use of autonomy would also activate and include more students, even if Finnish PE teachers reported certain challenges with students’ autonomy. The PE teachers from KRI, however, related PE to be mainly focused on performing sport activities and reflected a strategy of “just do as I do” - a strategy that created little room for autonomy, even if the findings pointed to some traces of autonomy among the PE teachers in KRI.DiscussionConsidering the findings and the theoretical concept of self-determination theory that highlight students’ autonomy as essential for students’ motivation, integration, wellness, and well-being in PE, our findings suggest that new perspectives and practices are needed among teachers in KRI to ensure autonomy in PE teaching. In this vein, increased exchange of experiences and collaboration between educators from Finland and KRI could be beneficial.

Examining gamification affordances for intrinsic needs of satisfaction in tourist engagement activities on digital platforms in Hong Kong

The effectiveness of gamification elements has been widely examined in different aspects over the past decade. However, recent research showed that not all gamification elements can effectively engage users or consumers in different domains including video games and online shopping activities. To examine these inconsistent results, affordance theory was expanded to propose a new affordance design model in the gamification context. This study included a questionnaire survey of 303 Hong Kong residents, aged 18- 60 years old. SmartPLS4.0 structural equation modelling (PLS-SEM) was employed. The findings indicated that the proposed gamification affordances were largely significant for consumers’ psychological satisfaction needs, except for hedonic-based features. The results also demonstrated that gamification serves as a rewarding tool for consumers to foster social connections and achieve self-fulfillment. This highlights the utilitarian value within the relationship between consumers and activities in tourism. The objective of this research was to identify which gamification affordances most effectively fulfilled consumers’ psychological need of satisfaction by incorporating self-determination theory. This study contributed using a new affordance model to understand consumer actions in the knowledge construction of gamification effectiveness, especially in the tourist markets and its impact on consumers’ psychological satisfaction needs. The effectiveness of gamification of reward-based affordances present that the this research provide valuable insights that can be used by marketers to develop effective online marketing strategies specifically for online tourism activities in Hong Kong.

A Framework for Using GenAI to Support Student Engagement in Interdisciplinary Learning from Self-determination Theory

Artificial intelligence (AI) is an interdisciplinary field, including mathematics, sciences, psychology, linguistics, sociology, and engineering (Bisconti et al., 2023; Chen, 2020; Zhuang et al., 2020). The development of its technologies requires experts from various disciplines. In education, generative AI (GenAI) tools such as ChatGPT and Dall-E facilitate interdisciplinary learning by breaking down barriers between disciplines and enabling students to see connections across different disciplines, resulting in a more holistic understanding of complex concepts. The tools enable students from different disciplines to collaborate on projects by combining their diverse knowledge and skills (Chiu, 2023, 2024; Chiu et al., 2023). For example, in STEAM education, students who are weak at coding can develop simple applications by asking GitHub Copilot, which generates specific code suggestions including variables, classes, and methods based on their situations. Those who are poor in art designs, can ask t Dall-E to generate visuals, fostering an interdisciplinary approach. Therefore, students can use the tools to complement the knowledge gaps they have because they have instant access to information and resources related to other disciplines (Kusters et al., 2020; Peters et al., 2023). Students become more adaptable, open, flexible, and innovative in their thinking. These enhance critical thinking skills, creativity, and problem-solving skills in students. This interdisciplinary learning using AI also fosters a sense of curiosity and a willingness to explore new ideas, which are essential skills for success in the AI era, better preparing students to address real-world problems and excel in a variety of disciplines. Most related current studies focus on how GenAI affects assessment and essay-based assignments (Chiu, 2024; Xia et al., 2024). However, student engagement in using GenAI tools in completing interdisciplinary learning remains unclear. Student engagement is a multi-dimensional concept generally considered to include behavioral, emotional, cognitive, and agentic components (Chiu, 2021; Fredricks, 2011), which can be explained by self-determination theory (SDT) through needs satisfaction (autonomy: feel having choices; competence: feel capable; relatedness: feel relevant) (Chiu, 2021; Ryan and Deci, 2020). This mixed-methods study investigated how GenAI tools engage students in interdisciplinary learning from SDT perspectives. The two main research questions are: RQ1: How is needs satisfaction related to student engagement in interdisciplinary learning? RQ2: How do GenAI tools satisfy students three SDT needs?. The participants were 310 university students from various academic major backgrounds (sciences: 72; engineering: 78; social sciences: 79; art: 76; others: five). All of them attended a 3-hour workshop on how to use GenAI in completing a project under the topic of sustainability. The participants tried different GenAI tools, and discussed how they completed the project. A questionnaire with validated itemswas used to examine how GenAI tools satisfy their needs for competency in a sustainability project (RQ1) (Chiu, 2024). Three iterative cycles of group interviews were conducted with randomly selected 30 participants to understand the roles and affordances of GenAI in interdisciplinary learning (RQ2). The quantitative findings suggested that during interdisciplinary learning, GenAI can satisfy student needs by fostering classification and generalization skills (grouping knowledge), encouraging unpacking model and solution skills (revising thinking), and providing alternative intelligence (inspiring with new ideas). The qualitative findings from this study were used to propose a framework for using GenAI to support interdisciplinary learning. The framework also visualizes the roles and affordances of GenAI in the learning.