Self-determination Theory Research Articles

Predictors of Online Learning Satisfaction Among Filipino Pre-service Teachers: A Stepwise Multiple Regression Analysis

This study investigated the predictors of online learning satisfaction among Filipino pre-service teachers in a comprehensive Philippine university, focusing on online authentic learning self-efficacy, social interaction, social presence, and collaborative learning. Anchored in the Community of Inquiry Framework and the Self-determination Theory, this research employed a descriptive-correlational design, using multivariate correlations and multiple regression analysis to assess the relationships among key variables. Quantitative data were collected from 302 pre-service teachers, revealing that social interaction, collaborative learning, and online authentic learning self-efficacy significantly contribute to online learning satisfaction, with age also playing a considerable role. The dimension of self-efficacy related to keeping up with technological advancements had the highest mean rating, while the dimension concerning the relation with real-life environments and online interaction had the lowest mean. Social presence and collaborative learning had moderate mean scores, whereas social interaction was rated lower. Nonetheless, social interaction and collaborative learning emerged as the strongest predictors of satisfaction, with social presence showing no significant impact. The results highlight the need to improve social interaction and collaborative elements in online learning settings to address the needs of Filipino pre-service teachers more effectively.

Assessing basic/fundamental psychological need fulfillment: systematic mapping and review of existing scales to foster cumulative science.

Because the fulfillment of basic/fundamental psychological needs affects people's motivation and well-being, measuring the degree to which these needs are met is of interest to researchers across various domains. Although numerous self-assessment tools have been developed, no recent comprehensive reviews exist, hindering cumulative scientific progress. The present systematic review aimed to identify and analyze the main approaches to developing self-report scales for assessing basic/fundamental psychological need fulfillment. The objective is to inform readers interested in selecting instruments for their studies and those intending to develop new scales. Following PRISMA, we conducted a search of Scopus, Web of Science, PubMed, and ProQuest in August 2023. The following information was extracted from eligible studies: Scale name, abbreviation, theoretical basis, application domain, final scale construction, scale development and validation methodology, and citation count. Our search identified 32 primary studies, in which 31 original scales were developed and validated, and 89 secondary studies that aimed to modify these original scales. The predominant theoretical basis was Self-Determination Theory, although eight scales were based on alternative need typologies. The scales were either domain-general or specific to contexts such as work, education, or exercise/sports contexts. While most were designed to measure need satisfaction, some also addressed need support, frustration, and thwarting. Despite significant efforts in developing, adapting, and applying scales to measure need fulfillment, we found several issues resulting from diverse perspectives on conceptualizing psychological needs and need typologies, discordant approaches in developing and validating measures, and other inconsistencies that should be acknowledged and addressed in future research.

The Cruciality of Self-Determination on James Baldwin’s Bruce and the Spider

This paper exposes the crucial points of self-determination in the flash fiction of James Baldwin entitled Bruce and the Spider. The short story is a narrative that describes a brief moment in the life of the main character, Bruce, a Scottish king who was defeated many times by the King of England. When he saw a spider weaving its web in the corner of his retreat, this moment became symbolic of Bruce's emotional journey and self-determination within himself and the kingdom of Scotland. In this flash fiction, it is witnessed how Bruce struggles amid his repeated failures. Using qualitative research method, this article illustrates small changes in perception and courage and asks questions about how simple moments can have a profound impact on a person's life. This writing is supported by Self-Determination Theory as conceptualized by Richard M. Ryan and Edward L. Deci. Through explorative approach, the analysis includes how self-determination accompanies the reflections of the meanings behind simple actions and the importance of facing failure. In conclusion, it is self-determination through self-confidence, self-understanding, and self-reliance that directs King Bruce to defeat his despair, get back up, and beat back the English soldiers.

The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students' career adaptability.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

When a Partner Supports Your Sexual Autonomy: Perceived Partner Sexual Autonomy Support, Need Fulfillment, and Satisfaction in Romantic Relationships.

Sexual need fulfillment is central to well-being in romantic relationships. Self-determination theory suggests that perceiving a romantic partner as autonomously supportive is linked with greater well-being through supporting the fulfillment of basic psychological needs. The current research examines whether there are unique associations with need fulfillment and sexual and relationship satisfaction when people perceive their partner as autonomously supportive in the sexual domain. Across three multi-method studies (N = 786), we developed a measure of perceived partner sexual autonomy support and demonstrated that perceiving sexual autonomy support from a partner in general, during sex, and over time were associated with greater sexual need fulfillment as well as sexual and relationship satisfaction for both partners over and above the association with general perceived autonomy support and perceived partner responsiveness during sex. Sexual need fulfillment also accounted for the positive associations between perceived partner sexual autonomy support and satisfaction across studies.

Modeling the Continuous Intention to Use Generative AI as an Educational Tool for EFL Learners among Vocational College Students in Guangzhou, China

This study aims to model the continuous intention to use generative AI (GenAI) as an educational tool among English as a Foreign Language (EFL) learners in vocational colleges in Guangzhou, China, by integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). Data were collected from 419 vocational college students in Guangzhou enrolled in EFL courses. A structured questionnaire measured autonomy, relatedness, competence, perceived usefulness, and continuous intention. The analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that autonomy, relatedness, and competence significantly influence perceived usefulness, which, in turn, positively affects students' continuous intention to use GenAI. Furthermore, perceived usefulness mediates the relationships between the three independent variables (autonomy, relatedness, and competence) and continuous intention. The study is limited to vocational college students in Guangzhou, which may restrict the generalizability of the findings. Future research could expand the sample to different educational contexts. The findings provide valuable insights for educators and policymakers on how to enhance GenAI adoption in vocational education by fostering student autonomy, relatedness, and competence. This study extends TAM by incorporating SDT to explain both external and intrinsic factors influencing the continuous intention to use GenAI in educational settings, focusing on vocational students in a Chinese context.

Practical Course Experience Promotes the Improvement of Graduate Students' Motivation for Public Service: The Chain Mediated Effect of Positive Psychological Capital and Social Emotional Ability

Objective: To investigate the impact of practical course experience(PCE) on graduate students' motivation for public service(PSM), as well as the mediating role of positive psychological capital(PPC) and social emotional ability(SEA). Method: A questionnaire survey was conducted on 266 graduate students from a university in Beijing using the Delaware Social Emotional Ability Scale, Positive Psychological Capital Questionnaire, and Public Service Motivation Scale. Result: (1) After controlling for variables such as age and student cadre experience, the predictive effect of PCE on PSM was significant. (2) PCE can influence PSM through the individual mediation of PPC and the chain mediation of PPC and PCE. Conclusion: PPC and SEA play a chain mediated role between practical course experience and graduate public service motivation. This conclusion contributes to providing empirical support for promoting high-quality development of graduate education from the perspective of self-determination theory.

Efficacy-focused and autonomy-supportive messaging in social media vaccine campaigns: insights from a Facebook split test

ABSTRACT Background In the context of social media vaccine campaigns, understanding the impact of message framing on audience engagement is crucial. This study examines the efficacy of messages centered on efficacy versus autonomy, informed by theoretical frameworks: the Extended Parallel Process Model (EPPM) and Self Determination Theory (SDT). Methods Utilizing the Facebook A/B Split Test (FBST) feature, an online experiment was conducted to compare the response to two different messages: one emphasizing vaccine efficacy (EPPM-informed) and the other focusing on individual autonomy in making vaccine decisions (SDT-informed). The primary measure of interest was the number of clicks on a link directing to a pro-vaccine website. Results The findings indicated that the autonomy-centered (SDT-informed) message resulted in a significantly higher click-through rate to the pro-vaccine website, particularly among users aged 65 and above. Furthermore, analysis of comments from Facebook users identified factors potentially contributing to vaccine hesitancy, with mistrust being the most dominant. Conclusions The study underscores the importance of tailoring social media vaccine campaigns to address the autonomy needs of the target audience while considering trust-related issues to mitigate vaccine hesitancy. Emphasizing individual autonomy in vaccine decision-making processes can enhance engagement with pro-vaccine content, especially in older demographics.

Factors influencing the adoption of electronic identity in Nigeria

Despite its benefits, adopting electronic identification in Nigeria has been slow. This study aims to identify the factors influencing electronic identification adoption in Nigeria using the Technology Acceptance Model and self-determination theory as bases. The model was expanded to include digital literacy, access to information and communications technology, perceived credibility, and trust. A total of 692 responses were collected using a questionnaire distributed using convenience sampling. The data was analysed using partial least squares structural equation modelling. The findings indicate that the strongest factor affecting the adoption of electronic identification is perceived credibility, followed by perceived usefulness and perceived ease of use. Furthermore, electronic identification adoption is also predicted significantly by digital literacy, trust, and perceived autonomy. However, access to information and communications technology was found to have no significant impact on electronic identification adoption, while perceived cultural influence had a negative effect. These findings provide insights into the factors influencing electronic identification adoption in Nigeria and suggest strategies to increase adoption rates.

Borderline Personality Features and Basic Psychological Needs during Adolescence

Objectives: Anchored in self-determination theory, this study investigates the associations between borderline personality disorder (BPD) features and basic psychological need frustration (BPNF) in adolescents. Methods: Participants (N = 270; M age = 15.3) assessed their own BPD features and BPNF through an online questionnaire. Results: Regression analyses revealed that frustrations of relatedness, autonomy, and competence were jointly and uniquely associated with more BPD features in adolescents, controlling for their gender and parents’ education. Implications: These results suggest the importance of taking BPNF into account to better understand the early signs of BPD among adolescents.

Distinct trajectories of EFL motivation: A self-determination theory perspective

According to self-determination theory, students who learn English as a foreign language (EFL) can be motivated by autonomous or controlled reasons. These motivations change over time, and students could exhibit distinct motivational trajectories. However, previous studies have mostly adopted cross-sectional designs and overlooked the developmental aspects of motivation. Furthermore, there is little understanding of the key factors associated with students' distinct motivational trajectories. To address these gaps, we used parallel process growth mixture modeling to examine the trajectories of students' autonomous and controlled motivation. Participants were 467 students from four junior secondary schools who were surveyed over the course of a semester. Results revealed three distinct motivational trajectories: “increasing controlled motivation”, “stable motivation”, and “increasing autonomous motivation”. Students whose basic psychological needs were satisfied were more likely to be in the “increasing autonomous motivation” profile. Students across distinct profiles had varying levels of achievement with those in the “increasing autonomous motivation” profile showing the highest levels of achievement, and those in the “increasing controlled motivation” profile having the lowest achievement. This study underscores the significance of nurturing autonomous motivation and supporting students’ basic psychological needs in EFL contexts.

Regulações motivacionais para a prática de exercício físico e a relação com as necessidades psicológicas básicas

To investigate and correlate the relationship between motivational regulation and the fulfilment of basic psychological needs among university students. A total of 329 university students took part in this study. The instruments used to analyze motivational regulation were the Physical Exercise Behaviour Regulation Questionnaire — 3 and the Basic Psychological Needs Satisfaction Scale. The Statistic Package for Social Sciences software was used. Basic psychological needs are positively related to the more internal constructs of motivational regulation (intrinsic and integrated), as well as to the self-determination index. The results show that there is a relationship between the constructs of the self-determination theory, since the higher the levels of satisfaction of basic psychological needs, the greater the more self-determined motivational regulations, favoring positive behavior with regard to physical exercise.

«Подлинный народ» против «коррумпированной элиты»: политический популизм как реакция на ощущение беспомощности в политической сфере

Political populism i.e., the idea that society is divided into two homogeneous and opposing groups — the “pure people” and the “corrupt elite”, is noticeably reflected in political behavior. Psychological factors, among others, significantly contribute to the growth of political populism. However, in their research most authors focus on individual psychological characteristics, leaving out the socio-psychological characteristics. The article attempts to analyze the connection between one of these socio-psychological characteristics, namely external political self-efficacy, and populist attitudes. This study is grounded in the self-determination theory. For the empirical data, the author conducted an online survey on the Yandex Toloka platform among Russian respondents in the spring and fall of 2022. The study showed that socio-psychological characteristics play an important role in the assimilation of populist ideas. In particular, it was found, that external political self-efficacy is negatively correlated with populist attitudes. This means that people who believe that they have sufficient opportunities to participate in political life are less predisposed to accept a populist picture of the world.

The role of asset-based pedagogy in an interactive view of reading

In this paper, we present an Asset-Based Interactive View of Reading that builds on the Active View of Reading, Self-Determination Theory, and Asset-Based Pedagogy to consider the role of students’ individual, linguistic, and cultural resources in understanding reading processes. We begin by discussing some of the limitations with the ways Science of Reading has been narrowly conceived, which includes the (perhaps unintended) consequences of reliance on the Simple View of Reading. We then elaborate on each of the three components of our proposed framework to address assumptions of cultural neutrality and universal application in educational psychology. We conclude with implications for research, policy, and practice.

Dark tourism, thana tourism, and ghost tourism: a bibliometric visualization review for the last 23 years (2000–2023)

PurposeThis study uses bibliometric visualization techniques to comprehensively review the intertwined concepts of dark tourism, thana tourism and ghost tourism from 2000 to 2023. The research seeks to clarify the ambiguity and inconsistencies arising from the interchangeable use of these terms and sets forth a roadmap for future research endeavors.Design/methodology/approachThis study meticulously extracts research keywords from 634 scholarly papers in the Scopus database. It undertakes a thorough bibliometric analysis utilizing the visualization of similarities (VOS) viewer and RStudio to map the interconnectedness of these tourism phenomena.FindingsThe study identifies and explores contemporary theories such as self-categorization theory, stimulus-organism-response theory, embodiment theory, self-determination theory, socio-cognitive theory, risk perception theory, services theory, dark tourism theory, social and cultural theory, push-pull theory, performance theory, and wound culture theory. The research reveals four primary clusters through keyword co-occurrence and bibliographic coupling analyses: dark tourism insights, dynamics of dark tourism, dark tourism review and dark tourism experiences, illustrating their interrelationships and robustness.Practical implicationsDark tourism insights can guide ethical practices, ensuring respectful site management and accurate historical representation. Integrating dark tourism into broader destination strategies can diversify offerings, attract niche markets and contribute to preserving historical memory through reflective experiences.Originality/valueThis study's outcomes significantly contribute to tourism literature by enhancing our understanding of the overlapping terminologies associated with dark, thana and ghost tourism. This improved comprehension sheds light on the importance of the research agenda surrounding the concept of dark, thana and ghost tourism.

Using Assignment Choice in Engineering Service Courses

Students taking an introductory engineering class, especially those required to take a “coding class’’ for their non-computer science major, can be very intimidated. This paper explores the implementation of assignment choice in an undergraduate CS-1 course, inspired by the Self-Determination Theory, to alleviate intimidation and enhance student motivation, especially for non-computer science majors. By allowing students to select assignments aligned with course objectives, we cater to diverse interests and learning goals. Preliminary results indicate a decrease in the students that earn a D, F, or withdraw from the course (DFQ rate), with assignment choice compared to traditional delivery methods, in which all students follow a prescribed path. Each assignment is part of their overall grade. We intend to refine this approach and explore its applicability in other engineering service courses. Our goal is to provide instructors with a framework that ensures students learn course objectives while retaining autonomy in their learning journey, thus facilitating continued success in their chosen field of study.

A scoping review of coaching in occupational therapy: Mapping methods, populations and outcomes.

Coaching is proposed as a core enabling skill of occupational therapy and increasingly suggested for a diverse range of health populations. In recent years, research on coaching has proliferated, emerging from within and outside of occupational therapy. Yet, concern has been raised about the absence of theoretical underpinning and diversity of descriptions of coaching in occupational therapy, as well as low-quality evidence supporting its effectiveness. The aim of this study is to map the use of coaching by occupational therapists from 2007 to 2022 to identify the populations, settings and outcomes it is applied to, differences between coaching interventions and evidence supporting its use. This systematic scoping review applied Arksey and O'Malley's five-stage methodological framework with further methodological direction using the Levac framework. There was no consumer involvement in undertaking this review. Findings from 60 research publications on coaching indicate its use with populations across the lifespan in primarily community settings to improve occupational performance, participation and self-efficacy. A wide range of coaching interventions are designed or used by occupational therapists, with Occupational Performance Coaching being the most researched (16/27, 59% of named interventions). Common elements of coaching interventions included collaborative goal setting and problem-solving; however, a lack of described theory or coaching methods persists. High-quality study designs indicate its effectiveness; however, an absence of fidelity definition or monitoring limits interpretation of many studies. The language of coaching is becoming common practice within occupational therapy, and evidence indicates effectiveness of some coaching interventions. Advances in coaching research and use by occupational therapists will be aided by an explicit statement of the theoretical basis for coaching interventions, with congruent coaching methods, mechanisms and outcomes stated. This scoping review maps the use of coaching by occupational therapists in current published research. Key aspects of coaching examined include how coaching is defined, who it is used with and how effective it is. The kinds of outcomes that coaching is intended to improve are also reported. From 633 publications, 60 research publications were fully analysed. The use of coaching by occupational therapists has grown rapidly over the past 10years. Strong evidence of its effectiveness exists for achieving the personal goals of people receiving occupational therapy when goals describe changes in everyday life activities. Coaching is being used with people across the lifespan with a variety of disabilities and chronic conditions and their caregivers/parents, most commonly parents of children with developmental issues. The key features of coaching interventions used by occupational therapists include collaborative goal setting, shared problem-solving and client-led action planning. Some elements of coaching are also used within other interventions with a wider range of methods. Coaching is believed to work by supporting an individual's self-belief that they can make changes. Theories that underpin coaching vary but commonly focus on self-determination, behaviour change and occupational therapy theory. However, many of the coaching interventions do not describe any theoretical basis nor coaching methods in detail. Future research on coaching in occupational therapy should ensure a clear explanation of the theory that underpins it, coaching methods and monitoring of how well coaching is applied.

To acknowledge or conceal: an exploratory study on designers' self-determination factors and attitudes toward artificial intelligence participation in their works

PurposeThe rapid development and widespread application of artificial intelligence tools have raised concerns about how designers are embracing these technologies. This study investigates the factors influencing designers' behavioral intention to use and disclose the use of generative artificial intelligence.Design/methodology/approachA quantitative research approach was employed, designing a structured questionnaire based on Self-Determination Theory to assess the impact of various psychological and social dimensions. The questionnaire included dimensions such as autonomy, competence, relatedness, social influence, value fit and social innovativeness. A Partial Least Squares Structural Equation Modeling analysis was conducted on 309 valid responses from diverse design fields.FindingsCompetence and relatedness are significant factors influencing designers' continuance intention to use generative artificial intelligence. Although autonomy does not significantly affect continuance intention, it plays a crucial role in the decision to disclose artificial intelligence participation. Social influence and value fit significantly shape autonomy, competence and relatedness, while the impact of social innovativeness is relatively limited.Originality/valueThis study clarifies the factors influencing designers' continuance intention and disclosure of generative artificial intelligence tools from both individual and social dimensions, enhancing the understanding of the relationship between designers and generative artificial intelligence tools. It provides valuable insights for the development of artificial intelligence technology and the future trends in the design industry, offering significant theoretical and practical value.

Will trust move mountains? Fostering radical ideas in public organizations

Abstract Demands for greater quality of public services and enhanced efficiency have intensified changes in public organizations. Not surprisingly, these organizations are increasingly searching for new and useful ideas, including disruptive ones, to meet current demands. Whereas previous studies on team radical creativity (TRC) have focused on the influence that subordinates’ trust in the supervisor has on this type of creativity, this work innovates by testing the leader’s trust in the team as an antecedent. Drawing on Self-Determination Theory, we further add to knowledge by considering the mediating role of team-perceived organizational support for creativity and the moderating role of team collaborative climate (TCC). The research model was tested with a sample of 228 teams from public organizations with data collected from two sources at three moments in time. We found that the leader’s trust in the team has a direct positive relationship with TRC and an indirect positive relationship with creativity via team-perceived organizational support. We also observed that TCC positively moderates the relationship between the leader’s trust in the team and TRC. These results deliver meaningful theoretical and practical insights into how organizations, especially public ones, can improve team creativity and thus enhance organizational performance.

Correction: Humanoid robot-empowered language learning based on self-determination theory

Correction: Humanoid robot-empowered language learning based on self-determination theory