Intrinsic Motivation and Self-Determination in Human Behavior
... Self-concordance theory (Sheldon and Elliot, 1999) expands principles from selfdetermination theory (Deci and Ryan, 1985) to the context of goal systems. Highly selfconcordant goals are densely connected within an individual's core interests and values, and so regulated by more intrinsic motives. ...
... job crafting) is both an antecedent and outcome of self-concordant goal attainment in a self-sustaining system. In fact, consistent with the treatment of extrinsic motivation in self-determination theory (Deci and Ryan, 1985), more extrinsic goals might not only fail to demonstrate this reciprocity, but also interrupt the regulation of intrinsic processes over time. These effects may be useful for better understanding the relationship between job crafting and organizational goal attainment, which we conceptualize as involving lower self-concordance and greater extrinsic regulation. ...
... To more comprehensively understand the role of organizational goal attainment within the unfolding self-concordant process of job crafting, we consider how extrinsic motivation may potentially disrupt self-concordant processes. According to self-determination theory (Deci and Ryan, 1985), extrinsic factors tend to be perceived as controlling because employees feel compelled to behave in ways detached from their own interests and values. As such, extrinsic feedback, recognition and rewards linked to goal attainment undermine employees' intrinsic motivation and frustrate fulfillment of basic needs (Gagné and Deci, 2005). ...
Research depicts job crafting as a desirable, ongoing employee behavior rather than a one-off event. However, insights are lacking into how employees' active engagement in job crafting may be sustained across time. In this study, we advance a dynamic framework of how changes that follow employees' periods of job crafting may, in turn, motivate versus impede continued crafting of one's job role over time. Drawing from self-concordance theorizing, we propose and test a framework on how job crafting and employees' attainment of self-concordant and organizational work goals are reciprocally related over time. Longitudinal data from a large, three-wave study collected over four years among church ministers support a positive reciprocal relationship between job crafting and self-concordant goal attainment, as well as an indirect positive relationship between job crafting and organizational goal attainment via self-concordant goal
... However, both internal and external factors remain responsible for motivating people to head for achievements in life. The most common word to describe self-determination is motivation (Miller et al., 1988). According to the theory of motivation, the core driving force behind an individual's self-determination is the desire to gain personal fulfillment (Miller et al., 1988). ...
... The most common word to describe self-determination is motivation (Miller et al., 1988). According to the theory of motivation, the core driving force behind an individual's self-determination is the desire to gain personal fulfillment (Miller et al., 1988). Where does this motivation come from? ...
... Where does this motivation come from? Miller and others contend that 'self-determination' pushes one to fulfill tasks (Miller et al., 1988). Initially, yearning for growth and personal fulfillment remains the driving force for someone to remain determined. ...
Motivation for learning a second language is largely influenced by a sense of self and learning engagement, with students feeling more motivated when they feel confident in their learning aptitude. The present study attempted to determine the role of self-construal in students’ demotivation for learning of English language. This study also aimed to check the role of students’ disengagement in learning of English language. For empirical investigation, the present study collected data from 324 students of various Chinese universities through a structured questionnaire method using a random sampling technique. The partial least square structural equation modeling (PLS-SEM) was used for empirical analyses of the present study using the Smart-PLS software. The results confirmed that self-construal positively impacted disengagement. It is also verified by findings that disengagement positively correlated with demotivation to learn English. The outcomes further authenticated that self-construal positively impacted demotivation to learn English. Finally, the results confirmed that disengagement mediated the relationship between self-construal and demotivation. This study assists the literature by providing empirical evidence on the relationships between self-construal, disengagement, and demotivation to learn English. In addition to this, this study assists educational institutions by offering guidance for students’ self-construal and learning engagement for a second language. Moreover, the study’s findings underscore the value of student self-construal and learning engagement by highlighting the significance of these dimensions for academic institutions.
... Positive or negative indicators such as self-esteem, quality of life, positive and negative affect or vitality are usually used (Pastor et al., 2019). Some authors consider two perspectives for studying wellbeing: the hedonic perspective, which considers wellbeing as the presence of positive affect and the absence of negative affect; and the eudaimonic perspective, which associates wellbeing with the possibility of performing or expressing the most valuable human potentials, related to optimal psychological functioning (Ryan et al., 2013). Moreover, in both young and older individuals, it has been seen that cognitive performance changes could be affected by aspects such as mood and social relations (Lieberman et al., 2014). ...
... The Subjective Vitality Questionnaire (Ryan and Frederick, 1997) was used to measure the perception of vitality before and after the two phases of the training program, adapted to Spanish by Molina-García et al. (2007). This questionnaire can be considered a measure of psychological wellbeing (Ryan et al., 2013). This instrument comprises seven items that indicate how one feels at present (e.g., I feel alive and vital). ...
... The self-determination theory (SDT)-based exercise referral consultation (Jolly et al., 2009;Deci and Ryan, 2013) proposes interviewing participants before the exercise program about their perceptions of autonomy and motivational regulations. The aim is provide choices of activities, support initiations and relevant information for being physically active. ...
A growing body of research suggests that physical activity and exercise enhance a wide range of cognitive and affective wellbeing, including executive functions (Ludyga et al., 2020; Ishihara et al., 2021), memory (Wanner et al., 2020; Aghjayan et al., 2022), creative thinking (Aga et al., 2021; Chen et al., 2021), stress resilience (Arida and Teixeira-Machado, 2021; Belcher et al., 2021), and mental health (Chen et al., 2017; White et al., 2017). Exercise has also been recommended for the treatment of dementia (Cardona et al., 2021) and major depression (Cooney et al., 2013). However, it is still unclear what type, frequency and duration of physical activity and exercise bring the maximal benefits to a specific outcome in a specific population. Furthermore, how findings reported so far can be incorporated into people's everyday life and in educational and psychiatric contexts also remain unaddressed. Finally, the underlying psychological and neurobiological mechanisms of the benefits of physical activity and exercise are still largely unclear. This Research Topic comprises twelve papers that help address these unsolved issues and advance our understanding of the cognitive and affective benefits of physical activity and exercise. Specifically, four important topics emerged from these studies.
Firstly, even a short bout of physical activity or exercise at relatively low intensity may have cognitive and affective benefits. A real-life study by Matsumoto et al. reported that compared to using the elevator, stair-climbing at one's usual pace for three floors roundtrip boosted divergent creative thinking, as assessed by the Alternate Use test. Ando et al. found that both 30 min of aerobic and resistance exercise at a light intensity (40% peak oxygen uptake) reduced participants' reaction time on a Go/No-Go task that measures executive function. However, changes in cognitive performance were not associated with several peripheral biomarkers, including adrenaline, noradrenaline, cortisol, lactate, etc., which calls for further in-depth investigation on other potential mechanisms underlying the cognitive benefits of physical exercise. Physical activity and exercise at low intensities may also improve mental health and have anti-depressant effects. Legrand et al. found that brisk walking for 30 min either in an urban or a green, natural environment reduced participants' negative affect. However, only walking in the green, natural environment increased participants' positive affect, which emphasized the superior benefits of “green exercise” (Chen, 2018; Li et al., 2022). Given that depressed patients often have reduced exercise motivation and physical fitness, Sakai et al. developed an exercise program consisting of 15–25 min of cycling twice a week at an intensity that approaches but never goes higher than subjects' ventilatory threshold (considered light to moderate in intensity). In a pilot study, the authors reported promising therapeutic effects of this program in depressed patients.
Secondly, the effect of high intensity exercise on cognitive performance may depend on the characteristic of exercise and participants. A review by Sudo et al. found that cognitive performance during acute high intensity aerobic exercise is generally impaired while no impairment and even improvement is observed when cognitive tasks are administered over 6 min after high intensity exercise. They also found that cognitive impairment during high intensity exercise is more likely to occur to individuals with low physical fitness and during cycling than running. Age may be another moderating factor but more research is required to reach sound conclusions. The authors also discussed the underlying mechanism of such cognitive-exercise interaction, including regional cerebral blood flow, cerebral oxygenation and metabolism, neurotransmitters, and neurotrophic factors. In contrast to during high intensity exercise, cognitive performance during moderate intensity exercise may be more likely to be enhanced. In a study by Zheng et al., participants stayed sedentary (seating) or exercised on a cycle ergometer at 50% maximal aerobic power for 15 min while simultaneously performed a n-back task and undergone functional near-infrared spectroscopy (fNIRS). It was found that the reaction time for the n-back task was faster in the cycling than seating condition, which was accompanied by reduced concentration of oxygenated hemoglobin in several brain areas, including the dorsolateral prefrontal cortex. Ballester-Ferrer et al. investigated the effects of a 10-week high-intensity functional training program, in which all-out running, jumping rope, or muscle endurance exercise were performed for 10–30 min, 3 times per week. The authors found that while participants in the control group without such training showed no improvement on reaction time on tasks such as the Choice Reaction Test and Interference Test throughout the 10-week period, participants in the training group demonstrated shorter reaction time on these tasks. However, the effect of the training program on psychological wellbeing was absent.
Thirdly, studies have been using mediation analysis to uncover the mechanisms of the benefits of physical activity and fitness. Potoczny et al. found that the effect of Karate training on satisfaction with life was fully mediated by self-control and reappraisal. Hernández-Jaña et al. found that cardiorespiratory fitness and speed-agility fitness but not muscular fitness mediated the association between BMI/central fatness and cognitive performance on eight tasks evaluating working memory, psychomotor speed, and fluid and logical reasoning, etc. Together with evidence that adiponectin, a hormone released by adipocytes, mediates the antidepressant-like and hippocampal neurogenesis enhancing effect of wheel running in mice (Yau et al., 2014), the latter study highlights the interaction between fitness and fatness in influencing cognitive and affective wellbeing.
Fourthly, given that many individuals especially females (Clemente et al., 2016) are physically inactive, there are a number of ways for people to increase physical activity and use physical activity as a strategy to boost cognitive and affective wellbeing in everyday life. As suggested by Legrand et al., one may want to walk to work or walk for one bus stop while commuting and when walk, one may walk to choose greener routes. As suggested by Matsumoto et al., in the workplace, one may want to take the stairs rather than using the elevator whenever possible. Brown and Kwan suggested another strategy, replacing screen time with physical activity. Using isotemporal substitution analysis, the authors found that replacing screen time with moderate-to-vigorous physical activity or sleep is associated with enhanced mental wellbeing. Furthermore, Shen et al. suggests that rather than pure physical activity, activities that simultaneously require cognitive processing may bring greater benefits. The authors found that 8 weeks of Tai Chi Chuan, a mindfulness exercise that tries to integrate the body and mind, improved inhibitory control performance as indicated by reduced reaction time on a flanker task more than that by 8 weeks of brisk walking. Using resting-state functional magnetic resonance imaging (fMRI), the authors found that the improved inhibitory control performance was correlated with spontaneous neural activity in the left medial superior frontal gyrus. Finally, Almarcha et al. suggests that compared to exercise programs prescribed by other people, co-designed exercise programs with inputs from the participants may bring greater benefits. The authors found that whereas a co-designed 9-week exercise program improved self-reported mental health in seven of eight scales used, a prescribed exercise program improved mental health only in three scales.
... As a result, (Jung et al., 2019) P may result in unfavorable consequences such as alcohol, game, and social media addictive behaviors among undergraduate students (Cui et al., 2019;Wang et al., 2021). In this context, Self-Determination Theory (SDT; Deci & Ryan, 1985;Ryan & Deci, 2000) is a useful and effective theoretical model for understanding the mechanism that can explain possible links between HP and MSA among emerging adults. According to SDT, people have three basic innate psychological needs (autonomy, competence, and relatedness) and all of which are necessary for healthy functioning (Ryan & Deci, 2000). ...
... Finally, the need for relatedness, according to SDT, is one of the basic psychological needs that must be satisfied (Deci & Ryan, 1985;Ryan & Deci, 2000). The need for relatedness refers to the feeling of being valued and socially connected (Ryan & Deci, 2000, 2017. ...
... Meanwhile, the purpose of this research was to expand on the currently limited literature on how MHP and FHP are linked to self-control, self-efficacy, and MSA among young adults. Furthermore, through the mechanisms of self-control and self-esteem, perceived MHP and FHP would be negatively linked with reported MSA, based on SDT (Deci & Ryan, 1985) and empirical findings. ...
Helicopter parenting (HP) has become a common concept in families with young adults. A growing body of literature revealed negative consequences of perceived HP among young adults as its developmentally inappropriate parenting. However, there is still a limitation of an empirical study on the impact of HP on young adults’ technology addiction. Accordingly, this study investigated possible relationships between HP, self-control, self-efficacy, and multi-screen addiction (MSA) among Turkish emerging adults. 556 college students (Mage=21.02) from two major universities in Turkey participated in the study. The results showed that mother helicopter parenting (MHP) and father helicopter parenting (FHP) related to MSA and a low level of self-control but not self-esteem. In addition, the results from a mediation analysis indicated that MHP had an indirect effect on MSA through a low level of self-control. The results of the study confirmed the importance of parenting in MSA among young adults.
... According to self-determination theory, motivation contains intrinsic and extrinsic motivation [44,52]. However, the original ECM has mainly emphasized the influence of confirmation on learners' extrinsic motivation, such as perceived usefulness [53,54], primarily ignoring the impact of confirmation on intrinsic motivation. As mentioned above, online fragmented learning is a self-independent learning approach, and its behavior is driven mainly by the learner's intrinsic learning motivation [6]. ...
... Therefore, our study focuses on continuance behaviors, a sequence of repeated online fragmented learning. According to self-determination theory [53,54], motivation encompasses two distinct forms: intrinsic and extrinsic. Intrinsic motivation is the main driving force in individuals' behavior, which has a positive impact on sustainability learning [13] and can lead to better satisfaction and persistence. ...
With the popularity of mobile networks and intelligent terminals, online fragmented learning, as a new learning method, has become the mainstream way for college students to acquire knowledge and study independently. However, college students are prone to “accept-interruption” in online fragmented learning; thus, it is difficult for them to master a complete knowledge system and form a rigorous logic system, which is essential to ensure the effect of online fragmented learning. Therefore, this study investigates the antecedents of college students’ continuance behaviors in online fragmented learning (CBOFL). Based on the expectation confirmation model (ECM), a theoretical model is developed to examine the factors influencing college students’ CBOFL. Taking a total of 429 undergraduate students who have studied contest courses on the Chinese university massive open online courses (MOOCs) for research subjects, the mechanism underlying the determinants of college students’ CBOFL is analyzed, and six hypotheses are tested by a structural equation modeling (SEM) technique with AMOS. The results indicate that confirmation positively impacts intrinsic learning motivation and satisfaction; intrinsic learning motivation, satisfaction, and teachers’ influence all significantly positively affect college students’ CBOFL. Additionally, the predicting powers of different factors on college students’ CBOFL vary broadly; therein, satisfaction has the most significant effect. This study makes theoretical contributions to the quantitative research on college students’ CBOFL and literature on the ECM. Still, it also has important practical significance in guiding college students’ CBOFL and facilitating the sustainability of online fragmented learning.
... Hence, the present study revolves around the SDT. According to SDT (Deci and Ryan, 1985), the three most critical psychological needs are expertise (White, 1959), belongingness (Baumeister and Leary, 1995), and freedom (DeCharms, 1968). Consequently, when these three psychological parameters are gratified, it would lead to self-determined motivation, self-regulated learning, and positive academic outcomes (Areepattamannil, 2011). ...
... According to SDT, the degree to which behaviours are motivated is largely defined by whether they are autonomous or controlled. According to Deci and Ryan (1985), autonomous behaviour occurs when actions are not controlled and voluntary in nature and the individual enjoys performing the activity. A sequential exploratory mixed methods study conducted in a Malaysian context has highlighted the importance of teachers' autonomy support and its impact on the motivation of school students (Awang-Hashim et al., 2017). ...
It is debatable whether the cross-cultural relevance of academic
support has universal implications for students’ achievement and cognitive
learning processes. The salient features of doctoral education include faculty
mentorship that fosters intellectual advancement and progressive freedom. This
prospective study applied self-determination theory to investigate the impact of
supervisor support on students’ motivation in transitioning to collectivistic
educational settings. The study includes self-reported measures of doctoral
students (n = 400) from various higher education institutions in India.
According to the results, the supervisor’s research-related support and voice
autonomy support appeared to have a significant impact on students’ intrinsic
motivation. The study provides valuable insights into faculty mentoring and
student professional socialization. The article addresses the implications of the
findings for educational research and contemporary scholarly practices.
... Sebaliknya, motivasi ekstrisik merupakan suatu dorongan dari luar individu yang mendasari perilaku individu dalam melakukan suatu aktivitas tertentu (Deci, 1975;Deci & Ryan, 1991). Di dalam SDT, motivasi intrinsik dikaitkan dengan minat yang merupakan salah satu pemicu motivasi yang kuat karena individu dengan minat tinggi cenderung memiliki komitmen tinggi untuk melakukan suatu aktivitas tertentu dengan sebaik-baiknya (Deci & Ryan, 1985, 1991Hackman & Oldham, 1980). Semakin tinggi minat yang dimiliki seseorang terhadap suatu aktivitas dan topik tertentu, maka semakin tinggi pula keinginannya untuk melakukan aktivitas dan mempelajari topik tersebut (Rotgans & Schmidt, 2014). ...
... Self Determination Theory menjelaskan tentang bagaimana minat, usaha, dan efikasi diri mampu mempengaruhi motivasi belajar seorang individu (Deci & Ryan, 1985;Ryan & Deci, 2000). Self Determination Theory sering kali digunakan sebagai landasan dalam beberapa studi terkait motivasi dan lingkungan pembelajaran daring (Chan & Jang, 2010;Harnett, 2010;Miltiadou & Savenye, 2003). ...
Research has been conducted on the role of online learning readiness as a moderator of the relationship between self-regulation and student practicum learning readiness during online practicum learning during the COVID-19 pandemic. The purpose of this study was to determine the moderating role of online learning readiness on the relationship between self-regulation and practicum learning motivation. This research was conducted quantitatively on 147 students who had participated in online and face-to-face practicum learning in the laboratory (group 1; N=71), as well as students who only participated in online practicum learning (group 2; N=76). The results showed that online learning readiness had a significant moderating effect only in group 1, R2=38%; ∆R2 = 0,7%; F(3,91)=18,40; t(1,98)= -0,804; p0,05, while in group 2, the moderating effect were not significant, R2=6,1%; ∆R2=0,1%; F(3,91)=0,616; t(1,98)=0,237; p0,05. In group 1, students' practicum learning motivation decreased along with increasing self-regulation at all levels of online learning readiness, and in group 2 there was no moderating effect. That is, at each level of student online learning readiness, the higher the self-regulation, the lower the practicum motivation is. According to the results obtained, students' expectations, values, interests, and experiences related to practicum also affect the role of online learning readiness in moderating the relationship between self-regulation and student practicum learning motivation during online practicum learning during the COVID-19 pandemic.
Telah dilakukan penelitian tentang peran kesiapan belajar online sebagai moderator hubungan antara regulasi diri dan kesiapan belajar praktikum mahasiswa selama pembelajaran praktikum daring di masa pandemi COVID-19. Tujuan dari penelitian ini adalah untuk mengetahui adanya peran moderasi dari kesiapan belajar online terhadap hubungan antara regulasi diri dan motivasi belajar praktikum. Penelitian ini dilakukan secara kuantitatif terhadap 147 mahasiswa yang pernah mengikuti pembelajaran praktikum daring dan tatap muka di laboratorium (kelompok uji 1; N=71), serta mahasiswa yang hanya mengikuti pembelajaran praktikum daring (kelompok uji 2; N=76). Hasil penelitian menunjukkan bahwa kesiapan belajar online memberikan efek moderasi secara signifikan hanya pada kelompok uji 1, R2=38%; ∆R2 = 0,7%; F(3,91)=18,40; t(1,98)= -0,804; p0,05, sedangkan pada kelompok uji 2 hasil moderasi yang diperoleh tidak signifikan, R2=6,1%; ∆R2=0,1%; F(3,91)=0,616; t(1,98)=0,237; p0,05. Pada kelompok uji 1 kesiapan belajar online memberikan moderasi negatif pada hubungan antara regulasi diri dan motivasi belajar praktikum, dan pada kelompok uji 2 tidak terjadi efek moderasi. Artinya, pada setiap tingkat kesiapan belajar online mahasiswa, semakin tinggi regulasi diri maka semakin rendah motivasi belajar praktikum. Menurut hasil yang diperoleh, harapan, nilai, minat, dan pengalaman mahasiswa terkait pelaksanaan praktikum juga berpengaruh terhadap peran kesiapan belajar online dalam memoderatori hubungan antara regulasi diri dan motivasi belajar praktikum mahasiswa selama pembelajaran praktikum daring di masa pandemi COVID-19.
... With the hazards of walking along a hanging beam or a lack of resources to design a safe and accurate height exposure, developing controlled settings that monitor dynamic balance control is critical for transferring the ability to unpredictable real-world scenarios. Thus, adequate and targeted training strategies deriving from learning and motivational theories could further improve the training effect of such environments, as with any physical or mental training [4,18]. ...
... Therefore, we compare Gamified and Imitation approaches against a no-support baseline in a high-fidelity VR beam-walking task. We based our Gamified approach on the self-determination theory by Deci and Ryan [18], suggesting that intrinsic motivation positively influences learning performance. Social Learning by Bandura and Walters [5] functioned as a base for our Imitation Approach, where learning behavior works through observation. ...
Dynamic balance is an essential skill for the human upright gait;
therefore, regular balance training can improve postural control and reduce the risk of injury. Even slight variations in walking conditions like height or ground conditions can significantly impact walking performance. Virtual reality is used as a helpful tool to simulate such challenging situations. However, there is no agreement on design strategies for balance training in virtual reality under stressful environmental conditions such as height exposure. We investigate how two different training strategies, imitation learning, and gamified learning, can help dynamic balance control performance across different stress conditions. Moreover, we evaluate the stress response as indexed by peripheral physiological measures of stress, perceived workload, and user experience. Both approaches were tested against a baseline of no instructions and against each other. Thereby, we show that a learning-by-imitation approach immediately helps dynamic balance control, decreases stress, improves attention focus, and diminishes perceived workload. A gamified approach can lead to users being overwhelmed by the additional task. Finally, we discuss how our approaches could be adapted for balance training and applied to injury rehabilitation and prevention.
... The investigation of student motivation is important in educational settings because it reacts to educational decisions and achievement behavior in significant ways (Deci and Ryan, 2013;Eccles and Wigfield, 2002;Hattie, 2008). Several studies have found that motivational factors are linked to achievement and are also reflected as important predictors of achievement (Hattie, 2008;Lee and Shute, 2010). ...
This study focuses on the decline in math scores among fourth-grade students in Saudi Arabia, which is a significant concern. The Saudi Arabian Ministry of Education is taking steps to improve education and provide students with the necessary skills for their future careers. Understanding what affects student achievement is key to solving this problem. Motivation in education is a critical factor that influences students' attitudes and their success in school. This research looks at how academic motivation affects educational success through a process called mediation analysis. It considers how self-concept and values, which come from motivation, play a role. The study uses the expectancy-value theory of achievement motivation to create a model that explores how motivation and other factors like school bullying, feeling connected to school, and perceptions of teachers interact and affect each other. Mediation analysis helps examine the direct and indirect effects these factors have on student achievement. Data from the trends in international mathematics and science study (TIMSS) for fourth graders in Saudi Arabia is used to see if the theory fits with the experiences of Saudi students. The findings show that self-confidence is crucial for academic performance, affecting students' motivation, readiness to face challenges, and overall learning attitude. However, math attitude does not directly influence self-concept. School bullying is identified as a significant negative factor in math achievement. These outcomes stress the need to address school bullying to improve math scores and highlight the importance of self-concept and motivation in boosting academic success.
... By promoting autonomy, mastery, and relatedness through social media platforms, there is potential for an increase in students' internal motivation. Self-Determination Theory (Deci & Ryan, 1988) highlights the significance of competence and autonomy in motivating individuals, including students. Utilizing social media, teachers can empower students to feel more capable and in control of their learning by offering options for assignments, encouraging student-generated content, and facilitating collaborative learning opportunities. ...
Researchers examined how online social media platforms can address the growing need for inspiring and engaging students in colleges. They conducted in-depth discussions with instructors and students across various fields to understand the impact of integrating social media in education. The findings suggest that social media holds great promise in boosting student motivation and participation, ultimately leading to a more well-rounded college experience. Both educators and students found online communication to be a valuable tool for promoting collaborative learning, real-time interaction, and active involvement. Additionally, social media was seen as a way to make education more dynamic and relevant in today's ever-changing world. While this study offers valuable insights, it acknowledges potential limitations like bias from participants and a limited sample size. Future research should involve a wider range of participants and ongoing investigations to assess the long-term effects of social media integration on student learning outcomes.
... [13] Subsequently, educators have carried out multiangle research on learning motivation. American psychologists Deci Edward L., Ryan Richard M., et al. put forward Self-Determination Theory of motivation in 1980s, which classified learning motivation into intrinsic motivation, extrinsic motivation and no motivation [14] . The empirical research on foreign language learning motivation in China mostly followed the classic and extended model. ...
... Some scholars have proposed that the innovation climate in colleges and universities is the premise and guarantee for teachers' innovative teaching behaviors, and plays a positive role in the possibility and quality of teachers' innovative teaching activities [32]. This positive effect can be influenced by the teachers' psychological process [33], that is, college teachers may adjust their self-cognition according to the information transmitted by the environment and thus determine their innovative teaching behavior. ...
The innovative teaching behaviors of college teacher are of positive significance for promoting the construction of educational informatization in China and realizing the high-quality development of higher education. Based on the theory of social cognition and theory of behavioral change, the paper explores the influential mechanism and its boundary conditions of college teachers’ information literacy on their innovative teaching behaviors during the new era of educational informatization. Through the investigation of 280 college teachers, it is found that: (1) information literacy and its dimensions of information knowledge and information capability have a significant positive effect on innovative teaching behavior; (2) Creative self-efficacy plays a mediating role between information literacy (information knowledge and information capability) and innovative teaching behavior; (3) College innovation climate significantly moderates the positive relationship between information literacy (information awareness and information knowledge) and creative self-efficacy; (4) College innovation climate significantly moderates the mediating effect of creative self-efficacy between information literacy (information awareness and information knowledge) and innovative teaching behavior. Therefore, colleges and universities should focus on enhancing teachers’ information literacy level and their creative self-efficacy, creating an excellent atmosphere for innovation, and encouraging college teachers to actively carry out their innovative teaching practice in the new stage of educational informatization.
... Such joint efforts may again enhance legitimacy for startups that will follow such programs, as well as equip them with capabilities and skills most novice fundraisers crave and express needs for. (Deci and Ryan, 1985, Berezin, 2005, Myers and Majluf, 1984, Leary and Kowalski, 1990, Krueger et al., 2000, Davis, 1989, Zheng et al., 2016, Kaplan et al., 1974, Samuelson and Zeckhauser, 1988 ...
Purpose-The study identifies motivations for the uptake of crowdfunding by micro-entrepreneurs in an emerging economy, and the extent to which these vary by entrepreneur characteristics, sector, and crowdfunding model.
Design/ Methodology/ approach-We conduct qualitative analyses of data collected in interviews with 57 micro-entrepreneurs in Morocco, all of whom used crowdfunding in fundraising.
Findings-We identify six key motives for crowdfunding adoption by micro-entrepreneurs including financing needs, legitimacy seeking, sense of achievement, network-building, entrepreneurial and marketing competence enhancements. We also find evidence for moderation effects of fundraiser characteristics on likelihood of adoption, including gender, age, education, training experience, and sectoral affiliation. Furthermore, we show that the relative importance of different motives varies by the type of crowdfunding model used.
Originality-a study of adoption motives in an emerging market, and the distinguishing between adoption motives of entrepreneurs based on different gender, age, education, training experience, sectoral affiliation, and crowdfunding model used. Moreover, we show that enhancement of competencies is a more dominant motive in the emerging market context than mentioned in earlier studies in developed contexts.
... Pregnant women paid more attention to their health and acknowledged the value of PFMT, thus making the autonomous motivation for practicing PFMT emerge. Previous studies have demonstrated that autonomous motivation is essential for engaging in certain behaviors, having important significance for individuals to practice and adhere to the training [50,51]. Therefore, we believe that with the improvement of pelvic floor healthcare services, the PFMT practice among pregnant women would be improved. ...
Objectives
To explore the perceptions of pregnant women with urinary incontinence toward pelvic floor muscle training (PFMT).
Methods
Semi-structured personal interviews were used to collect data. Pregnant women with urinary incontinence and no contraindications to PFMT were recruited for semi-structured interviews in the Outpatient Department of Obstetrics in a Class A tertiary hospital in Shenzhen from October to November 2021. Purposive sampling was performed, and Braun & Clarke thematic analysis was used for the data analysis.
Results
Sixteen pregnant women with urinary incontinence and a mean age of (30.81 ± 3.66) years participated in the interview. “Sitting on the fence” was the predominant theme acquired after analysis. Pregnant women had contradictory attitudes toward PFMT. A total of four themes and nine sub-themes have been extracted: “It is normal and does not really matter” (normalized urinary incontinence, insufficient attention to PFMT); “There is nothing I can do” (insufficient subjective motivations, limitation of objective conditions, lack of social support); “We have to take care of ourselves” (the increasing self-care awareness, emerging autonomous motivation to practice PFMT); “Training should be guaranteed” (requiring the guidance, suggestions, and surveillance of healthcare professionals; requiring the perceptive benefits).
Conclusions
This study reveals varying attitudes towards PFMT among pregnant women with urinary incontinence. To better promote pregnant women’s engagement in PFMT, it is necessary to provide professional guidance, increase self-care awareness, improve social support, and emphasize the benefits of PFMT.
... SDT focuses on how people become self-motivated based on their perceptions of the surrounding environment. [57]. Further, the results indicate an incremental growth in "satisfaction". ...
This study examines mobile learning adoption and continuance in education literature through bibliometric methods. The metadata of 155 relevant publications was extracted from the Web of Science database and imported into “biblioshiny” for analysis. It was found that Education and Information Technologies has the highest publications, and Computers & Education is the most cited journal. Author analysis revealed that Shakeel Iqbal has the most articles fractionalized. Further, the most cited articles were published in the year 2012. The study revealed an exponential increase in research in the top producers, China and Turkey, since 2019. TAM was found to be the most popular theory among researchers. In addition, interest in self-determination theory has been growing recently. The studies examined limited subjects (language, mathematics, and science). The findings indicated several associated keywords, such as augmented reality, cyberloafing, and virtual reality. The thematic map revealed emerging (e.g., self-regulation), niche (e.g., literacy), motor (e.g., attitude), and basic (e.g., addiction) themes. Further, the conceptual structure map suggested the nuances of difference between the constructs of “intention” and “continuance intention.”
... her hand, can undermine motivation by instilling a fear of failure, a desire to avoid challenges, and a tendency to give up easily. Individuals with a fixed mindset may be more concerned with gaining approval and avoiding unfavourable judgments than with taking chances and pursuing their goals with intrinsic motivation (Jovanovic & Matejevic, 2014;K. A. Miller et al., 1988;Ng, 2018;Reeve & Deci, 1996). ...
The study provides a detailed examination of teachers' mindset engaged in teaching foreign languages, as well as the impact of teachers' knowledge of mindset on classroom teaching practises and their subsequent impact on students' academic success. Because of the potential consequences for student learning and achievement, the idea of mindset, particularly the distinction between fixed and growth mindsets, has received significant attention in the field of education. It is critical to understand how teachers' knowledge and beliefs about mindset impact their instructional approaches in order to provide an ideal learning environment in the classroom. Knowledge of mindset can provide a clue to adopting correct teaching methodologies, necessary feedback, and praises to promote growth mindset in order to keep intrinsic motivation to establish learning environment among students. It can even raise awareness regarding instructional language and foster a supportive and growth-oriented learning environment within the curriculum.
... Based on the assumption that intrinsic motivation tends to be catalyzed when individuals are in conditions leading to the expression of the motivation, the main thrust of the cognitive evaluation theory is that the intrinsic motivation of individuals is determined by the three critical factors: competence, autonomy, and relatedness. The three factors of intrinsic motivation are prone to be affected by the socialcontextual events including feedback and communication (Deci & Ryan, 2013;Ryan & Deci, 2000). Especially, interpersonal climates and communication styles have been considered important social-contextual events affecting individuals' intrinsic motivation related to autonomy as below. ...
This article utilizing unique data on 37,655 public complaints in South Korea from April 2021 to March 2022 aims to unveil the association between sentiments in public complaints or petitions and government response speed. We estimate sentiments in each complaint with five morphological analyzers and employ negative binomial regression models. The empirical results demonstrate that public complaints with the sentiment of Fear tend to receive faster governmental responses while complaints with the sentiment of Sorrow are more likely to be addressed slowly. The influence of the sentiment of Fear and Sorrow is consistently robust in logistic event history models, while the sentiment of Anger is not statistically significant anymore. The results contribute to the literature on political psychology by demonstrating that facing public complaints dominated by different sentiments can influence the efficiency of civil servants. At the same time, this article suggests providing periodical counseling and education for civil servants who continuously face waves of negative sentiments to treat public complaints expertly.
... The cognitive hierarchy theory suggests that when external environmental conditions are adequate, the individual's capacity for autonomous development is stimulated, resulting in increased intrinsic motivation, and attitudes become critical in influencing individual behavioral choices [92]. The dimensions of fascination, compatibility, and escape in the restorative perception measure highlight the subjective attitudes of individuals in their interactions with the environment from an internal perspective [93,94]. ...
The recreational and restorative functions of urban forests are gaining increasing attention as people focus more on having a higher quality of life. While the rationale behind the spatial layout of urban forest parks is important, the real psychological perceptions of users cannot be ignored. This study has developed a structural equation model to examine the relationship between environmental restoration and psychological accessibility. Specifically, an empirical study was conducted on a random sample of visitors of the Yuelu Mountain, Central China, to investigate the effect of visitors’ psychological accessibility on their environmental restorative perception. The results show that psychological accessibility and the quality of experience have a significant positive effect on the perceived effectiveness of environmental restoration. Environmental attitudes indirectly influence the effect of environmental restorative perceptions through psychological accessibility and the quality of experience. Finally, comments on the development of green space planning in urban forest parks are also presented in this paper.
... Hal ini berarti bahwa setelah pelatihan peserta merasa bahwa mereka melakukan aktivitas membaca literatur ilmiah karena keinginan mereka, karena aktivitas tersebut menggambarkan tantangan bagi kemampuan intelektual mereka, serta mengharuskan mereka menggunakan kemampuan kreatif. Sebagaimana pendapat beberapa ahli yang menyatakan bahwa perasaan senang diperoleh dari terpenuhinya kebutuhan dasar competence dan self-determination yaitu menampilkan perilaku sesuai keinginan diri sendiri (Deci & Ryan, 1985;Deci et. al. 1991dalam Noels, et.al., 1999, demikian pula dalam penelitian ini, perasaan senang peserta terhadap aktivitas membaca bersumber pada pengalaman merasa otonom (sense of autonomy) serta merasa kompeten (sense of competence) yang difasilitasi dalam pelatihan. ...
... Students' motivational orientation can shift along a continuum from amotivation to external motivation to intrinsic motivation as they internalise their motivation till something intrinsic about the interaction keeps driving them (Ryan & Deci, 2020). The SDT (Miller et al., 1988) is employed as the theoretical framework to examine the motivations of human (Ryan & Deci, 2020;Buzinde, 2020). The three psychological preconditions of autonomy, competence, and relatedness, which determine people's motivation to engage in activities and how their behavior affects performance well-being, are the focus of SDT (Jeno et al., 2017). ...
This study addresses and investigates university students' engagement and perspectives on utilising online learning in Bangladesh. The goal of this study is to pinpoint the variables that affect students' engagement technologically and socially and to understand the level of students' engagement in an online learning environment. This research used the quantitative method. The respondents to this research were undergraduate and postgraduate students from both private and public universities in Bangladesh, located in different locations. The number of respondents was 201. A structured questionnaire obtained via Google Form was used to determine the level of engagement and understanding of using online learning. SPSS was used to analyse the data that had been gathered. Outcome has demonstrated that the technological factor influences students' engagement, such as the necessity of a device or gadget. Also, social factors like engagement in classes and mental health issues positively influence students' engagement in online learning. Overall engagement in online classes is low because there is less communication and assistance from classmates, and students' engagement during online learning is influenced by mental health issues. The self-determination theory has been adopted to represent this study's variables and also to understand students' engagement in online learning. This research's recommendations, based on the findings, include the necessity for serious measures to support students' psychological wellbeing and their personal and financial concerns, and that more engagement with classmates should be ensured and improved by the academicians and university authority.
... Ryan and Deci (2000) self-determination theory shows that learning outcomes can be improved by intrinsic motivation, which is defined as "doing something because it is inherently interesting or enjoyable." The facilitation of intrinsic motivation contributes to self-determined behavior, and this theory is widely applied in game-based learning to enhance the learning experience Miller et al., 1988). Previous work has addressed significantly the connection between motivation and learning activities. ...
Museum artifacts are the main way for visitors to experience and learn about cultural heritage. Augmented reality (AR) allows for high interactivity and is increasingly applied in museums to improve tourists’ experience and learning. It also supports the extension of museum experience to outside of the physical museum space, contributing to the visiting trajectory and takeaway experience. In this paper, we present our design of two tangible AR interfaces for cultural artifacts: Postcard AR and CubeMuseum AR, followed by three user studies that evaluate and optimize the design. In Study 1, we conducted a within-subjects study (N = 24) that compares the two AR interfaces with a baseline condition (Leaflet). Our results demonstrate the positive effects of tangible AR interfaces on users’ motivation and engagement in learning cultural heritage. In Study 2, we further explored how to optimize CubeMuseum AR by adopting a user-centered design approach. Through the analysis of expert interviews (N = 7) and an online survey (N = 207), the results specify a series of requirements and design guidelines for tangible AR interfaces to be used as a learning tool and a hybrid gift. Based on the findings, the design of the CubeMuseum AR was optimized and evaluated in Study 3. A between-subjects user study was conducted (N = 32) to compare the optimized design with the initial design. The results verified the positive effects of gamified tangible AR interfaces on users’ motivation, engagement, and performance in learning cultural heritage. We present our design and evaluation results, and discuss the implications of designing tangible AR interfaces for cultural heritage learning and museum gifting.
... The well-known distinction between "intrinsic" and "extrinsic" motivation (cf. Deci and Ryan 1985) often makes no sense. It separates the inner life from the outer world-instead of understanding it in its context. ...
To overcome capitalism, the strategies of reform and revolution continue to play a prominent role. Historically, both strategies have led to state-dominated societies with a top-down structure of domination. This is no coincidence, as both strategies are fundamentally state-oriented and aim at gaining state power by “climbing the mountain” or “jumping over the gorge” and a subsequent reorganisation of society by the state. However, both strategies provide valuable insights into overcoming capitalism, with reformism strengthening the process element and revolution heralding the necessary break. Strengths and weaknesses of both strategies are discussed and variants critical of the state are evaluated. In the end, it is not the name that matters, but combining reformist and revolutionary insights with the development of a societal alternative as part of the struggle to overcome capitalism.
... Motivation is defined as the procedure for launching and maintaining goal-directed activity [35]. In educational research and practice, has significantly impacted learners' attitudes and learning habits [36,38]. Previous study has also shown that motivated learners are more likely to take a deep approach to learning, engage in demanding activities, be actively engaged, enjoy themselves, and exhibit improved performance, persistence, and inventiveness [35]. ...
Online education started to gain immense popularity worldwide along with the pandemic and continues to grow even in the next normal conditions. Scholars have developed several scales on different aspects of online learning. Present study considers the online learning readiness scale and its impact on online learning effectiveness of undergraduates. Responses were gathered using convenience sampling technique and the final sample size consisted of 134 respondents. Data collected were analyzed using Multiple Regression analysis. Results revealed that learner control and online learning self-efficacy have significant positive impact on online learning effectiveness of undergraduates. Three other factors of the online learning readiness scale in terms of computer/internet self-efficacy, self-directed learning and motivation for learning have insignificant impact on online learning effectiveness. The findings of the study have implications for the education sector in further enhancing online teaching and learnin.
... Motivation, especially the intrinsic level of motivation, is described as an inner motivational factor of a person that keeps him or her engaged to perform a certain task or to show a certain behavior for inner satisfaction [47]. We modify the definition of intrinsic motivation by Deci and Ryan [48] with respect to this particular study. In that regard we describe GIM by stating that it a process in which a person displays environmental concerns while he or she intends to complete a particular task in an enterprise. ...
Tourism and hospitality are at a crossroads. The growth and developmental potential of these industries indicate the economic benefits for an associated nation at one end. However, the environmental issues related to tourism and hospitality create challenges for the administration at another end. In most cases, a sheer amount of carbon emission in hospitality lies with energy consumption, especially electrical energy. However, past studies on environmental management have mainly focused on the supply side of energy (production) and left the terrain of the demand side (consumption by individuals) unattended. Recently, behavioral scientists have indicated that corporate social responsibility (CSR) actions of a firm can promote sustainable behavior among individuals, including employees. We tend to spark this discussion from an energy consumption perspective by investigating the relationship between CSR and energy-related pro-environmental behavior of employees (EPB) in the hospitality sector of a developing country (Pakistan). To understand the underlying mechanism of this relationship, this study proposes the mediating role of green intrinsic motivation (GIM) and the moderating role of human emotions, e.g., employee admiration (ADM). We developed a theoretical model for which the data were gathered from different hotel employees with the help of a questionnaire. We used structural equation modeling for hypotheses testing. The empirical evidence indicated that CSR significantly predicts EPB, and there is a mediating role of GIM. The study also confirmed that ADM moderates this relationship. The findings of this study will be helpful for hotel administration to understand the profound importance of CSR-based actions to promote energy-related sustainable behavior among employees, e.g., EPB. Other implications for theory and practice have been highlighted in the main text of this draft.
... For product configurator, the uncertainty of the online customization process will reduce the perceived control of consumers and further affect the customization experience, while allowing consumers to freely choose the custom contents or steps can provide consumers with better-perceived control [39]. In terms of perceived enjoyment, the research on human behavior shows that when the system endows consumers with full openness to the customization process, it will bring them more enjoyment [41,42]. In the present study, it is expected that different navigation design patterns will affect the perceived control and perceived enjoyment of consumers. ...
Promoting consumers’ willingness to pay is crucial to creating a sustainable e-commerce environment, and the interaction design of the product configurator plays a key role in this. In the present study, the product configurator, which is indispensable in online customization, is adopted as the research object to analyze the influence of interaction design on the customization experience of consumers. The pricing method (total product pricing, incomplete total product pricing, and individual module pricing) and navigation design pattern (tabs and dropdown menu with arrow buttons) are adopted as independent variables, while system usability, flexible navigation capability, perceived control, perceived enjoyment, complexity and task performance are taken as dependent variables. One hundred and eighty college students participated in this study. The results of the 3 × 2 two-factor experiment reveal that: (1) Different navigation design patterns will lead to significant differences in system usability, flexible navigation capability, and perceived control of the product configurator, and tabs are better than dropdown menu with arrow buttons in these aspects. (2) Different pricing methods will significantly affect the perceived control of users. Under individual module pricing and incomplete total product pricing, perceived control is higher. (3) Different combinations of pricing methods and navigation design patterns will affect users’ evaluation of flexible navigation capability and complexity, and under the individual module pricing and incomplete total product pricing methods, users think that tabs have a higher flexible navigation capability and lower complexity. However, under the total product pricing method, users are convinced that dropdown menu with arrow buttons has a higher flexible navigation capability and lower complexity. The research results are of great significance to both interface interaction design and online customization. Furthermore, the interaction design method of price presentation and navigation design of the product configurator is analyzed to determine the most appropriate interaction design principles, so as to enhance the user experience of online customization and provide constructive ideas from the design perspective for online customization.
... The final need that is highlighted in this model is called competence. Deci and Ryan (1985) described this need as the capacity of the individual to effectively interact with the environment through exploration, learning, and finally adaptation. White (1959) defined this capacity of interaction as "effectance motivation" which promotes the feeling of efficacy. ...
The education model in the 21st century shall be learner-centered. Learners are expected to be independent to engage in self-directed learning with the integration of technological tools in developing necessary 21st century skills. However, the foundation of this education model shall not be neglected as positive emotion and motivation are the determinants of achieving the desired outcomes. The researcher applied a comparative review method to contrast the three learning theories, namely (1) humanistic theory (2) social constructivism theory, and (3) self-determination theory which are significant in the self-directed learning context. The inference of these theories on personal and social development, emotional stability, as well as the motivation of learners in the 21st century was also examined in this paper. The outcomes of this review paper benefit educators in the curriculum and pedagogy design, as well as aid researchers in understanding phenomena and formulating appropriate research frameworks for future studies. For understanding emotional stability and motivation among the 21st century learners, the researcher concluded that the humanistic aspect of learning shall not be compromised. Furthermore, the cause-and-effect of the emotion and motivation constructs deserves a more detailed empirical investigation.
... Self-determination: The relevant moderate mean of self-determination (3.17/7), indicates that Greek public organizations should move towards improving employees' competencies in meetings job requirements. Under an epistemological prism, self-determination refers to individuals' freedom to initiate their own behavioral courses of action (Deci & Ryan, 1985). However, in the context of the present survey and according to Whetten & Cameron's (1995) research, self-determination seems to acquire the extra characteristics of "job-fit" factor, which defines the adequacy of employees to complete the job tasks they are hired for, or a factor which defines the capability of employees to fit in the specific requirements each job entail. ...
Abstract
This study aims to provide an overview of legislation and employment policies for young people in Albania, mainly for those who have completed professional education studies. The effectiveness of these policies will be attached special priority in our study. By this work we intend to answer questions such as: How really effective are the employment policies for young people? Which are the factors influencing the effective implementation or not of these policies? Which are the consequences of unemployment of young people with professional education?
Different statistics and data collected from public or private institutions on professional education and employment opportunities for young people will be analyzed in this study. The entire study will be subject to review of literature sources and critical analysis. It aims to promote the awareness of local policy-makers to draft social policies on the labor market, mainly for the employment of young people with professional education, which should be implemented in the context of current state of affairs of Albania, as well as the sensibilization of young people in term of professional education under market requirements.
The study will certainly continue with some conclusions to be introduced at the end, associated with key recommendations from the authors, in order to better address the employment policies for young people oriented to real market demands in Albania.
Keywords: effectiveness, employment, employment policies, professional education, young people
JEL Classification: M51, M50, J20
... Self-determination: The relevant moderate mean of self-determination (3.17/7), indicates that Greek public organizations should move towards improving employees' competencies in meetings job requirements. Under an epistemological prism, self-determination refers to individuals' freedom to initiate their own behavioral courses of action (Deci & Ryan, 1985). However, in the context of the present survey and according to Whetten & Cameron's (1995) research, self-determination seems to acquire the extra characteristics of "job-fit" factor, which defines the adequacy of employees to complete the job tasks they are hired for, or a factor which defines the capability of employees to fit in the specific requirements each job entail. ...
This study seeks to examine the multifaceted influences of diverse motivational factors on the live streaming engagement of e-sports fans based on self-determination theory. While previous research has focused on the offline participation in e-sports events, the shift towards live streaming engagement has created a new and underexplored area: the motivations for live streaming viewing among e-sports fans. Consequently, this research develops an e-sports Live Streaming Viewing Motivation Scale for evaluating both intrinsic and extrinsic motivations underlying e-sports fans’ live streaming engagement, and then utilises SPSS 26.0 and AMOS 26.0 to assess the reliability and validity of the scale. Subsequently, multiple linear regression analysis of 1052 questionnaires is employed to construct models and evaluate hypotheses. Findings indicate that : (1) Intrinsic motivation exhibits significant impact on the live viewing behaviour of e-sports fans. (2) However, the impact of extrinsic motivation is insignificant. (3) When both intrinsic and extrinsic motivations coexist, intrinsic motivation maintains a positive impact, whereas extrinsic motivation demonstrates a negative influence. (4) The motivational influence is multifaceted; notably, dimensions such as idol worship, leisure entertainment, and competitive stimulation positively affect live viewing motivation, while belonging identification, social engagement, and peripheral activities exert a negative impact. In conclusion, intrinsic motivation emerges as the primary driving force behind e-sports fans’ live streaming viewing behaviour. Extrinsic motivation fails to independently influence live streaming engagement and even dampens enthusiasm when combined with intrinsic motivation. Theoretically, this study contributes to the existing literature on Self-determination theory and motivations behind e-sports live streaming viewing behaviour. It not only refines the motivation scale, but also elucidates the impact of various motivations on viewing behaviour. Practically, it provides insights for optimising e-sports products and services.
Purpose: Social commerce (s-commerce) has gained widespread popularity as a social platform where customers engage in resource-sharing activities such as information exchange, advice-seeking, and expressing their opinions on mutual interests. However, existing studies have not fully comprehended the drivers of electronic customer-to-customer interaction (eCCI) and how such behavior contributes to the customer “stick” on s-commerce sites. This study develops the Motivation-Opportunity-Ability (MOA) theory and investigates the impact of MOA factors on eCCI, which in turn affects customer stickiness.
Design/methodology/approach: A survey was used to acquire data from 455 valid respondents, and the research employed a combination of fuzzy-set qualitative comparative analysis (fsQCA) and structural equation modeling.
Findings: The results revealed associations between perceived self-efficacy, intrinsic motivation, tie strength with other customers, eCCI, and customer stickiness.
Originality/value: Considering the limited availability of complete eCCI frameworks in existing scholarly works, the authors present valuable perspectives on the role of consumer characteristics as both antecedents and consequences of eCCI. Additionally, this study proposes a research agenda for the field of eCCI on s-commerce sites.
Keywords: Motivation-opportunity-ability theory; s-commerce; customer stickiness; electronic customer-to-customer interaction; fsQCA
Resumen Introducción: El embarazo adolescente es un desafío de salud pública. Las necesidades psicológicas básicas causan efecto en la conducta, por lo que podrían tener impacto en la prevención del embarazo a edad temprana. Los estudios sobre conductas sexuales de riesgo y sexualidad no muestran una medida adaptada y/o validada de las necesidades psicológicas básicas. Objetivo: adaptar y validar la escala de satisfacción y frustración de las necesidades psicológicas básicas para beneficiarse de un indicador que permita evaluar las necesidades psicológicas básicas del adolescente para prevenir el embarazo. Método: la muestra estuvo constituida por 767 mexicanos de 18 a 19 años, con inicio de vida sexual. Se adaptó la escala para la prevención del embarazo en el contexto mexicano y se validó mediante análisis factoriales confirmatorios. Resultados: se confirmó la validez de la adaptación de la escala al reducir un ítem en el factor de satisfacción y en frustración de autonomía, obteniendo índices de bondad de ajuste satisfactorios en las subescalas de satisfacción y frustración de las necesidades psicológicas básicas por separado. Conclusión: la escala adaptada se puede utilizar como un instrumento válido y fiable en el adolescente con inicio de vida sexual, permitiendo aumentar el entendimiento en la conducta sexual de prevención del embarazo. Palabras clave: Necesidades psicológicas básicas, validación, adaptación, embarazo, adolescencia. Abstract Introduction: Adolescent pregnancy is a public health challenge. Basic psychological needs have an effect on behavior, so they could have an impact on the prevention of early pregnancy. Studies on sexual risk behaviors and sexuality do not show an adapted and/or validated measure of basic psychological needs. Objective: to adapt and validate the scale of satisfaction and frustration of basic psychological needs in order to benefit from an indicator to assess the basic psychological needs of adolescents to prevent pregnancy. Methods: the sample consisted of 767 Mexicans aged 18 to 19 years with sexual debut. The scale was adapted for pregnancy prevention in the Mexican context and validated by confirmatory factor analysis. Results: the validity of the adaptation of the scale was confirmed by reducing one item in the satisfaction factor and in frustration of autonomy, obtaining satisfactory goodness-of-fit indices in the subscales of satisfaction and frustration of basic psychological needs separately. Conclusion: the adapted scale can be used as a valid and reliable instrument in adolescents at the beginning of their sexual life, allowing an increased understanding of sexual behavior to prevent pregnancy.
هدفت الدراسة الحالية إلى الكشف عن علاقة جودة الحياة الأكاديمية بكل من اليقظة العقلية والمرونة المعرفية، والتحقق من الفروق في جودة الحياة الأكاديمية التي تعزى إلى كل من اليقظة العقلية والمرونة المعرفية، وتحديد الإسهام النسبي لكل من اليقظة العقلية والمرونة المعرفية في التنبؤ بجودة الحياة الأكاديمية لدى طلاب الجامعة. اتبعت الدراسة المنهج الوصفي الارتباطي، وتكونت عينة الدراسة من (396) طالب وطالبة من طلاب جامعة جنوب الوادي تم اختيارهم بالطريقة العشوائية البسيطة، طبق عليهم مقاييس جودة الحياة الأكاديمية واليقظة العقلية والمرونة المعرفية.
وأسفرت الدراسة عن النتائج التالية: وجود علاقة ارتباطية موجبة دالة إحصائياً بين اليقظة العقلية (الأبعاد والدرجة الكلية) وجودة الحياة الأكاديمية (الأبعاد والدرجة الكلية)، ووجود علاقة ارتباطية موجبة دالة إحصائياً بين المرونة المعرفية (الأبعاد والدرجة الكلية) وجودة الحياة الأكاديمية (الأبعاد والدرجة الكلية)، كما أسفرت عن وجود فروق دالة إحصائياً في جودة الحياة الأكاديمية تعزى لليقظة العقلية (مرتفع – متوسط ، منخفض)، ووجود فروق دالة إحصائياً في جودة الحياة الأكاديمية التي تعزى للمرونة المعرفية (مرتفع – متوسط ، منخفض)، كما توصلت إلى إمكانية التنبؤ جودة الحياة الأكاديمية من خلال اليقظة العقلية والمرونة المعرفية لدى طلاب الجامعة
The concept of effective leadership can be defined as a type of leadership based on results rather than activities, in which the leader directs working people to the goal he has determined, directs employees to work in the desired way, to work, to motivate in that direction. In many studies conducted on effective leadership, assumptions have emerged that leaders should have characteristics such as influencing people, being able to do a job, and being able to accept themselves. If the corporate leader wants to develop and manage his institution in line with the goals he has set, he needs to exercise effective leadership. When the studies conducted at home and abroad on the effective leadership skills of educational administrators are examined, it is seen that such researches are aimed at determining the competence levels of school administrators related to effective leadership in particular. In most of the studies in question, the competencies of school administrators regarding leadership skills have been considered in a general framework. In addition, in most studies conducted on effective leadership, the effective leadership skills of school administrators have been found to affect the motivation of employees, job satisfaction, excitement about the profession, etc. its effect has been studied and similar results have emerged. Key Words: Education Management, Manager, Effective Leadership
This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity and techno-overload subconstructs were statistically significant pre-pandemic. Techno-insecurity was statistically significant during the pandemic. Gender and years of teaching online were not observed among faculty to modify online teaching motivations. Results are presented to supply institutions of higher learning with evidence to support faculty with online learning undertakings while leveraging opportunities to manage enrollment.
The present study is a descriptive and correlational study that was conducted with the aim of investigating the relationship between cognitive order-seeking, excitement and academic achievement motivation in Qazvin city. The statistical population of this research was the female students of Payam Noor University, Qazvin center, in the first half of the academic year 2017-2018. The statistical sample of this research consisted of 100 female students, 5 classes were selected using a multi-stage random sampling method, all female students of 5 classes filled the mentioned questionnaires. The tools used in this research are questionnaires; Cognitive order-seeking (CERQ-P) and achievement motivation (A.M.T) were. Pearson's correlation coefficient and univariate regression were used to analyze the data, and the results showed that there is no relationship between the cognitive order-seeking of emotion and the academic achievement motivation of female students. (p≥.05) Also, the findings showed that the cognitive regulation of emotion predicts the motivation of academic progress. (p≤.05)
The monograph presents the author’s biomechanical technology of injury prevention in the climbing. The developed technology contains 3 directions: 1 — theoretical and methodical (creation of bases for understanding by students of mechanisms of formation of movements without risk of injury, formation at students of concept of biomechanically rational movements in general); 2 — analytical (providing students with knowledge about modern means of self-analysis of the level of technical skills); 3 — practical (sportsnen’ mastery of practical means of injury prevention, ie, exercises that will promote the formation of biomechanically rational movements in any sport, and thus prevent injury). The monograph contains an algorithm for identifying the main kinematic parameters of different models of equipment, typical for athletes with different levels of mastery of sports techniques. Based on biomechanical analysis, the main aspects of movement technique on the example of climbing, which affect the level of injuries of athletes. The monograph also presents the principles of application of means for injury prevention. The monograph contains developed and systematized tools to prevent injuries to athletes. The effectiveness of biomechanical technology in the use of neuromuscular training using exercises in a closed kinematic circuit, exercises in eccentric mode in combination with strength exercises for injury prevention and the formation of effective movement techniques for climbing.
Open source software (OSS) communities rely on the high-quality codes contributed by community members. However, users often tend to acquire codes from the community and are reluctant to contribute their knowledge. Integrating the motivational theory and social capital theory, this article intends to explore users’ contribution in OSS communities. A mixed method of SEM and fsQCA was used to perform data analysis. We found that intrinsic motivations (flow experience and self-efficacy), extrinsic motivations (perceived reputation and reciprocity), social interaction ties, community identification, and common language positively affect users’ contribution intention. Trust has no effect on the contribution intention. The fsQCA results indicated that flow experience, perceived reputation, reciprocity and trust are the common core conditions of four configurations leading to contribution intention. The results suggest that OSS communities need to be concerned with users’ motivations and develop social capital in order to encourage their contribution.
Background
Leaders’ emotions and emotion regulation strategies influence subordinates’ attitudes and behaviors, while previous studies have mostly taken an emotional perspective. Leaders’ emotional competence also has an impact on subordinates through motivational and cognitive pathways. Based on self-determination theory, this study examined the impact of emotional leadership on subordinates’ work engagement, as well as the mediating role of subordinates’ intrinsic motivation and the moderating role of traditionality.
Methods
We first performed a scenario experiment study in which 116 Chinese college students were asked to read experimental materials on different leadership behaviors and answer relevant questions. Subsequently, a questionnaire survey was conducted, in which 347 Chinese enterprise employees were asked to rate their own experiences with emotional leadership, work engagement and intrinsic motivation. We used SPSS 25.0 for performance reliability analysis, correlation analysis and hierarchical regression analysis to test the reliability of the scales and investigate the relationship between the variables. Bootstrap analysis was used to test the mediating and moderating effects.
Results
Emotional leadership has a significant direct positive effect on subordinates’ work engagement and positively influences subordinates’ work engagement through the mediation of subordinates’ intrinsic motivation. The effect of emotional leadership on intrinsic motivation is stronger for those with high traditionality than for those with low traditionality.
Conclusion
Emotional leadership can improve subordinates’ work engagement by stimulating their intrinsic motivation. Therefore, managers need to be able to effectively regulate and manage subordinates’ emotions to stimulate their intrinsic motivation and to differentiate the management of subordinates with different levels of traditionality to improve subordinates’ work engagement.
Slobodno vrijeme može biti podržavajući kontekst za pozitivan razvoj mladih, ali istodobno može predstavljati i kontekst koji može podržati uključivanje mladih u rizična ponašanja. Svrha ove doktorske disertacije je istražiti povezanost kvalitete provođenja strukturiranog slobodnog vremena mladih s korištenjem alkohola. Uzorak se sastojao od 1.431 učenika na području Krapinsko-zagorske županije koji su naveli da sudjeluju u strukturiranim slobodnim aktivnostima (SSA) u dobi od 14 do 21 godine. U istraživanju je sudjelovalo 44.8% djevojaka. U analizi podataka korištena je deskriptivna statistika, pearsonov koeficijent korelacije, hijerarhijska regresijska analiza, multinominalna logistička regresija uz računanje moderacijskog efekta i poissonova regresija uz računanje moderacijskog efekta. Dobiveni rezultati pokazuju da za mladiće, mlade koji percipiraju veću sigurnost tijekom sudjelovanja u SSA, one koji su intrinzično ili ekstrinzično motivirani za sudjelovanje u SSA i koji su tijekom sudjelovanja u SSA stekli više iskustva razvoja identiteta, iskustva inicijative i više stresnih iskustava, postoji veća vjerojatnost da će učestalije sudjelovati u SSA. S druge strane za djevojke, mlade koji su amotivirani za sudjelovanje u SSA te koji su tijekom sudjelovanja u SSA imali više iskustva s negativnim pritiskom vršnjaka, postoji manja vjerojatnost da će učestalije sudjelovati u SSA. Nadalje, istraživanjem nije potvrđeno da spol i dob moderiraju odnos između učestalosti sudjelovanja mladih u SSA i konzumacije alkohola. Međutim, rezultati su pokazali kako vrsta SSA moderira odnos između učestalosti sudjelovanja mladih u SSA i konzumacije alkohola. Ujedno, za mlade kod kojih je izražena identificirana motivacija, koji se osjećaju sigurno tijekom sudjelovanja u SSA te koji percipiraju da im je sudjelovanje u SSA doprinijelo razvoju iskustva timskog rada i socijalnih vještina te iskustva inicijative postoji manja vjerojatnost rizične konzumacije alkohola. S druge strane, mladi koji procjenjuju da su ekstrinzično motivirani te da su sudjelovanjem u SSA stekli pozitivnije odnose, razvili mreže odraslih i socijalnog kapitala te stekli iskustva identiteta, kao i negativnija iskustva, u većem su riziku za konzumaciju alkohola. Rezultati generalno pokazuju kako sudjelovanje u SSA samo po sebi ne predstavlja zaštitu, već je potrebno ulagati resurse u jačanje zaštitnih čimbenika unutar konteksta slobodnog vremena kako bi se doprinijelo postizanju pozitivnih razvojnih ishoda kod mladih.
The study aimed to develop, evaluate, and determine the effectiveness of recorded video-clip lessons as supplementary materials in teaching least mastered learning competencies in science among forty Grade 9 students during the School Year 2021 - 2022. The quantitative research was used in this study using the questionnaires and pretest/ posttest and LRMDS rating sheets as the data gathering instruments. The statistical methods used to treat the data were mean, standard deviation, t-test, percentage and ranking. Both the science teachers and experts evaluated the SIMVI with a grand mean of 3.97 and 3.88 respectively interpreted as strongly agree in selected criteria such as content quality, instructional quality, technical quality and technical accuracy. There was no significant difference between the evaluation of the two groups of respondents in terms of content quality, instructional quality, technical quality and technical accuracy of SIMVI with computed t values of 0.89, 1.84, 1.46 and 1.00 which are all less than the tabular t value of 2.20. It is recommended that future researchers may conduct similar study and validate the veracity of the SIMVI as to relevance, effectiveness and efficiency.
This paper offers a theoretical analysis of Self‐Determination Theory (SDT) and its claims regarding human autonomy. Self‐determination theorists have advanced a form of self‐regulated, engaged behavior (i.e., autonomy), founded upon on a consilient account of human motivation that assumes multiple, hierarchical levels of organization and causation (e.g., biological, psychological, and social). Autonomy, from this perspective, is taken to emerge from underlying biological mechanisms, but also able to exert its own causal effects in the world as a unique psychological phenomenon. We contend that in theorizing this way, self‐determination theorists have invoked a mixed discourse of mechanism and autonomy that leaves important questions unanswered, perhaps most importantly those concerning how autonomy as a kind of volition can fit coherently in the mechanistic account of world that they advocate. We then offer an alternative perspective based upon the work of various hermeneutic‐phenomenological thinkers in philosophy and psychology. This alternative perspective conceptualizes human phenomena such as autonomy and motivation in agentic terms, emphasizing meaningful participation in possibility‐laden contexts of everyday practices.
Die Coronapandemie stellt Hochschulen vor bisher ungeahnte Herausforderungen. Digitalisierung und Online-Lehre bestimmen das Bild, während Campus und Seminarräume verwaisen. Welche Auswirkungen haben diese Veränderungen auf Studierende und Lehrende? Werden Diskriminierung und Exklusion durch digitale Lehre verstärkt oder gemindert? Und wie können Hochschulleitungen auf das »New Normal« reagieren? Die Zusammenführung von Forschungsergebnissen, Lessons Learned und Best Practice-Beispielen zeigt, wie sich Hochschulen – und Hochschullehre – durch die Erfahrungen aus der Pandemie verändern, und bietet Impulse für eine nachhaltige Hochschulentwicklung.
Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientations Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.
Yoked pairs of subjects solved puzzles such that one member of each pair was given choice about what puzzles to work on and how much time to allot to each, while the yoked subject was assigned the same puzzles and time allotments as those chosen by the first subject. It was predicted and found that subjects who chose the activities and time allotments -in other words, who had additional self-determination--would be more intrinsically motivated than subjects doing the same activity without choice.
Three studies examined the effects of experimentally induced motivational orientations on the subtly different positive affects of vitality and happiness. We hypothesized, based on self-determination theory (Deci & Ryan, 1991; Ryan & Frederick, 1997), that doing well when autonomously motivated would enhance subjective vitality relative to doing well when controlled in one's motivation, but that doing well under the two motivational states would not have differential effects on happiness. Two experiments in which motivation was induced by instructions to participants about task engagement and a third experiment using an attributional methodology yielded the hypothesized pattern of effects. Results are discussed in terms of the importance of differentiating positive outcomes in terms of their underlying motives and of giving increased attention to understanding restorative environments.
Recent research in the United States suggests that individuals who strongly value extrinsic goals (e.g., fame, wealth, image) relative to intrinsic goals (e.g., personal growth, relatedness, community) experience less well-being. This study examines such goals in university samples from two cultures—the United States and Russia. Participants (N = 299) rated the importance, expectancies, and current attainment of 15 life goals, including 4 target intrinsic and 4 target extrinsic goals. Results confirmed the relevance of the intrinsic-extrinsic distinction for both samples and that stronger importance and expectancies regarding extrinsic goals were negatively related to well-being, although these effects were weaker for Russian women. Furthermore, for both men and women, perceived attainment of intrinsic goals was associated with greater well-being, whereas this was not the case for perceived attainment of extrinsic goals.
Effects on intrinsic motivation of three elements of the competitive situation (viz., competitive set, competitive outcome, and inter-personal context) were explored. Participants solved puzzles with a same-sex confederate under one of five experimental inductions, and intrinsic motivation was assessed by subsequent free-choice behavior and self-reports of interest/enjoyment. As predicted by cognitive evaluation theory, competitive outcome(viz., winning vs. losing) and interpersonal context (viz., pressured vs. nonpressured) affected intrinsic motivation. Path analyses showed that (a) winning (relative to losing) increased intrinsic motivation by enhancing perceived competence and (b) a pressured (relative to nonpressured) interpersonal context decreased intrinsic motivation by diminishing perceived self-determination. Further, competence valuation-the importance one places on doing well-related positively to perceived competence, perceived self-determination, and intrinsic motivation.
This study tested whether students who learned with an active orientation would be more intrinsically motivated to learn and would learn more than students who learned with a passive orientation. The active orientation was created by having subjects learn material with the expectation of teaching it to another student; the passive orientation was created by having subjects learn the same material with the expectation of being tested on it. The results indicate that subjects who learned in order to teach were more intrinsically motivated, had higher conceptual learning scores, and perceived themselves to be more actively engaged with the environment than subjects who learned in order to be examined. The two groups were equal, however, in their rote learning scores. The effects of exposure to the material were ruled out as an explanation because the two groups reported spending equal time with the material. The results are discussed in terms of intrinsic motivation theory.
introduce and elaborate upon a critical distinction between what [the authors] call "contingent" and "true" self-esteem / contingent self-esteem involves feelings of self-worth that are dependent on matching standards of excellence or expectations (i.e., ego involvement) / it is thought to be associated with various narcissistic and defensive processes that reveal less than optimal psychological well-being / true self-esteem is more solidly based and stable, and it reflects positive mental health / discuss how this distinction fits into [the authors'] well-known theory of self-determination / describe in detail various self-regulatory processes that are thought to promote either contingent or true self-esteem / discuss how these various self-regulatory processes are related to mental health, and . . . describe the social conditions that are thought to promote self-determination and the development of true self-esteem (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Evaluated the impact of the perceived level of difficulty of environmental behaviours on the magnitude of the relationship between environmental self-determination and the occurrence of environmental behaviours. 444 undergraduates (aged 17–50 yrs) completed the Motivation Toward the Environment Scale (L. G. Pelletier et al, in press), along with self-report measures of environmental behaviours and perceived difficulty of environmental behaviours. Three types of environmental behaviours were examined: recycling, purchasing environmentally-friendly products, and educating oneself as to what can be done for the environment. It was hypothesized that the level of self-determination of environmental motivation significantly predicts the occurrence of environmental behaviours. Data were subjected to structural equation modeling analyzes. Results support the proposed hypothesis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Extended findings that support cognitive evaluation theory to intrapersonal processes by exploring the effects of informational vs controlling feedback, when self-selected and administered vs other-administered, and in conditions of task-involvement (intended to create an informational orientation in relation to the activity) vs ego-involvement (intended to create a controlling orientation in relation to the activity). 128 undergraduates working on a hidden figures task received either an ego- or task-involving induction and then a series of 3 puzzle problems for which half of the Ss received informational feedback and the other half controlling feedback. Half the Ss had the feedback self-administered, and half had it administered by the experimenter. After puzzle-solving, Ss were left alone with additional puzzles and magazines and were observed to see if they worked on the puzzles. Finally, Ss completed a questionnaire assessing their interest and attitudes toward the target activity. Results confirm that controlling feedback, whether self- or other administered, undermined intrinsic motivation relative to task-involvement. Results are discussed in terms of the application of cognitive evaluation theory to intrapersonal processes and self-control theories. (34 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the validity of the psychological processes proposed by E. L. Deci and R. M. Ryan's (1980) cognitive evaluation theory when the information aspect of the situation is salient. Specifically, whether the effects of verbal feedback on intrinsic motivation are mediated by perceived competence was examined. 115 male undergraduates participated in a 1st phase wherein their intrinsic motivation and perceived competence toward an interesting motor task, the stabilometer, was assessed. 84 Ss who reported at least a moderate level of intrinsic motivation toward the task returned for the 2nd phase of the study in which they were subjected to conditions of either positive, negative, or no verbal feedback of performance. Intrinsic motivation and perceived competence were again assessed. One-way ANOVA showed that positive feedback increased while negative feedback decreased both intrinsic motivation and perceived competence. Results of a path analysis conducted with verbal feedback, perceived competence, and intrinsic motivation supported (1) the mediating effects of perceived competence on intrinsic motivation and (2) cognitive evaluation theory. (33 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Studied the effects of externally imposed deadlines on individuals' task performance and their subsequent interest in the task. In 1 deadline condition, 20 male undergraduates were given an explicit time limit for solving a series of initially interesting word games. In 2 conditions, the importance of finishing was stated explicitly; in the 2nd condition, the deadline was left implicit. In 2 control conditions, 20 other Ss worked on the puzzles without any explicit time limit. In one condition, Ss were asked to work at their own pace; in the other, they were asked to solve the puzzles as fast as possible. Virtually all Ss finished in the allotted time. Unobtrusive measures of subsequent interest indicated that in the absence of external constraints, Ss in the deadline condition were less interested in the game than Ss in the nondeadline conditions. Implications for the overjustification hypothesis are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes a learning orientation scale in which 5 dimensions are defined by an intrinsic and an extrinsic pole: preference for challenge vs preference for easy work, curiosity/interest vs teacher approval, independent mastery attempts vs dependence on the teacher, independent judgment vs reliance on the teacher's judgment, and internal vs external criteria for success/failure. The reliability and factorial validity of the scale have been adequately demonstrated. Additional validity studies with a total of 2,925 Ss in Grades 3–9 are reported. Higher-order factoring yielded 2 distinct clusters of subscales: The 1st 3 dimensions form 1 factor and are interpreted as more motivational in nature; the remaining 2 are viewed as more cognitive–informational in nature. Developmental data show that across Grades 3–9 there was a shift from intrinsic to extrinsic on the 1st motivational cluster. Conversely, there was a dramatic developmental shift from extrinsic to intrinsic on the cognitive–informational cluster. Interpretations for these developmental differences are advanced, and the educational implications are explored. The discussion focuses on the need to be precise in conceptualizing and operationalizing the term "intrinsic motivation." (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability by scoring above the median on the Stanford Achievement Test. Despite this high ability, children who reported experiencing a lack of competence (those less certain of their abilities) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who perceived themselves as having ability or who perceived themselves to be autonomous. Implications for the achievement and adjustment of children in school are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
[Correction Notice: An erratum for this article was reported in Vol 59(6) of
Journal of Personality and Social Psychology (see record
2008-10627-001). In the article, Figure 1 on page 922 is labeled incorrectly. The entries have been corrected and are included in the erratum.] Examined the hypothesis that students would show performance impairment when they were exposed to teachers who were pressured to maximize student performance level and who used controlling strategies. For this purpose, 4th-grade teachers and their students participated in a field experiment in which teachers either were pressured to maximize student performance or were told simply to help their students learn. In addition, the teaching sessions were videotaped to assess teachers' use of controlling strategies, as rated by blind coders. Following the teaching sessions, student performance on tasks initially taught by teachers as well as on a generalization task was assessed by blind experimenters. As predicted, the data indicated that students evidenced performance impairment during the subsequent testing session only when they were exposed to pressured teachers using controlling strategies. Results are discussed within the context of self-determination theory. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Considered the relationship between teacher characteristics and the intrinsic motivation and self-esteem of 889 children in Grades 4–6. The research evolved out of E. L. Deci's (1971, 1972, 1975) cognitive evaluation theory, which distinguishes between the controlling and informational aspects of rewards. It was hypothesized that Ss whose teachers were oriented toward controlling them would be less intrinsically motivated and have lower self-esteem than Ss whose teachers were oriented toward supporting autonomy. It was reasoned that control-oriented teachers would tend to use rewards controllingly, whereas autonomy-oriented teachers would tend to use rewards informationally. Data support the hypothesis and also indicate that Ss perceived autonomy-oriented teachers as facilitating personal responsibility and internal control more than control-oriented teachers. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Aristotle's concept of eudaimonia and hedonic enjoyment constitute 2 philosophical conceptions of happiness. Two studies involving combined samples of undergraduate and graduate students (Study 1,
n = 209; Study 2,
n = 249) were undertaken to identify the convergent and divergent aspects of these constructs. As expected, there was a strong positive correlation between personal expressiveness (eudaimonia) and hedonic enjoyment. Analyses revealed significant differences between the 2 conceptions of happiness experienced in conjunction with activities for the variables of (1) opportunities for satisfaction, (2) strength of cognitive-affective components, (3) level of challenges, (4) level of skills, and (5) importance. It thus appears that the 2 conceptions of happiness are related but distinguishable and that personal expressiveness, but not hedonic enjoyment, is a signifier of success in the process of self-realization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
distinguishing among intentional acts: the "why" of behavior [intrinsic and extrinsic motivation, internalization and integration, the consequences of different regulatory styles, the social context and motivational orientations] / the "what" of goals: considering content [goal content and mental health, why do some people focus on extrinsic goals, goals and needs: are some goals better than others] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. Ability can be conceived either with reference to the individual's own past performance or knowledge, a context in which gains in mastery indicate competence, or as capacity relative to that of others, a context in which a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case using data from previously published studies. The effects of task and ego involvement, task choice, and self-perceptions are discussed. (125 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self determination theory proposes that behavior change will occur and persist if it is autonomously motivated. Autonomous motivation for a behavior is theorized to be a function both of individual differences in the autonomy orientation from the General Causality Orientations Scale and of the degree of autonomy supportiveness of relevant social contexts. We tested the theory with 128 patients in a 6-month, very-low-calorie weight-loss program with a 23-month follow-up. Analyses confirmed the predictions that (a) participants whose motivation for weight loss was more autonomous would attend the program more regularly, lose more weight during the program, and evidence greater maintained weight loss at follow-up, and (b) participants' autonomous motivation for weight loss would be predicted both by their autonomy orientation and by the perceived autonomy supportiveness of the interpersonal climate created by the health-care staff. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies examined the significance of children's perceptions of their classroom environment along autonomy vs external control dimensions. Study 1 related a self-report measure of the perceived classroom climate—R. deCharms's (1976) origin climate questionnaire—to other self-related constructs. Among 140 4th–6th graders, the more "origin" the Ss perceived in their classroom, the higher their perceived self-worth, cognitive competence, internal control, and mastery motivation, and the lower their perceived control by unknown sources or powerful others. These relationships were primarily due to individual differences within classrooms rather than average classroom differences. Ss also wrote projective stories about an ambiguous classroom scene. Ratings of these stories indicated that originlike behavior in Ss' fantasy was associated with autonomy-oriented teachers and low aggression. Self-report and projective methods converged, particularly for Ss whose self-reported perceptions were extreme. In Study 2, with 578 Ss, relative contributions of classroom and individual difference effects were further examined. Results are discussed in terms of the importance of perceived autonomy and issues in assessment strategies. (27 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Organismic theories and recent research suggest that environments that do not support growth and self-expression are associated with valuing financial success relatively more than affiliation, community feeling, and self-acceptance. This prediction was investigated in a heterogenous sample of 18-yr-olds using a variety of methods and informants. Teenagers who rated the importance of financial success aspirations relatively high compared to other values were found to have mothers who were less nurturant. Further, materially oriented teenagers grew up in less advantageous socioeconomic circumstances and were raised by mothers who especially valued the teens' financial success. Discussion focuses on explicating the different ways values are acquired. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Conducted 2 laboratory and 1 field experiment with 24, 24, and 8 undergraduates to investigate the effects of external rewards on intrinsic motivation to perform an activity. In each experiment, Ss performed an activity during 3 different periods, and observations relevant to their motivation were made. External rewards were given to the experimental Ss during the 2nd period only, while the control Ss received no rewards. Results indicate that (a) when money was used as an external reward, intrinsic motivation tended to decrease; whereas (b) when verbal reinforcement and positive feedback were used, intrinsic motivation tended to increase. Discrepant findings in the literature are reconciled using a new theoretical framework which employs a cognitive approach and concentrates on the nature of the external reward. (26 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-determination theory was applied to explore the motivational basis of adherence to long-term medication prescriptions. Adult outpatients with various diagnoses who had been on a medication for at least 1 month and expected to continue (a) completed questionnaires that assessed their autonomous regulation, other motivation variables, and perceptions of their physicians' support of their autonomy by hearing their concerns and offering choice; (b) provided subjective ratings of their adherence and a 2-day retrospective pill count during an interview with a clinical psychologist; and (c) provided a 14-day prospective pill count during a subsequent, brief telephone survey. LISREL analyses supported the self-determination model for adherence by confirming that patients' autonomous motivation for adherence did mediate the relation between patients' perceptions of their physicians' autonomy support and their own medication adherence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
93 high school students were offered performance or task-contingent rewards or no reward for doing hidden-figures puzzles. Ss offered performance-contingent rewards all received positive feedback concerning performance, and half the Ss in task-contingent and no-reward conditions received the same positive feedback. Performance-contingent rewards were found to undermine intrinsic motivation more than task-contingent ones, which produced decrements relative to control conditions of no reward, supporting E. Deci's (1972, 1975) control model. Positive feedback enhanced intrinsic motivation; this effect was independent of reward effects. A recall measure indicated that Ss receiving performance-contingent rewards remembered fewer performance-irrelevant details about the task, suggesting that rewards may affect the process of task involvement as well as its motivational outcomes. (14 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
How do athletes overcome fears, slumps, mental blocks, or injuries? How do they deal with stress and anxiety, be it from competitors, teammates, audiences, parents, coaches, or themselves? What psychological techniques prove effective in mental training for peak performance, maintaining concentration, motivation, and competitive drive? How can an athlete enhance his or her commitment to a training regimen, or how might the average person better adhere to a program of fitness and exercise? Readers will find answers to these questions and more in the Encyclopedia of Sport and Exercise Psychology. Features & Benefits: Entries explore the theory, research, and application of psychology as it relates to sport and fitness in a manner that is accessible and jargon-free to help readers better understand human behavior in sport and exercise settings. From personal factors to situational factors influencing performance to specific psychological techniques for enhancing performance, this work provides comprehensive coverage of the field via approximately 350 to 400 signed entries. Entries conclude with cross-references and suggestions for further readings to guide students further in their research journey. Available in print and online, this monumental work is edited by two leading figures in the field with a distinguished international Editorial Advisory Board to select and assign entries, ensuring authoritative content readers can trust. Key Themes: Career Transition Certification, Credentialing, and Roles of Sport and Exercise Psychologists Disability Emotion Exercise Health Group Dynamics History and Foundation Leadership Morality, Aggression, and Ethics in Sport Motivation Motor Control Perception and Cognition in Sport Personality and Psychological Characteristics in Sport Psychobiology Psychological Skills/Interventions Psychosociocultural Self-Concept/Self-Perceptions, and Identity Youth Sport.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
In 2 studies, college students evidenced differing levels of the "Big-Five" traits in different roles, supporting social-contextualist assumptions regarding trait expression. Supporting organismic theories of personality, within-subject variations in the Big Five were predictable from variations in the degree of psychological authenticity felt in different roles. In addition, two concepts of self-integrat ion or true selfhood were examined: 1 based on high consistency of trait profiles across roles (i.e., lowself-concept differentiation; E. M. Donahue, R. W. Robins, B. W. Roberts, & O. P. John, 1993) and 1 based on high mean levels of authenticity felt across roles. The 2 self-integration measures were found to be independent predictors of psychological and physical well-being indicating that both self-consistency and psychological authenticity are vital for organized functioning and health.
This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Construct validity data for the interview ratings suggested that the three parent dimensions were reliable, relatively independent, and correlated with other parent measures in hypothesized ways. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Parental autonomy support was positively related to children's self-reports of autonomous self-regulation, teacher-rated competence and adjustment, and school grades and achievement. Maternal involvement was related to achievement, teacher-rated competence, and some aspects of behavioral adjustment, but no significant relations were obtained for father involvement. The structure dimension was primarily related to children's control understanding. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence.
In this study early adolescents' (N = 606) representations of relationships to teachers, parents, andfriends are examined in relation to each other and to various measures of school adjustment, motivation and self-esteem. The relationship dimensions tapped included felt security, emotional and school utilization, and emulation with respect to each targetfigure. It was hypothesized that parent representations would predict those of both teachers and friends, whereas friend and teacher variables would not be significantly associated. It was predicted also that more positive representations of relationships to parents and teachers would each uniquely predict school functioning indices, whereas representations offriends would be largely unrelated to school-related outcomes. Representations of teachers, parents andfriends all were expected to correlate with self-esteem relevant outcomes. These hypotheses were generally confirmed. The findings are discussed in terms of the significance of relatednessformotivation generally and the importance of the affective quality of adult-student relationshipsfor educational outcomes in particular.
Although goal theorists have speculated about the causes and consequences of making progress at personal goals, little longitudinal research has examined these issues. In the current prospective study, participants with stronger social and self-regulatory skills made more progress in their goals over the course of a semester. In turn, goal progress predicted increases in psychological well-being, both in short-term (5-day) increments and across the whole semester; At both short- and long-term levels of analysis, however, the amount that well-being increased depended on the "organismic congruence" of participants' goals. That is, participants benefited most from goal attainment when the goals that they pursued were consistent with inherent psychological needs. We conclude that a fuller understanding of the relations between goals, performance, and psychological well-being requires recourse to both cybernetic and organismic theories of motivation.
Empirical research and organismic theories suggest that lower well-being is associated with having extrinsic goals focused on rewards or praise relatively central to one's personality in comparison to intrinsic goals congruent with inherent growth tendencies. In a sample of adult subjects (Study 1), the relative importance and efficacy of extrinsic aspirations for financial success, an appealing appearance, and social recognition were associated with lower vitality and self-actualization and more physical symptoms. Conversely, the relative importance and efficacy of intrinsic aspirations for self-acceptance, affiliation, community feeling, and physical health were associated with higher well-being and less distress. Study 2 replicated these findings in a college sample and extended them to measures of narcissism and daily affect. Three reasons are discussed as to why extrinsic aspirations relate negatively to well-being, and future research directions are suggested.
examine the concept of human autonomy as it relates to both normal and psychopathological development / set forth a definition of autonomy that is informed by philosophical and clinical analyses, and that differentiates it from closely related constructs such as independence and detachment / explore how autonomy is intertwined with the developmental processes of intrinsic motivation, internalization, and emotional integration [and regulation during childhood], paying particular attention to how conditions in the social context either support the motivational and emotional bases of normal development or, alternatively, undermine these bases and contribute to psychopathology
examine how the development of individual autonomy is intertwined with issues in attachment and the development of interpersonal relatedness, and how both autonomy and relatedness represent critical aspects of the development of self / discuss the dynamics of autonomy and relatedness with regard to varied clinical disorders of a psychological nature, which we view as outcomes of nonoptimal developmental antecedents (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Attempted to refine and extend R. White's (1959) model of effectance motivation, with particular emphasis on its developmental implications. This expanded model focuses on the following: the need to isolate components of effectance motivation at different developmental levels, an examination of the effects of failure as well as success, the relationship between task challenge and the degree of pleasure experienced, the role of social agents and the reinforcing environment, the developmental internalization of a self-reward system, the need to examine the relative strength of both intrinsic and extrinsic motivational orientations, certain correlates such as perceived competence and perceived control as consequences and mediators of one's motivational orientation. The need to translate theoretical concepts into researchable formulations which can be empirically tested within a developmental context is emphasized. (45 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
purpose of this chapter is to present a theoretical model of self-system processes across the life-span / this model is based on a motivational analysis of self-system functioning that features three fundamental psychological needs: competence, autonomy, and relatedness
after evaluating selected theoretical approaches to the study of self, the defining features of the new model will be presented / an application of the model within the enterprise of school will be discussed, including data from studies of self-system processes in children and adolescents / concludes with a discussion of the model's implications for institutional reform (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reviewed research on the issue of self-determination and its relationship to intrinsic motivation in sport using cognitive evaluation theory (E. L. Deci and R. M. Ryan, 1985). It is argued that much of sport participation is a function of intrinsic motivation, and that such intrinsic motivation is facilitated by conditions conducive to autonomy or self-determination. The dynamics of self-determination have been explored in studies of the effects of external rewards, interpersonal contexts, and styles of self-regulation on intrinsic motivation. The implications of this body of work for sport psychology are discussed, as well as the relevant areas of sport motivation research that to date remain underexamined. (French, Spanish, German & Italian abstracts) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents an animal model of how learned helplessness may manifest itself as depression and anxiety. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The concept of ego energies independent of libidinal and aggressive instincts brings about significant improvements in psychoanalytic ego theory. Following a review of ego psychology, independent ego energies are presented in terms of effectance and competence. There follow sections on reality and its testing, early deviations in ego development, identification as a process of development; self-esteem, sense of competence, and ego strength; and finally, considerations of anxiety, cathexis, and neutralization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors propose that a full understanding of the relationship between optimal functioning and personal goals depends on understanding how goals relate to basic psychological needs. Results from two samples of US college students show that well-being outcomes are differentially associated with a focus on extrinsic aspirations (financial success, social recognition, and appearance) versus intrinsic aspirations (self-acceptance, affiliation, and community feeling). Across ratings of the importance, likelihood of attainment, and current attainment of goals, findings suggest that a relative focus on extrinsic goals is either negatively or neutrally related to well-being, whereas a focus on intrinsic goals is associated with greater well-being. Extrinsic goals are further shown to be associated with lower self-esteem and more television consumption (Sample 1) and greater drug use and a lower quality of relationships with friends and romantic partners (Sample 2). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study investigates three different types of motivation: intrinsic, extrinsic, and internalized. Open-ended interviews were conducted with 121 5- to 13-year-old children. Responses to a series of ‘why questions' about two types of behaviours (liked and disliked) were collected and used as indices of the three types of motivation. Responses were initially coded into 10 motivational categories, and then into three motivational supercategories: intrinsic, extrinsic, and internalized. Reasons falling into these three categories were then examined for hypothesized age differences and differences in the frequencies of the categories for the two classes of behaviour. Support was found for the hypothesis that liked behaviours would be intrinsically motivated across the age range. In contrast, age group differences were obtained in the motivation for disliked behaviours, with extrinsic motivation showing higher frequencies at the younger ages and internalized motivation showing higher frequencies at the older ages. The importance children attributed to doing disliked behaviours was positively associated with internalized motivation. These results suggest that intrinsic and internalized motivations are conceptually and developmentally distinct motivational sources and thus should be examined separately in research on children's motivational development.
daily variations may be understood in terms of the degree to which three basic needs, autonomy, competence, and related-ness, are satisfied in daily activity. Hierarchical linear models were used to examine this hypothesis across 2 weeks of daily activ-ity and well-being reports controlling for trait-level individual differences. Results strongly supported the hypothesis. The authors also examined the social activities that contribute to sat-isfaction of relatedness needs. The best predictors were meaning-ful talk and feeling understood and appreciated by interaction partners. Finally, the authors found systematic day-of-the-week variations in emotional well-being and need satisfaction. These results are discussed in terms of the importance of daily activities and the need to consider both trait and day-level determinants of well-being.
This diary study examined the proposal that satisfaction of two psychological needs, competence and autonomy, leads to daily well-being. Between-subjects analyses indicated that participants higher in trait competence and trait autonomy tended to have "better" days on average. Independently, within-subject analyses showed that good days were those in which participants felt more competent and autonomous in their daily activities, relative to their own baselines. Other predictors of daily well-being included gender, whether the day fell on a weekend, and the amount of negative affect and physical symptomatology felt the day before. Although past diary studies have tended to focus on threats to daily well-being, the authors suggest that psychological need concepts offer promise for understanding its positive sources.