Self-determination Theory Research Articles

От чего зависят удовлетворенность аспирантурой и намерения ее завершения у современных аспирантов?

<p>The article focuses on the role of motivational factors in the successful completion and satisfaction with postgraduate programs. PhD students (N=155, M=26,8, SD=4,2, 63% women) participated in the study. The theoretical framework is based on self-determination theory, which provides an understanding of the sources of autonomous and controlled motivation for research activity. A battery of questionnaires was used to assess autonomous and controlled motivation for postgraduate programs (the Universal Perceived Locus of Causality scales, UPLOC, and the Doctorate-related Need Satisfaction Scale, D-N2S), publication activity, intentions to complete the postgraduate program, and satisfaction with it. The results of the study demonstrated that autonomy need satisfaction was a predictor of autonomous motivation and satisfaction with the postgraduate program, whereas competence and relatedness needs satisfaction were predictors of intentions to complete the postgraduate program. Path models also showed that autonomy need satisfaction is a predictor of low levels of controlled motivation, which in turn is a negative predictor of intentions to complete the postgraduate program and satisfaction with it. It is concluded that it is important to study and monitor motivational factors, considering their predictive power in relation to PhD students' performance. Recommendations are offered to supervisors and faculty to support PhD students' basic psychological needs for autonomy, competence, and relatedness to foster their voluntary engagement and success in the research process.</p>

Exploring factors influencing work productivity: A qualitative case study of employee motivation and leadership practices

Work productivity is essential for organisational success, yet the reasons for varying levels of productivity among individuals are still not fully understood. This qualitative case study explores the elements that impact employee productivity and leadership practices through an examination of a private Business College’s Headquarter office in England. The study investigates motivational factors and engagement techniques used in this office through interviews with personnel and management. By studying real-world examples like this private business college, this research develops our understanding of productivity and leadership in contemporary business environments. The research aims to investigate the complex factors influencing employee productivity by drawing on motivational theories such as Self-Determination Theory and Expectancy Theory, as well as insights from leadership literature on transformational leadership and employee engagement. Early findings indicate that internal motivators, such as autonomy, competency, and purpose, are crucial in enhancing employee productivity. Leadership styles that exhibit empathy, honesty, and a shared vision promote trust and cooperation, leading to increased employee engagement and performance. This research intends to provide important insights on employee productivity and leadership practices in the Headquarter office of a private business college setting by using a qualitative case study technique.

Understanding student motivations to attend and experience an optional geoscience field trip at a Hispanic-Serving Institution

This study aimed to use self-determination theory to examine the motivations of a sample of diverse undergraduate students attending a Hispanic-Serving Institution and the benefits they experienced on a field trip to southeastern New Mexico, USA, in the winter of 2023. We used a qualitative, single case study. The case comprised a field trip for undergraduate students—geology majors and non-majors. The field trip was a low-stakes opportunity for students interested in STEM and geoscience to experience fieldwork and explore new terrain at little to no cost to students. We recruited 17 undergraduate students attending the trip to participate in the study. We collected data via one-on-one online interviews prior to and after the field trip, and daily journaling during the trip. We used iterative cycles of coding to analyze the data as a team. We found that students had a mix of motivations to attend the field trip, including enjoyment, prior experiences, a desire to make new and deepen existing relationships, and an interest in learning more about geoscience and camping. We also found that their experiences mirrored their motivations—they benefited from the new knowledge about camping and geoscience, the new relationships they forged, and the enjoyment they derived from being outdoors with friends, looking at and for rocks. Our findings suggest that programs capitalize on students’ curiosity to motivate them to attend field trips, universities offer K-12 programming, and field trip organizers prepare students for the conditions they will encounter on field trips.

An examination of COVID-19’s impact on student learning: a self-determination theory perspective

PurposeWe propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.Design/methodology/approachNumerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.FindingsAll seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.Originality/valueWe advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.

Effect of teacher–student relationships on the online learning motivation of secondary school students

The COVID-19 pandemic has had a significant impact on secondary school teaching and learning models and has changed the way students attend classes. This study examined the impact of teacher–student relationships on secondary school students' online learning motivation during the pandemic, using selfdetermination theory. We proposed that basic psychological needs would mediate this relationship, with affective experiences playing a moderating role. Data were collected through an online survey of 1,168 secondary school students during the outbreak containment period in China (October 14–21, 2022). The results indicated that teacher–student relationships positively influenced motivation, with basic psychological needs serving as a partial mediator, highlighting the moderating role of emotional experience in the direct association between teacher–student relationships and online learning motivation. The research enhances understanding of the dynamics between teacher support and student needs in online learning environments, and has implications for promoting student engagement and educational outcomes.

Utilizing Relative Autonomy Index Scores to Evaluate the Impact of Age on Motivation to Exercise in Black Women.

Black women are disproportionately affected by overweight and obesity. One theory that may have utility in increasing the amount of exercise among Black women is self-determination theory, a psychology-based theory commonly used to investigate motivation in the context of exercise. The objective of this study was to determine whether motivation towards exercise behavior differs between younger and older Black women. A cross-sectional study was conducted by administering a survey to Black women in the Midwestern United States to elicit factors which may impact their motivation to exercise. The survey consisted of questions to gather sociodemographic information as well as responses to the Behavioral Regulations in Exercise Questionnaire (BREQ-2). Responses on the BREQ-2 were utilized to derive the Relative Autonomy Index (RAI) which is a direct measure of self-determination that provides insight into the extent of an individual's motivation to exercise. Multiple linear regression was utilized to determine if age was predictive of relative RAI scores after adjusting for marital status and receipt of a memorable message regarding health. Mean RAI scores among respondents at least 40years old were significantly higher in comparison to the RAI among respondents younger than 40. When adjusting for marital status and receipt of a memorable message regarding health, women at least 40 had a mean RAI score approximately 4.2 points higher than those under age 40. Women at least 40years of age also had significantly higher scores on the identified regulation and intrinsic regulation subscales of the BREQ-2 questionnaire when compared to women younger than 40 after adjusting for marital status and recalling a memorable message related to health. These findings suggest that exercise motivations differ among age groups of Black women. Additionally, these results highlight the importance of understanding exercise motivations to further improve health outcomes.

E-work self-efficacy and innovative behaviour: a moderated mediation analysis

PurposeBased on self-determination theory, the paper examines the employee’s innovative behaviour in a remote-working context. It explores the relationship between e-skill self-efficacy (ESSE) in developing innovative behaviour (IB) to stay up with the rising rate of change through the mediating mechanism of employee resilience (ER) and considering organisational support (OS) as a potential moderator in these relationships.Design/methodology/approachThe study adopted empirical research tested on 298 remote workers from the Indian IT and Education industry. Structural Equation Modelling (SEM) via Partial Least Squares (PLS) is the statistical methodology used.FindingsThe results identified that ER partially mediates the relationship between ESSE and IB. Further, for the direct effects, it was found that ESSE directly impacts ER and IB. Intriguingly, the moderating role adds depth to our understanding of predicting nuanced conditions under which ESSE and ER influence IB.Originality/valueDue to organisational significance, IB is gaining increasing attention from scholars. There is a dearth of knowledge on how innovative behaviour can be stimulated at the individual level, despite the rising interest of academicians. Hence, this study bridges the gap and intends to analyse the theoretical model linking ESSE and IB mediated by ER and moderated by OS conducive to the future of remote work. Further, the findings add knowledge to the literature on contemporary remote working. It aids in designing, adopting and implementing policies and practices for the organisations that have (or will move) to remote and hybrid work settings.

The digital cumulative complexity model: a framework for improving engagement in digital mental health interventions.

Mental health disorders affect a substantial portion of the global population. Despite preferences for psychotherapy, access remains limited due to various barriers. Digital mental health interventions (DMHIs) have emerged to increase accessibility, yet engagement and treatment completion rates are concerning. Evidence across healthcare where some degree of self-management is required show that treatment engagement is negatively influenced by contextual complexity. This article examines the non-random factors influencing patient engagement in digital and face-to-face psychological therapies. It reviews established models and introduces an adapted version of the Cumulative Complexity Model (CuCoM) as a framework for understanding engagement in the context of digital mental health. Theoretical models like the Fogg Behavior Model, Persuasive System Design, Self-Determination Theory, and Supportive Accountability aim to explain disengagement. However, none adequately consider these broader contextual factors and their complex interactions with personal characteristics, intervention requirements and technology features. We expand on these models by proposing an application of CuCoM's application in mental health and digital contexts (known as DiCuCoM), focusing on the interplay between patient burden, personal capacity, and treatment demands. Standardized DMHIs often fail to consider individual variations in burden and capacity, leading to engagement variation. DiCuCoM highlights the need for balancing patient workload with capacity to improve engagement. Factors such as life demands, burden of treatment, and personal capacity are examined for their influence on treatment adherence. The article proposes a person-centered approach to treatment, informed by models like CuCoM and Minimally Disruptive Medicine, emphasizing the need for mental healthcare systems to acknowledge and address the unique burdens and capacities of individuals. Strategies for enhancing engagement include assessing personal capacity, reducing treatment burden, and utilizing technology to predict and respond to disengagement. New interventions informed by such models could lead to better engagement and ultimately better outcomes.

Using a Positive Psychology Lens to Understand How Veterinary Medicine Learning Contexts Promote Student Thriving and Inhibit Frustration

To develop a veterinary workforce equipped for long-term professional success, educational institutions must prioritize their students’ well-being. Most approaches focus on building assets within the individual, like stress management, to limit negative outcomes, like burnout. Our research proposes a positive psychology-based model of student thriving that instead emphasizes the pervasive role of the social climate within a context. Basic Psychological Needs Theory (BPNT) posits that social relationships at the institutional, faculty and staff, and peer levels will promote student thriving and limit frustration through the satisfaction or frustration of the three psychological needs of competence, autonomy, and relatedness. Veterinary medical students across the United States ( N = 202) completed a survey, and we used structural equation modeling to test how their institution's social climate predicted positive student outcomes (i.e., hope and life satisfaction) and a negative outcome (i.e., burnout) mediated by psychological need satisfaction and frustration. Students’ perceptions of positive aspects of their institution's social climate ubiquitously predicted each variable in the model. Overall, the model positively predicted psychological need satisfaction ( R2 = .44), hope ( R2 = .67) and life satisfaction ( R2 = .51), and negatively predicted psychological need frustration ( R2 = .34) and burnout ( R2 = .87). Findings emphasize the role veterinary medicine peers, faculty, and staff play in creating learning environments that support student thriving while limiting their frustration. By leveraging the interpersonal qualities posited by BPNT's parent theory, self-determination theory, veterinary medical colleges can build a culture of student support that benefits all within their system.

Professional Learning in the Workplace: How and Why do Physicians Learn?

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians’ life-long professional development. Notwithstanding its importance, research on physicians’ learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians’ learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians’ experience, specialism, gender or the type of hospital they work in.Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants’ differences in motivation can be related to seniority and the type of hospitals physicians are employed in.

Evaluation of psychometric characteristics of employee motivation in the workplace

Researchers constantly look for the ideal motivating factors in various countries, industries, and sectors, due to its multilateral dimension, which includes employees, managers, organizational policies and practices, and the way that the very dynamic external environmental factors influence them. Self-Determination Theory of motivation proposed by Edward Deci and Richard Ryan, embraces a holistic approach to human motivation which started by identifying several motivational styles and has been implemented in different fields of workplace motivation and management This paper aims to emphasize the importance of examining the psychometric characteristics of the employee motivation scale in the workplace, relying on some bifactor model ancillary indices. The degree of motivation was measured through the Multidimensional Work Motivation Scale (MWMS), based on Self-Determination Theory (SDT). The data were collected from a self-report questionnaire addressed to 658 employees from various businesses and institutions in the Korça region, in Albania. The ancillary indices, derived from the standardized loadings of a confirmatory bifactor model, provide a more comprehensive overview of the psychometric characteristics of the measurement instrument. The study showed that treating the MWMS as unidimensional within a multidimensional construct may cause only a small bias. However, its interpretation seems questionable. On the other hand, the added value of some subscale scores should be considered and can be statistically appropriate for interpretation, helping applied researchers. This study contributes to the field by highlighting the necessity of scrutinizing the psychometric properties of the employee motivation scale and demonstrates the utility of employing bifactor model ancillary indices for a more nuanced understanding. For the first time in Albania, we have a measurement instrument related to the motivation of employees in the workplace, which enjoys good psychometric characteristics.

Parenting behavior profiles and adolescents’ self-handicapping: an analysis from the perspective of self-determination theory

Parenting behavior profiles and adolescents’ self-handicapping: an analysis from the perspective of self-determination theory

Religiosity and work motives among public sector employees

ABSTRACT Research in public administration generally has found that religiosity promotes public service motivation. Although all major religions include components that encompass work-relevant values, little research has focused on how religiosity influences work motives more generally. This study draws on self-determination theory and identity theory to hypothesise that religiosity is positively related to a public service motive but generally not to other work motives. The hypotheses are tested using multilevel logistic regression models that are estimated using public employee respondents to a cross-national survey administered in 35 countries. The findings indicate that religion has a more substantial impact on a public service motive (which is an autonomous extrinsic motive) than on controlled extrinsic or intrinsic motives. The study points to the importance of studying the role of religion in public administration.

Social prescribing needs and priorities of older adults in Canada: a qualitative analysis.

Social prescribing (SP) is a holistic and collaborative approach to help individuals access community-based supports and services for their nonmedical social needs. The aim of this study was to assess the needs and priorities of Canadian older adults (aged 55 years and older), with a focus on optimizing SP programs for those who are systemically disadvantaged and socially marginalized. Semistructured focus groups (N = 10 groups, 43 participants) were conducted online via Zoom with participants from across Canada. Data transcription and thematic analysis were completed in NVivo. Analyses were informed by self-determination theory. Our results suggest that older adults desire SP programs that respect their ability to maintain their autonomy and independence, aid and facilitate the development of connectedness and belonging, are built on a foundation of trust and relationship-building in interactions with providers and link workers, and prioritize the person and thus personalize SP to the unique needs of each individual. SP programs should be informed by the values of older adults. As work is currently underway to formalize and scale SP in Canada, personalizing these programs to the unique circumstances, needs and priorities of participants should be a top priority.

The reROOT Coaching Program: A Pilot Randomized Controlled Trial Evaluating Its Impact on Coaching Style and Athlete Sports Development

The reROOT program teaches coaches 40 behaviors belonging to a need-supportive coaching style (including structure, involvement, and autonomy support), as defined by self-determination theory. This pilot randomized controlled trial, conducted during the COVID-19-related lockdown, evaluated the impact of this 18-hr program on coaching style (e.g., Problems in Sports Questionnaire) and on athlete motivation (Motivation Underlying Achievement Goals Questionnaire), performance (tactical, technical, physical, and psychological skills), and well-being (Satisfaction with Life Scale; Positive and Negative Affect Schedule). Twenty-three sports teams from two universities were randomized in the experimental or the wait-list control condition. Coaches in the experimental condition evaluated autonomy-supportive coaching styles more favorably than those in the control condition at the 1-year follow-up, but not 2 months after the end of the program. Athletes whose coaches participated in the program did not rate them as having a higher need-supportive coaching style, but experienced greater autonomous motivation and (potentially) performance, and under certain circumstances greater well-being and less controlled motivation 2 months after the end of the program compared with the wait-list condition. These findings suggest that the reROOT program could potentially improve readiness to rely on more autonomy-supportive skills and promote some aspects of sports development in athletes.

Exploration of the control group’s performance strategy and motivation level based on the theory of self-determination

Exploration of the control group’s performance strategy and motivation level based on the theory of self-determination

Relationship between Physical Activity Levels and Sleep Quality in College Students

Purpose: The aim of the study was to assess the relationship between physical activity levels and sleep quality in college students. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study showed that students who engage in regular physical activity tend to experience better sleep quality compared to their less active peers. Regular exercise appears to enhance various aspects of sleep, including sleep duration, sleep onset latency (the time it takes to fall asleep), and sleep efficiency (the percentage of time spent asleep while in bed). Additionally, physically active students often report fewer sleep disturbances and improved overall restfulness. The type and intensity of physical activity also play crucial roles. Moderate to vigorous physical activities, such as aerobic exercises and strength training, have been particularly effective in promoting better sleep quality. These activities help regulate circadian rhythms, reduce symptoms of anxiety and depression, and alleviate stress, all of which contribute to more restful and uninterrupted sleep. Conversely, a lack of physical activity is associated with poorer sleep outcomes. Sedentary behavior, common among college students due to academic pressures and lifestyle choices, can lead to sleep problems such as insomnia and excessive daytime sleepiness. Furthermore, inadequate sleep can negatively impact academic performance, mental health, and overall well-being, creating a cyclical problem where poor sleep and inactivity reinforce each other. Implications to Theory, Practice and Policy: Self-determination theory (SDT), stress and coping theory and circadian rhythm theory may be used to anchor future studies on assessing the relationship between physical activity levels and sleep quality in college students. Colleges and universities should create and promote structured physical activity programs tailored for students. Universities should develop health-integrated policies that promote physical activity as a fundamental component of student life.

Impact of Adventure Sports Participation on Personal Resilience in Tanzania

Purpose: The aim of the study was to assess the impact of adventure sports participation on personal resilience in Tanzania. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Engaging in activities such as rock climbing, white-water rafting, and mountain biking can enhance physical fitness, improve mental health, and boost self-confidence. The physical challenges associated with adventure sports often lead to improved cardiovascular health, muscle strength, and overall physical endurance. Mentally, these activities are known to reduce stress, anxiety, and symptoms of depression, primarily due to the release of endorphins and the meditative nature of focusing on a single task. Moreover, adventure sports often require quick decision-making, problem-solving, and risk management, which can lead to improved cognitive functions and better coping mechanisms in everyday life. Participants frequently report a heightened sense of self-efficacy and resilience, as overcoming the physical and mental challenges of adventure sports can translate to increased confidence in their ability to tackle other life challenges. Additionally, the social aspects of participating in adventure sports cannot be overlooked. These activities often foster a sense of community and teamwork, which can enhance social skills and create lasting bonds among participants. This sense of camaraderie and shared experience contributes to a feeling of belonging and support, which is essential for overall well-being. Implications to Theory, Practice and Policy: Resilience theory, self-determination theory and experiential learning theory may be used to anchor future studies on assessing impact of adventure sports participation on personal resilience in Tanzania. Incorporating adventure sports into therapeutic practices offers a dynamic and engaging way to build resilience among individuals dealing with psychological issues. Allocating government funding and support to adventure sports programs can significantly enhance public health and resilience at the community level.

The Intrinsic Motivation for Continuous Usage Intention of Generative AI In the Fashion Design Field : A Self-Determination Theory Perspective

The Intrinsic Motivation for Continuous Usage Intention of Generative AI In the Fashion Design Field : A Self-Determination Theory Perspective

Using self-determination theory as a lens to create sustainable futures for teaching and education focused academics in higher education in Australia

ABSTRACT Australian higher education has faced both global economic and environmental challenges, including most recently the COVID-19 pandemic. To deliver in this resource constrained environment, academic workforce and academic roles are being reshaped. Teaching and education focused academic roles are rapidly increasing but come with opportunities and challenges. Opportunities include relief from research to concentrate on teaching which they do well and enjoy. Challenges include the dangers of unrelenting repetitive teaching workloads, lower status, uncertainty about promotion and parity of esteem. This study used Self Determination Theory to analyse the responses of nine teaching focussed academics and found the reality of the role was restricted autonomy, difficulties in evidencing individual competency and confusion about expertise. Teaching focussed academics expressed the importance of building communities distinctive from their disciplinary training. Higher education policy solutions are needed to build cultures where teaching focussed academics can overcome challenges and create sustainable career futures.