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Self-determination theory and actualization of human potential
... As there to date exists no published measure of integrated motivation for use with K-12 or post-secondary students (Deci et al., 2013), a three-item subscale adapted from the MPhD was used to assess integrated motivation (e.g., "Because my studies are consistent with my values (e.g., interests, morals, etc.)"). Finally, an additional three-item subscale from the MPhD was employed to measure students' identified motivation (e.g., "Because I can improve my skills in my field of study"), due to this measure more closely reflecting the construct of identified motivation as defined by Ryan and Deci (2000;e.g., MPhD items emphasized skill development and opportunities whereas the SRQ-A did not clearly differentiate between skill development and values). ...
... Lastly, the mediocre fitting CFA for the selfdetermined motivation measures may have contributed to the mediocre fit of the main analyses and lack of mediation results. Specifically, the inclusion of the typically omitted integrated motivation subscale may have led to the poorer fit due to possible issues with discriminant validity (Deci et al., 2013;see Footnote 5). Alternatively, the lack of mediation results could suggest that self-determined motivation may not be the most effective mediator of relationships between social support and student outcomes in STEM disciplines. ...
... Chronbach's alpha was also lower for the integrated subscale (.64) than the other subscales (.73-.89). Although researchers often exclude the integrated motivation measure from further analysis for these reasons (seeDeci et al., 2013), this measure was included to maintain the theoretical integrity of the five-factor model proposed for adult samples in Self-Determination Theory(Ryan & Deci, ...
Existing research underscores the importance of both social-environmental factors (e.g., social support) and psychological factors (e.g., motivation) as buffers against attrition, low performance, and psychological maladjustment in science, technology, engineering, and math (STEM) degree programs. Female STEM students in particular contend with additional academic challenges that can hamper their motivation and performance. This study investigated the relations between social support (personal vs. academic) and well-being, persistence, and academic outcomes as mediated by self-determined motivation and moderated by gender. Structural equation modelling with 221 STEM undergraduates showed significant indirect paths between personal support and STEM career intentions via autonomous motivation. Multigroup analyses further showed male STEM students to benefit more from both personal and academic supports, as well as from greater autonomous motivation, with the academic risks of controlled motivation observed primarily for female STEM students. Implications for motivationally supportive teaching practices in STEM degree programs are discussed.
... According to self-determination theory (SDT), individuals possess an innate inclination toward personal growth and optimal functioning (Deci et al., 2013). SDT assumes that specific nutrients from the social environment are universally required for the development, growth, and actualization of own potentials (Deci et al., 2013). ...
... According to self-determination theory (SDT), individuals possess an innate inclination toward personal growth and optimal functioning (Deci et al., 2013). SDT assumes that specific nutrients from the social environment are universally required for the development, growth, and actualization of own potentials (Deci et al., 2013). Thus, basic tenets of SDT align with tenets of self-actualization (Deci et al., 2013). ...
... SDT assumes that specific nutrients from the social environment are universally required for the development, growth, and actualization of own potentials (Deci et al., 2013). Thus, basic tenets of SDT align with tenets of self-actualization (Deci et al., 2013). Accordingly, the fulfillment of the three basic needs should promote full functioning and eudaimonic well-being. ...
Authentic leaders are self-aware of their values and beliefs and continuously strive to create meaningful organizational contexts that promote the growth and selfactualization of subordinates. Following self-determination theory (SDT), this study examines whether follower authenticity and basic psychological need satisfaction (BPNS) serve as mediators between the association of authentic leadership and indicators of self-actualization at work. We used the data of 53 team leaders and 171 team members from one global company. Results of three multi-level mediation models indicated that followers? authenticity and BPNS mediate the link between group leaders? authentic leadership and followers? self-actualization at work. In line with fundamental assumptions of SDT, our findings suggest that follower self-actualization is influenced by authentic leadership but also emerges from a synergistic effect between leader and follower authenticity and follower BPNS. We discuss how future research and practice may promote employee authenticity and personal development in work environments.
... Although the concept of self-actualization is not directly used within SDT, Deci et al. (2013) argue that "in SDT flourishing and actualization are seen as natural human potentials" (p. 110). ...
... Intrinsically motivated individuals follow their active nature to pursue activities for the sake of pursuing them. The understanding of individuals having an active nature is shared by the self-actualization theory (Deci et al., 2013;Maslow, 1962). Moreover, scholars generally regard selfactualization to be a universal human need that is deeply intrinsically motivated. ...
... Overall, Maslow's definition of self-actualization is quite vague and subject to critique in prior literature (e.g., Buss, 1979;Geller, 1982Geller, , 1984Shaw & Colimore, 1988). Apart from Maslow's definition of selfactualization, many related concepts exist, for example, thriving at work (Porath et al., 2012), eudaimonic workplace well-being (Bartels et al., 2019), the concept of flow (Csikszentmihalyi, 1990), and concepts related to SDT, namely, intrinsic motivation and need fulfillment (Deci et al., 2013). In the present study, we used a three-dimensional approach to assess OSA with the use of motivational, cognitive, and behavioral indicators. ...
Authenticity at work (AAW) is an important work-related state. Little is known about how other work-related resources can promote AAW and the link between AAW and organizational self-actualization (OSA). In three studies, we drew on conservation of resource theory to determine whether AAW serves as a mediator between three distinct work-related resources (i.e., social support at work, job autonomy, authentic leadership) and OSA. Studies 1 and 2 used a cross-sectional design (Ns = 209; 597), and study 3 used a two-wave longitudinal design (N = 143) to evaluate data from employees. While studies 1 and 2 supported a positive, indirect relation between job autonomy, social support at work, and OSA via AAW, study 3 and additional post hoc findings challenged these results. Alternatively, a reciprocal, cross-lagged effect of OSA on AAW is plausible. Lagged effects from work-related resources to AAW or OSA were not supported in study 3. Authentic leadership (AL) was not related to OSA via AAW. Instead, post hoc analysis suggested two serially mediated links between AL and OSA. All three studies confirmed the proposed factor structures of AAW and OSA. The findings extend both our knowledge regarding the concepts of AAW and OSA and the promotion of AAW and its relation to OSA. We discuss the dynamics of work-related resources, AAW, and OSA and conclude with implications for future research, organizations, leaders, and employees.
... In addition, people feel competent when they engage in activities that match their skills, which in turn should conserve energy and reduce disengagement. Similarly, when people satisfy their need for autonomy, their ability to process, select, and regulate their actions should increase (Deci et al., 2013). Additionally, autonomy need satisfaction implies that people have performed tasks according to their preferences, which requires less inhibition and control, and thus should be less depleting (Ryan & Deci, 2008, p. 707). ...
... Investigating the relation between burnout and BPNS in greater detail, we found that increased burnout was related to subsequent decreased autonomy and competence need satisfaction. These results provide support for our assumption grounded in COR theory, that employees with increased burnout are less able to satisfy their autonomy and competence needs because they lack the energy to make decisions about their work, engage in cognitive and challenging tasks, and perform work tasks effectively (see Deci et al., 2013;Ryan & Deci, 2008;Weinstein & Ryan, 2011). Furthermore, these findings are in line with past literature that has argued that burnout impairs employees' self-regulation (Bakker & de Vries, 2021) and thus limits self-initiated actions to satisfy autonomy needs (for a review see Rudolph et al., 2017;Wrzesniewski & Dutton, 2001). ...
... The present study illustrates Ethiopian and Chinese VET college students' learning motivation factors through the theoretical lenses of self-determination theory [2,29,30] (Deci and Ryan 1985, 2000, 2014, which is rarely used in the VET setting. The STD states that individuals require rigor psychological needs and an ideal learning environment as the precondition for their well-being and development of motivation [5,[8][9][10]23,27]. ...
... After administering a deductive thematic analysis which allows acquiring of the predetermining themes accordingly to the psychological needs described by SDT [2,29,30], which unfolds the experience of Chinese and Ethiopian students learning motivation in VET colleges through the needs for autonomy, competence, and social-relatedness. ...
Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the partici-pants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability.
... The need for relatedness is a satisfaction that results from a sense of connectedness with others, that is, caring for others and being cared for by others, and is therefore associated with social belonging (Deci et al., 2013;. According to SDT, feelings of social relatedness help people maintain their intrinsic motivation and build relationships. ...
... The need for competence reflects the desire to effectively dominate one's environment and experience a sense of control over it. This need is considered fulfilled as soon as a person experience increasing mastery and efficacy over the environment, even if it has not been achieved in absolute terms (Deci et al., 2013). In similar terms, Wolf et al. (2020) relate competence need satisfaction with self-development. ...
Customer engagement is an important multidimensional construct which determine the success of a firm (e.g. mobile applications). Nevertheless, research on how to develop customer engagement, particularly its individual dimensions, is still limited. Using a self-determination theory perspective, the present study examines the relationships between fulfilling the three basic psychological needs and the four types of customer engagement (i.e. co-developing, influencing, augmenting, and mobilizing) in a mobile commerce (mcommerce) setting. Based on a survey of 717 respondents, the findings show that relatedness and competence are strong predictors of the four dimensions. However, the results only show that fulfilling sense of autonomy will only help in co-developing and influencing. Additionally, age and income are important factors in predicting three out of the four dimensions. Meanwhile, gender is only affecting influencing behavior.
... Following (Krapp, 2005), the development of interest can be explained by the basic needs of the theory of self-determination by Deci and Ryan (Deci et al., 2013;Ryan & Deci, 2017) involving social relatedness, perceived competence and autonomy experience. Krapp (2005) links this concept to the person-object theory of interest (Prenzel, 1986). ...
... No noticeable interdependencies were found between the independent variables. One exception is basic needs, which are in line with moderate correlations in SDT (Deci et al., 2013). ...
Empirische Befunde verweisen auf Mängel bezüglich eines kompetenten Umgangs mit Finanzangelegenheiten (Financial Literacy), welche besonders auf junge Menschen zutreffen. Dieser Befund erstaunt erst einmal nicht, nimmt Financial Literacy doch mit dem Alter und damit verbundener Erfahrung zu. Problematisch sind diese Befunde allerdings insofern, als das Jugendliche und junge Erwachsene zugleich mit einer zunehmenden Eigenverantwortung im Hinblick auf Altersvorsorge, Einkommensabsicherung und komplexeren Finanzprodukten konfrontiert sind, der ihre Elterngeneration so nicht ausgesetzt war. Aus diesem Grund ist ein erklärtes bildungspolitisches Ziel der OECD, Financial Literacy in den Mitgliedsländern institutionalisiert zu fördern und in Deutschland soll dies laut KMK im Schulunterricht umgesetzt werden. Übersichtsarbeiten zur effektiven Förderung von Financial Literacy weisen darauf hin, dass sich zur Förderung von Financial Literacy in dieser Altersgruppe erfahrungsbasierte Methoden, wie z.B. Game-based Learning (GBL), eignen. GBL erlaubt durch einen spielerischen Ansatz mit einer hohen Fehlertoleranz die Simulation sozio-ökonomischer Entscheidungsprozesse, die aufgrund begrenzter Geschäftsfähigkeit und finanzieller Abhängigkeit vom Elternhaus im Alltag noch nicht erfahrbar sind, jedoch zeitnah für Lernende der Sekundarstufe II relevant werden wird.
Ob und inwiefern diese Methode tatsächlich geeignet ist, das theoretisch angenommene Potenzial einer effektiven Förderung von Financial Literacy zu erfüllen, wurde bisher kaum untersucht. Die vorliegende Arbeit folgt aus diesem Grund der übergeordneten Fragestellung, inwiefern GBL im Wirtschaftsunterricht mit einem Fokus auf der Förderung von Financial Literacy wirksam ist. Damit soll ein Beitrag zur Theoriebildung und zur Entwicklung der Unterrichtspraxis geleistet werden. Die Beantwortung erfolgt im Kern mittels dreier Beiträgen, welche jeweils Teilfragestellungen untersuchen: (1) Der erstmaligen Vorlage eines systematischen Reviews, welche die Wirksamkeit und Gelingensbedingungen von GBL im Wirtschaftsunterricht untersucht (Platz, 2022), (2) der Entwicklung eines Forschungsdesigns inkl. Treatment, um die effektive Gestaltung von GBL in der Sekundarstufe II zu untersuchen (Platz et al., 2021) und (3) der Untersuchung von Interaktionseffekte zwischen individuellen Personenmerkmale, dem Spielerleben und der Interessensentwicklung, um zu überprüfen, für welche Personen diese Methode besonders geeignet sind (Platz & Jüttler, 2022).
In diesem Zusammenhang kann bestätigt werden, dass (1) der Einsatz von GBL bei dem Wissenserwerb Vorteile gegenüber traditionelleren Lernmethoden aufweist. Damit GBL motivationsförderlich sein kann, ist auf eine hohe Leistungserwartung, herausfordernde Aufgaben und einen klaren Inhaltsbezug zum Unterricht zu achten. Ein (2) differenziertes Ergebnis zur Wirksamkeit von GBL ist durch die Variation einzelner GBL Elemente (z.B. Spielmechaniken) möglich (Designvergleich), zu dem ein Forschungskonzept vorgestellt wird. Dabei wird die zentrale Bedeutung geeigneter Spielemechaniken und Reflexionsaufgaben für das Spielerleben und die Interessensentwicklung legitimiert und erstmals eine theoretisch und curricular basierte Spielumgebung (Moonshot) vorgestellt, welche im Rahmen des dritten Beitrags eingesetzt wird. Anschließend werden (3) mithilfe eines Pre-Post Designs Teilfacetten von Financial Literacy als stärkste Prädiktoren identifiziert: Während fachliche Vormotivation in einem positiven Zusammenhang steht, stehen Fachwissen und Freizeitbeschäftigung in einem negativen Zusammenhang mit dem Spielerleben und der Interessensentwicklung.
Die Ergebnisse werden abschließend mit Blick auf die Theoriebildung von GBL und Financial Literacy sowie im Hinblick auf praktische Implikationen diskutiert.
SCHLÜSSELBEGRIFFE: Financial Literacy, Finanzielle Bildung, Game-based Learning, Serious Games, Sekundarstufe II, Instructional Design, Reflexion
... Following (Krapp, 2005), the development of interest can be explained by the basic needs of the theory of self-determination by Deci and Ryan (Deci et al., 2013;Ryan & Deci, 2017) involving social relatedness, perceived competence and autonomy experience. Krapp (2005) links this concept to the person-object theory of interest (Prenzel, 1986). ...
... No noticeable interdependencies were found between the independent variables. One exception is basic needs, which are in line with moderate correlations in SDT (Deci et al., 2013). ...
Digital game-based learning (GBL) is attracting attention in economics education, as this type of learning allows abstract content to be simulated through play. However, a systematic review of its effects is still lacking. This paper synthesizes the empirical evidence by addressing the following two questions: (1) What are the effects of GBL in economics education compared to those of other media? (2) Which features of GBL are important for learning? Intervention studies (k = 20, 2011-2021) that focus on upper secondary and higher education are analyzed. The findings identify advantages of GBL concerning subject knowledge. However, the findings related to fostering motivation are inconsistent. Moreover, students’ performance expectations are found to promote learning engagement. Thus, GBL is suitable if the target group can recognize the content-related benefit, and if the content is designed to be challenging.
... Self-determination is a fundamental factor of psychological well-being and actualizing human potential (Ryan, Deci, 2000b). Deci et al. (2013) explain that "intrinsic motivation is maintained and enhanced when social contexts support satisfaction of the basic psychological needs, but is undermined by conditions such as controlling use of rewards, threats of punishment, and controlling evaluations" (p. 126). ...
... In the summer reading program, our analytic model supported that students' prosocial efficacy could significantly moderate students' intrinsic regulation and their reading growth. Satisfaction from positive social relationships may contribute to effective learning under supporting students' intrinsic regulation in classrooms (Deci et al., 2013). ...
The purpose of this study was to explore the relationships among summer reading camp participants' initial prosocial efficacy, reading motivation, and their reading skill changes. Despite the theoretical explanation of social and emotional learning (SEL), there is a lack of empirical studies demonstrating the complex relationships and processes among students' social-emotional competencies and beneficial academic learning outcomes. The Freedom Schools reading camp provides learning opportunities during the summer vacation for children primarily from low-income families and minoritized racial and ethnic backgrounds. This study tested the linear relationship between students' initial reading motivation and reading growth with prosocial efficacy as a moderator (n = 67). We found that initial intrinsic regulation was related to students' reading comprehension skill growth, and prosocial efficacy moderated the relationship between reading skill changes and intrinsic regulation. Results provided clues about how students' efficacy for prosocial behavior could explain the relationship between students' reading motivation and reading growth.
... According to SDT, the satisfaction of the basic psychological needs for autonomy, competence, and relatedness at school is a key ingredient for the actualization of students' optimal functioning and psychological well-being (Deci et al., 2013). On the contrary, the frustration of these needs is expected to alter students' development and increase symptoms of ill-being and even psychopathology ( Vansteenkiste et al., 2020). ...
... The frustration of autonomy refers to the experience of being controlled by others, and feeling pressured to act in a certain way. The need for competence concerns the perception of effectiveness and mastery and is satisfied when students have opportunities to use and improve their skills (Deci et al., 2013). Competence frustration arises from a sense of failure and under-accomplishment. ...
Psychological distress (PD) is highly prevalent among college students. However, not much is known about the role study programs can have in fostering or reducing PD. Two studies were conducted to assess the importance of study program climate in predicting students PD, in addition to that of teachers and peers. In Study 1 (N=1855), we developed and confrmed the validity of a questionnaire assessing need supportive/thwarting practices emitted by college teachers, peers, and study programs using a bifactor approach. In Study 2 (N=1797), we relied on this questionnaire to investigate the prediction of students’ PD. Our fndings showed that, taken individually, global levels of need support/thwarting from each source appear to be more important predictors of students’ PD than need-specifc subfactors. Taken concurrently, the importance of need
support by teachers was marginal while need thwarting by peers and study programs had the strongest prediction of students’ PD. Overall, study program climate may be an important overlooked factor spiraling students’ PD.
... Du Toit-Brits (2018) further suggests that this learning environment serves as a foundation for the development of learning ownership in students, which is a characteristic of self-directed learning readiness. Deci et al. (2013) affirm that interpersonal relationships can foster autonomous motivation and individual competency beliefs if these important figures, like teachers and parents, provide support for individual autonomy in their social context. ...
p style="text-align:justify">The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.</p
... Additionally, SDT suggests that in a social environment that supports the satisfaction of three basic psychological needs, i.e., relatedness, competence, and autonomy, a higher level of engagement is expected (Adams et al., 2017). So, we study communal and self-interest incentives as intrinsic motives that entice commenting on brand-related social media content when an individual feels related to others and competent to express her/his opinions and experiences (Deci et al., 2013). At the same time, commenting as an engagement activity is autonomous since individuals 'experience choice and volition in their action, and perceive themselves to be the origin of their actions' (Adams et al., 2017, p. 49). ...
... An effective approach for implementing a program that takes into account the unique context of each athlete is an athlete-centered approach (Nelson et al., 2014). Athlete-centered coaching draws on principles from both humanistic psychology (Buhler, 1971) and self-determination theory (Deci et al., 2013). It prioritizes the individual's unique perspective, experiences, and aspirations, fostering intrinsic motivation and well-being through the promotion of autonomy, competence, and relatedness in a positive and supportive environment (Kidman, 2005). ...
... In this sense, motivation is considered a fundamental element in teaching (Morris & Usher, 2011). Among the theories that analyse it, one of the most widespread is the Self-Determination Theory (SDT; Deci & Ryan, 1985, 1988, Deci et al., 2013Ryan & Deci, 2000). This theory offers a theoretical framework that allows us to understand motivation from a scientific perspective that distinguishes a series of levels from the most intrinsic or self-determined motivation (autonomous motivation), through extrinsic motivation (controlled motivation) and ending with demotivation. ...
... Ces mêmes processus ont été identifiés par Fancourt et al. (2021) à titre de mécanismes clés sous-tendant l'amélioration du bien-être des participantes et des participants à des activités de loisir. Enfin, ils rejoignent aussi les propositions du modèle de l'autodétermination des individus (Deci et al., 2013) soutenant que l'établissement de liens avec des personnes significatives ainsi que le sentiment d'appartenance à un groupe sont des besoins psychologiques fondamentaux dont la satisfaction permet de s'épanouir et de vivre en santé. ...
Extracurricular activities are recognized as a privileged context for developing quality social relationships with peers and adults. However, little is known about how these relationships
unfold and contribute to positive youth development, particularly among adolescents with socio-emotional difficulties. Therefore, the aim of this study is to investigate how relationships
with peers and adults unfold within an extracurricular art program especially tailored to youth living with socio-emotional difficulties, as well as the influence of these relationships
on the participants’ experience and perceived effects. Eighteen program participants completed self-reported questionnaires at four time points and took part in post-program
semi-structured interviews. Quantitative results indicate that participants’ overall perception of relationships between peers and with adults, as well as of the relational climate within
the program, was positive and that this perception improved significantly over the course of the session. A thematic analysis of youth speech allowed to describe these relational
aspects more richly along with their contribution to program experience, youth well-being and functioning. Avenues for designing programs that foster the development of positive
social relationships are suggested.
... As one of the six minitheories within Self-Determination Theory (SDT), Basic Psychological Need Theory (BPNT) plays a crucial role in explaining "how need support promotes and need thwarting undermines healthy functioning at all levels of human development and across cultural backdrops and settings" (Ryan and Deci, 2017, p. 21). BPNT considers three basic psychological needs, namely autonomy, competence, and relatedness, which are essential for the development of self (Deci et al., 2013). While the focus within BPNT was initially solely based on need satisfaction, both methodologically and conceptually it was increasingly also put emphasis on need frustration, so that a two-dimensional approach emerged . ...
Introduction
This study examines the extent to which VET trainee teachers’ identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee’s subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers.
Methods
On the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay.
Results
Cross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting.
Discussion
Particularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.
... 2017). Deci, Ryan and Guay (2013) had mentioned that competence is a need of an individual to master their current situation and experience a feeling of competence. Relatedness, known as Connection, is the sense of belonging and engagement with others, as we all need to connect to a certain degree . ...
Massive open online courses (MOOC) are a platform where learners and instructors share information, knowledge, and skills. This study focuses on working adults as target respondents were not categorised by age or class in past studies and bridging the gap between UX and self-regulated learning (SRL). SDT is fulfilled by autonomy, relatedness, and competence. UX is represented by Martin's 10 characteristics and continuous intention (CI) by Knowles. The learner's motivation factors are independence, communication skills, and job specification. This (pilot) study employs a quantitative approach from 20 working adults and is analysed via PLS-SEM. The learner's motivation factors and SRL are relevant to the study's framework. Additionally, the structured model demonstrates a strong relationship between UX and CI. The limitation is generalising the findings as a small sample size was used (common for pilot studies). This study is deemed useful to indicate the working adult's motivation toward their MOOC's UX and CI.
... Competence refers to a person's need to perceive oneself as effective within environments (Deci & Vansteenkiste, 2004). It does not refer to skills or skill levels; the need for competence is met when one perceives oneself as being competent and mastering activities and tasks (Deci, Ryan, & Guay, 2013). The need for relatedness is met when people feel connected with other people, when they feel a sense of social belonging, and when they feel that they care for others and are cared for by others (Ryan & Deci, 2017). ...
One of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.
... L'utilisation du protocole permet donc de renforcer leur sentiment de compétence. En ce qui concerne le troisième besoin, le sentiment d'appartenance social fait référence au sentiment d'être connecté avec d'autres personnes, d'être intégré au sein d'un groupe (Deci et al., 2013). Si notre protocole ne permet pas aux participants de partager directement avec les autres, ils ont quand même l'occasion de comparer leur profil d'observation. ...
... One of aims of this study was to investigate the sports participation motivations of athletes (as perceived by coaches), an individual factor that can have significant impact on athletes' long-term participation in sports [4]. The results showed that athletes with ID, as well as athletes without ID, participate in sports mainly for intrinsic reasons (Positive emotions', 'Social Interaction' and 'Sport-related Progression' themes), which is likely to lead to long-term engagement in sport due to greater persistence and effort [34][35][36]. For instance, the affective response of enjoyment that the athletes with and without ID experience (according to their coaches), can positively influence their goals and their adherence in sports [37]. ...
Despite the efforts of mainstreaming in sports, inclusive participation of people with Intellectual Disabilities (ID) in sports remains challenging. In sports settings, the social environment may influence the motivation of athletes and promote (or restrict) inclusive sports participation of athletes with ID. Thus, this study aims to explore the motivations of athletes and coaches and to investigate the role of the social environment in sports participation of athletes with and without ID. Coaches who coach athletes with ID (n = 11), athletes without ID (n = 13) and both groups (n = 2) were involved in semi-structured interviews. From the inductive thematic analysis three themes were identified for the sports motivations of athletes with ID (Sport-related Progression, Social Interaction, Positive Emotions), two for their coaches' motivations (Help others, Personal and Professional Development) and four for coaching practices toward athletes with ID (Psychological and Life skills development, Building Meaningful Relationships, Behaviour adaptations and Participation-focused). Moreover, 'Teammates and Opponents' and 'Family' were classified as social agents that influence the sport participation of athletes with ID. Coaches of athletes without ID reported additional themes about their athletes' motivations (Health-related Reasons), their coaching motivations (Career aspirations) and their coaching practices towards athletes without ID (Performance-focused). The motivations of athletes and the practices of coaches could promote sports participation of athletes with ID, but more work is needed to address athletes' sports motivations and overcome the able-ist attitudes and the social oppression that may make their inclusion in sports more challenging. These sports participation barriers and facilitators could provide direction to stakeholders for developing inclusive sports pathways to people with ID.
... No noticeable interdependencies were found between the independent variables. One exception is basic needs, which are in line with moderate correlations in SDT (Deci et al., 2013). Notes: **p ≤ 0.01; *p ≤ 0.05; + p ≤ 0.10; n=51; 1 one missing value; 2 two missing values; 3 seven missing values; situational interest at T3 (during reflection) is not included. ...
The teaching of financial literacy through game-based approaches is legitimized by the ability of game-based learning (GBL) to simulate financial decisions that young people have not yet encountered in their lives due to limited legal capacity and economic dependence on the parental home. Although results on the general effectiveness of games are already available, the question about for which students GBL is effective in teaching financial literacy has not yet been researched in depth. Based on pedagogical interest theory, a pre–post design (n = 50; 30 female students) was conducted to investigate the effects of high school students’ individual prerequisites on their game experience and their development of situational interest by playing an analog game and debriefing. The main findings indicate that a higher level of prior motivation for this topic has a positive effect on game experience and situational interest. A high level of prior knowledge and leisure activities concerning finance may have a somewhat negative effect. Such games are particularly suitable for students who are aware of the subjective significance of finance but have not previously had the opportunity to engage with this topic for different reasons.
... S'ajoute le besoin d'« affiliation (appartenance) sociale » qui correspond au besoin de se sentir aimé, accepté et de faire partie d'un groupe. Ceci se traduit par une relation qui engendre une satisfaction dérivée d'un sentiment de connexion avec les autres ; prendre soin et être pris en charge par les autres (Deci et al. 2013 ;. Le troisième besoin est celui de « sentiment de compétence » qui se traduit par la perception de se sentir capable, efficace. ...
Self-determination: History, Definitions and Conceptual Models
The main purpose of this article is to present a state of the art in conceptual models and definitions of self-determination. Originating from century-old philosophical debates about free will and determinism, it has become a construct referring either to a society’s capacity for self-government or to the determination of a personal will. Since then, several domains or disciplinary fields have appropriated the term and defined it. This article takes the individual perspective and presents the predominant conceptual models and definitions that have emerged from research in recent decades. This is followed by an integrative perspective of this knowledge and a short introduction to the measurement tools that have been developed as a result of this work.
... The ability of VLEs to foster engagement has been instrumental in maintaining pedagogical service continuity. In terms of fully understanding the utility of the digital space as a HE participation portal, Self-Determination Theory (SDT) (Deci, Ryan, & Guay, 2013;Niemiec & Ryan, 2009;Ryan & Deci, 2002;Ryan & Deci, 2017) highlights the importance of fostering students' multidimensional need to maintain engagement, notably autonomy, competence and relatedness. Autonomy emerges when students possess control and choice, a sense that they can exercise a degree of ownership over their learning experience. ...
Higher Education Institutions' approach to monitoring, managing and maintaining student engagement is evolving, accelerated by the Covid-19 pandemic and aligned prevalence of blended learning models. "Digital mediation", i.e. the use of digital and analytic tools by higher education staff in managing, monitoring and maintaining students' engagement, offers new opportunities in how interpersonal communication is facilitated and student data is collected. However, optimising its utility and effectiveness necessitates continually calibrating how digital and in-person engagement can be reciprocally and seamlessly integrated into student experiences. Here, University College Dublin's 'Live Engagement & Attendance Project' (UCD LEAP) has developed an online engagement monitoring resource providing Student Advisors with real-time programme-level engagement data. This resource supports them in providing students with timely and tailored interventions following potential disengagement. The purpose of UCD LEAP is twofold: achieving a more comprehensive picture of the student experience than would be available within module-specific engagement metrics, and helping staff create additional pathways for digitally-mediated student support. This paper explores ongoing learning from UCD LEAP, alongside the growth, evolution, and institutional embedding of digitally-mediated support interventions in higher education.
... These two S-factors might represent elevated levels of internal and external contingencies and pressures that are associated with math and German, which, in turn, might come to undermine academic achievement. In fact, this latter finding is consistent with previous research reporting positive associations between controlled motivation and less optimal academic outcomes (Deci, Ryan, & Guay, 2013;Guay, Ratelle, & Chanal, 2008). Overall, while some previous studies (e.g., Ratelle, Guay, Vallerand, Larose, & Senécal, 2007;Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009) argued that the quality of each type of motivation (i.e., the unique nature of each specific factor) is more important than the global degree of self-determination, the present results suggest that both are important and relevant with respect to self-concept and academic achievement, and that a multidimensional approach might be the most optimal for SDT-based academic motivation . ...
This study investigated the associations between academic motivation, self-concepts, and achievement in math and German using the bifactor exploratory structural equation modeling (bifactor-ESEM) framework. Data from two independent samples (N1 = 1402, N2 = 1154) of German elementary and secondary school students revealed that the bifactor-ESEM representation of academic motivation was the most optimal solution among all models (CFA, bifactor-CFA, ESEM, bifactor-ESEM). Measurement invariance was supported across domains and education levels for all models. Global self-determined motivation was strongly associated with both academic self-concept and academic achievement. The specific motivation factors also shared associations with these variables over and above those involving the global self-determined motivation factor. This study highlights the importance of distinguishing global and specific levels of academic motivation.
... Furthermore, students who attend university for intrinsic and internal motivations rather than external reasons (such as to please parents and others) tend to be more academically competent and to achieve better academic outcomes (Kennett et al., 2013;Leontiev et al., 2020). Generally speaking, multiple studies across different countries and settings have contributed to shedding light on the role of self-determined motivation in developing and maintaining behavior that supports academic achievement (Deci et al., 2013;Girelli et al., 2016;Hagger & Chatzisarantis, 2016). ...
University dropout represents a serious problem across the world. Past research has suggested the merits of studying both additive and multiplicative effects among the variables that affect the intention to drop out. In the present study, we tested the potential moderating effect of friendships at university, on both the association between self-regulated learning self-efficacy and intention to drop out and the associations between different motivations for attending university and intention to drop out. A sample of 404 Italian university students ( M age = 21.83; SD = 2.37) completed an online questionnaire. The outcomes showed that having friends at university was a protective factor in the relationship between self-regulated learning self-efficacy and intention to drop out. Students with a high number of university friends and low self-efficacy were less likely to intend to drop out than students with few university friends and low self-efficacy. Thus, having friends at university appears to protect students from developing the intention to drop out.
... The need for autonomy is defined as the necessity of experiencing a sense of choice, willingness, and volition as one behaves. Students will feel like the initiators of their actions and will act in ways that are coherent with their interests and values (Deci et al., 2013). The need for autonomy is thus intertwined with the "self" which is the active center of integration, initiation, and spontaneous engagement within the social context. ...
The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.
... With controlled regulation, individuals rather feel an internal pressure (introjected regulation) or external pressure (external regulation) to comply, making it less autonomous (Ryan, 1993). Being motivated in a controlled fashion relates to the pursuit of internal esteem states (e.g., pride, positive regard) or to the avoidance of negative internal or external events (e.g., shame, rejection, punishment; Deci et al., 2013) encompassing two controlled orientations: approach and avoidance (Gagné et al., 2015;Koestner & Losier, 2002). Assor et al. (2009); observed that most measures of introjected regulation (one of the two types of controlled motivation) have items that capture the avoidance dimension. ...
The purpose of this study was to identify predictors of rule compliance regarding private gatherings during the 2020 Christmas holidays in the province of Quebec (Canada), where gatherings were ruled as illegal, with few exceptions. We used the self-determination theory framework to predict rule compliance as a function of autonomous, controlled-approach and controlled-avoidance motivations. Moreover, we measured psychological distress among participants as well as anxiety of COVID-19 exposure. Motivation and psychological distress measures were taken a couple of days prior to the holiday period, whereas rule compliance was measured approximately 10 days later, in early January. A total of 1332 individuals filled the first online survey and 627 completed the follow-up measure. The factorial structure of the motivational instrument was supported. Rule compliance was predicted positively by autonomous motivation, but negatively by controlled-avoidance motivation. Controlled approach was not a significant predictor of rule compliance. These results show that approach and avoidance orientations in controlled motivation have distinct predictive power, which has implications for policy-enforcing by governments.
... Moreover, the self-determination theory provides a parsimonious and well-established empirical foundation for a humanistic approach to psychological well-being, which remains consistent and supportive of the seminal work of humanistic theorists such as Maslow and Carl Rogers (Patterson and Joseph, 2007;Deci et al., 2013;DeRobertis and Bland, 2018). At the core of the theory is an appreciation for human motivation that is primarily oriented toward realization of its innate potential, grounded in an organismic wisdom, which can nevertheless be derailed or thwarted by the adoption of extrinsic motivations based on external pressures. ...
In the midst of a global pandemic, psychology has a duty to identify dispositional or character traits that can be cultivated in citizens in order to create resiliency in the face of profound losses, suffering and distress. Dispositional joy holds some promise as such a trait that could be especially important for well-being during the current pandemic and its consequences. The concept of the Joyful Life may operate as bridge between positive psychology and humanistic, existential, and spiritual views of the good life, by integrating hedonic, prudential, eudaimonic and chaironic visions of the good life. Previous phenomenological research on state joy suggests that momentary states of joy may have features that overlap with happiness but go beyond mere hedonic interests, and point to the experience of a life oriented toward virtue and a sense of the transcendent or the sacred. However, qualitative research on the Joyful Life, or dispositional joy, is sorely lacking. This study utilized a dialogical phenomenological analysis to conduct a group-based analysis of 17 volunteer students, who produced 51 autobiographical narrative descriptions of the joyful life. The dialogical analyses were assisted by integration of the Imagery in Movement Method, which incorporated expressive drawing and psychodrama as an aid to explicate implicit themes in the experiences of the participants. The analyses yielded ten invariant themes found across the autobiographical narrative descriptions: Being broken, being grounded, being centered, breaking open, being uplifted, being supertemporal, being open to the mystery, being grateful, opening up and out, and being together. The descriptions of a Joyful Life were consistent with a meaning orientation to happiness, due to their emphasis on the cultivation of virtue in the service of a higher calling, the realization of which was felt to be a gift or blessing. The discussion examines implications for future research, including the current relevance of a joyful disposition during a global pandemic. Due to the joyful disposition’s tendency to transform suffering and tragedy into meaning, and its theme of an orientation to prosocial motivations, the Joyful Life may occupy a central place in the study of resiliency and personal growth in response to personal and collective trauma such as COVID-19.
... Dürüstlük, destek, iş birliği, şefkat, saygı gibi olumlu duygular temelinde bir benimseme duygusuna ulaşma amaçlanır(174). Antrenör desteği ile kendisini sosyal bir çevreye (takıma) bağlı hisseden sporcunun, çabasından ve performansından daha memnun olduğu ve olumlu duygular içerisinde olduğu gözlemlenmektedir(175).Bu durum Temel Psikolojik İhtiyaçlar Teorisi tarafından da desteklenmektedir(176).Optimal olarak etkili antrenör -sporcu ilişkisi hem antrenörlerin hem de sporcuların olgunluğuna ve büyümesine yansır(177).Antrenörsporcu ilişkisinin kalitesi, spor bağlamında antrenör ve sporcuların düşüncelerini, duygularını ve davranışlarını içeren etkileşimlerin bir kombinasyonu olarak tanımlanan merkezi bir eksen olarak kabul edilir(172,178). Güçlü olmasının yanında sürekliliği de sağlanan antrenör -sporcu ilişkisi ile değişen ihtiyaç ve beklentilerin karşılıklı iletilmesi sağlanır (179) ve bu doğrultuda uyumun artırılması ve sürdürülmesine ortam oluşturulur. ...
Bu araştırmanın temel amacı; futbolcularda duygusal zekânın, atletik zihinsel enerji üzerindeki dolaylı etkisinde antrenör – sporcu ilişkisinin aracılık rolünün belirlenmesidir. Araştırma kapsamında, futbolcularda duygusal zekânın, atletik zihinsel enerjiyi etkileyeceği ve antrenör – sporcu ilişkisinin bu ilişkide aracılık rolüne sahip olduğu ileri sürülen teorik bir model kurulmuş ve bu model yapısal eşitlik modellemesi kullanılarak test edilmiştir. Araştırmanın çalışma grubunu 2019-2020 sezonunda Türkiye profesyonel futbol liglerinde futbol oynayan ve araştırmamıza gönüllü olarak katılan 334 futbolcu oluşturmuştur. Araştırmada sosyo-demografik değişkenler ile ilgili bilgiler, araştırmacı tarafından oluşturulan Kişisel Bilgi Formu ile toplanmıştır. Araştırmanın amacına ulaşmak için Türkçe uyarlaması Adiloğulları ve Görgülü tarafından gerçekleştirilen Lane ve arkadaşlarının “Sporda Duygusal Zekâ Envanteri”, Türkçe uyarlaması Altıntaş ve arkadaşları tarafından gerçekleştirilen Jowett ve Ntoumanis’ in “Antrenör – Sporcu İlişkisi Envanteri”, Türkçe uyarlaması Yıldız ve arkadaşları tarafından gerçekleştirilen Lu ve arkadaşlarının “Atletik Zihinsel Enerji Ölçeği” kullanılmıştır.Araştırma sonucunda duygusal zekânın, atletik zihinsel enerji ve antrenör – sporcu ilişkisini etkilediği; antrenör – sporcu ilişkisinin ise atletik zihinsel enerjiyi etkilediği ve duygusal zekâ ile atletik zihinsel enerji arasındaki dolaylı ilişkide aracılık rolü üstlendiği tespit edilmiştir. Sonuç olarak önerilen teorik model doğrulanmıştır. / The main purpose of this study is to determine the mediator role of the coach-athlete relationship in the indirect effect of emotional intelligence on athletic mental energy in football players. Within the scope of the research, a theoretical model has been established which suggests that emotional intelligence affects athletic mental energy and that the coach-athlete relationship played a mediator role in this relationship. This model has been tested using structural equation modeling. The study group of the research consists of 334 football players playing in Turkish Professional Football Leagues in the 2019-2020 season. In the study, information about socio-demographic variables were collected with a Personal Information Form created by the researcher. To achieve the purpose of the study, Lane et al’s “Emotional Intelligence Inventory in Sports”, adapted to Turkish by Adiloğulları and Görgülü; Jowett and Ntoumanis’s “Trainer – Athlete Relationship Inventory”, adapted to Turkish by Altıntaş et al; Lu et al’s “Athletic Mental Energy Scale”, adapted to Turkish by Yıldız et al were used. As a result of the research, it was determined that emotional intelligence affects athletic mental energy and the coach-athlete relationship. Also, it was determined that the coach-athlete relationship affects athletic mental energy and played a mediator role in the indirect relationship between emotional intelligence and athletic mental energy. Consequently, the proposed theoretical model has been confirmed.
... • leadership and management theory that includes participation of workers ); • job design theory (e.g., Karasek & Theorell, 1990); • socio-technical system (e.g., Huczynski & Buchanan, 2007); • chaordic systems theory (e.g., Hock, 1999;van Eijnatten, 2004); • multidimensional critical human resource management theory (Jabbour & Santos, 2008); • social exchange theory (Blau, 1964); • work ability theory (Ilmarinen, 2001); • conservation of resources theory (Hobfoll, 2001); • learning theory (Edwards, 2005); • (lifespan) motivation theory (Deci, Ryan, & Guay, 2013;Heckhausen, Wrosch, & Schulz, 2010;Kanfer & Ackerman, 2004); and • job crafting theory (Wrzesniewski & Dutton, 2001). ...
... From a research perspective, inquiry questions and methodologies differ significantly between traditional and positive psychology. For instance, in traditional psychology, researchers focus on mental illness and emotional distress, while in positive psychology, researchers focus on flourishing states of mental health (Keyes, 2007), self-determination (Deci, Ryan, & Guay, 2013), purpose (Steger, 2012), passion (Vallerand, 2008) or flow (Csikszentmihalyi, 1990) as examples. ...
Traditional health promotion efforts focus on reducing factors that contribute to ill-health, such as sedentary behavior or smoking. Yet, this focus on negative or deficit behaviors overlooks those who engage in positive health activities and their reasons for doing so, as well as the positive health assets they gain as a result. Focusing on the absence of health promoting attitudes does little to shed light on why and how individuals successfully build states of good health and wellbeing. However, this information is useful for the development of health promotion initiatives. Consequently, this study investigates the experiences of ten physically active Emirati nationals and the psychosocial assets they have developed through their various activities. We also explore the relevancy of positive psychology and of positive health in particular, for health promotion efforts.
... Integrated regulation occurs when behaviors are congruent with overarching individuals' values and needs. However, elementary school children generally do not have a clear conception of their various identities and therefore cannot respond to items relating to this construct (Deci, Ryan, & Guay, 2013). Intrinsic, identified, and integrated regulation are classified as autonomous motivation. ...
Based on self-determination theory, this research aimed at evaluating the effectiveness of the CASIS professional development (PD) program for fostering (1) teachers' use of five recommended pedagogical practices during a writing lesson and (2) students' motivational resources (intrinsic, identified, and controlled regulations) toward writing. Two quasi-experimental studies with two-time points were conducted among preservice (Study 1, n = 32) and inservice (Study 2, n = 111) elementary teachers and their students (Study 1, n = 559; Study 2, sample 1, n = 1779; sample 2, n = 1471). In both studies, the CASIS PD program appeared to foster the use of two of the five recommended pedagogical practices. For the other three, some effects were observed in one study but were not always reproduced in the other. Although the CASIS PD program fostered greater use of the pedagogical practices, this effect did not always translate directly to the students' motivational resources. However, some significant differences were observed between students of the CASIS and the control groups on identified and controlled regulations, as a function of the socioeconomic background of the schools in which teachers and students were sampled. The results are discussed in light of past research and relevant theories.
... When driven by integrated regulation, individuals assimilate the enactment of a behavior into their sense of self such that the behavior becomes a fully congruent element of their identity. However, it is commonly acknowledged that school students are too young to have integrated academic demands into their identity (Deci, Ryan, & Guay, 2013), which explains difficulties in empirically distinguishing integrated regulation from identified regulation in the educational context (Howard et al., 2017). As such, it is not often measured in academic motivation scales. ...
Student outcomes are influenced by different types of motivation that stem from external incentives, ego-involvement, personal value, and intrinsic interest. These types of motivation as described in self-determination theory each co-occur to different degrees and should lead to different consequences. These associations with outcomes are in part due to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals, but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated to performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
... This can prove to be quite difficult during toddlerhood (i.e., between 16 to 36 months of age; Lally et al. 2003) as there are many demands placed upon toddlers that are not enjoyable (e.g., clean-up, going to bed) and self-regulation abilities are only emerging. As such, the task of socializing a toddler can prove to be more taxing for parents who wish to foster their toddler's compliance while also trying to be autonomy-supportive (Deci et al. 2013;Shaw et al. 2000). It is thus imperative to explore the factors that may impede parents from using autonomy-supportive practices with their toddlers in socialization contexts, i.e., when parents request that their toddlers engage in a task, ("Do" demand context; Kochanska and Aksan 1995) despite the latter's disinterest or resistance. ...
The present study examined how toddler temperament (negative affectivity, effortful control, and surgency) and parent stress relate to parents’ use of autonomy support (AS) when making requests. Based on past studies pointing to parent stress and toddler difficult temperament as possible risk factors, we proposed a mediation model where toddler temperament was expected to be related indirectly to parents’ use of autonomy-supportive practices via parent stress. Parents (N = 181) reported how often they used autonomy-supportive practices when asking their toddlers (Mage = 27.7 months) to engage in important, yet uninteresting activities. They also answered questions regarding their toddler’s temperament and their own stress levels. A complete mediation hypothesis was supported for negative affectivity but not for the other temperament dimensions. Both toddler negative affectivity and effortful control were indirectly related to parents’ AS, via parent stress. However, effortful control was also directly associated with parent AS over and above parent stress, while surgency was not related to parent stress or parent AS. The present findings underline the need for more research on how to mitigate the impact of difficult temperamental characteristics so as to preserve parents’ support for their toddlers’ need for autonomy.
This chapter examines the relationship between consumer civic engagement—activism and prosocial consumer behavior—and psychological wellbeing. The chapter reviews the evidence on how behaviors such as charitable giving, green consumption, veganism and vegetarianism, ethical purchasing, anti-consumption, consumer advocacy, or consumer boycott behavior relate to consumer wellbeing. The chapter also examines the underlying motivations of such behaviors (e.g., the need for meaning and purpose in life, the need for significance, and the need for attention) and how these motivations moderate the relationship between the behaviors and their wellbeing outcomes. The chapter concludes by providing policy recommendations and future research directions.
The use of smartphone-based Serious Games in mental health care is an emerging and promising research field. Combining the intrinsic characteristics of games (e.g., interactiveness, immersiveness, playfulness, user-tailoring and engaging nature) with the capabilities of smartphones (e.g., versatility, ubiquitous connectivity, built-in sensors and anywhere–anytime nature) yields great potential to deliver innovative psychological treatments, which are engaging, effective, fun and always available. This article presents a scoping review, based on the PRISMA (scoping review extension) guidelines, of the field of smartphone-based serious games for mental health care. The review combines an analysis of the technical characteristics, including game design, smartphone and game-specific features, with psychological dimensions, including type and purpose of use, underlying psychological frameworks and strategies. It also explores the integration of psychological features into Serious Games and summarizes the findings of evaluations performed. A systematic search identified 40 smartphone-based Serious Games for mental health care. The majority consist of standalone and self-administrable interventions, applying a myriad of psychological strategies to address a wide range of psychological symptoms and disorders. The findings explore the potential of Serious Games as treatments and for enhancing patient engagement; we conclude by proposing several avenues for future research in order to identify best practices and success factors.
The synchronous hybrid learning model, which involves simultaneous face-to-face and remote learning, suffers from a disparity in the lesson experience and outcomes provided by the different learning modes. Moreover, the online medium allows little opportunity for teachers to exhibit non-verbal immediacy behaviours to improve cognitive engagement and motivation to learn in remote students, further exacerbating the disparity. This work describes the implementation of chroma key compositing that livestreamed weatherman style composite videos to remote students over the online medium during hybrid lessons at a lecture hall. A green screen was used to perform background removal and the teacher was digitally inserted in front of the course content in real time, visually mimicking classroom teaching for remote students, without requiring an on-site camera crew. This work also presents an implementation mode that unifies the view of both face-to-face and remote students. Aggregate results of student surveys indicate that more than 80% of remote students perceived significant improvement in visibility of lecture delivery, teacher presence and capture of attention, while 91% of face-to-face respondents indicated that their in-person learning experience was not significantly affected. Categorical data analysis on itemised responses indicates that students who only adopted the remote learning mode have at least a 90% likelihood of moderately or strongly favouring the setup and implementation. As a whole, our results indicate strong evidence that our setup and implementation has significantly reduced the disparity in learning experiences.
The central focus of the social psychology of school education revolves around applying social psychology theories to the field of education. It aims to gain insight into teaching, learning, and the dynamics that occur within classrooms and extend to other contexts, all through the lens of social psychology. Over the past few decades, the significant impact of social psychology theories on school education has become evident. However, there is still a lack of understanding regarding how these theories are commonly employed to identify and comprehend the factors that influence social behavior. This chapter aims to address this lack of knowledge. It presents a set of social psychological theories that scholars or experts in school education can use to comprehend the dynamics of social psychological aspects in school education. The primary role of this chapter is to provide a review of the existing "theories" to date and also to present a comparative analysis of the notable models that may contribute to understanding the research on social psychology in school education.
Storytelling-ul în cercetarea socială: metoda care folosește știința, tehnologia, ingineria, artele și matematica ca și chei pentru accesarea gândirii critice, s-a dovedit extrem de utilă în dezvoltarea unui mediu de învățare facil, atractiv, creativ, cu aplicabilitate în viața normală, zilnică a fiecăruia dintre noi (Harris & De Bruin, 2018). Setul de valori la care această tehnică de învățare apelează, accesează cultura individului, normele și valorile intrinseci și îl ajută să găsească soluțiile personalizate, inovative, în orice situație cotidiană (Gray, 2009).
Povestirea în sine, înseamnă deja minim două persoane, deci implicit comunicare, socializare (Bennett, 2013). Se vor asculta opiniile celorlalți, se împărtășesc emoții, se empatizează, se formează lideri, antreprenori și ascultători dornici de învățare. Metoda creează punți pentru dialog (Fog, Budtz, & Yakaboylu, 2005).
Putem compara această tehnică de învățare-educare cu o bucătărie [...]
). Metoda poate deveni astfel un instrument de educare comunitară, nu doar individuală, cu succes (Bertrand, & Namukasa, 2020). Mecanismele declanșatoare ale corecției de comportamente prin tehnica poveștii/ povestitului este de analiză introspectivă, de punere în pantofii personajului, prin participarea activă, ridicarea de întrebări, creativitatea, simbolistica, stimularea imaginației și a gândirii critice a auditorului, creșterea impactului povestirii asupra emoțiilor și a sentimentelor ascultătorului prin reflecția în propria oglindă sufletească (Davidhizar & Lonser, 2003, Nuske & Hing, 2013). Această tehnică poate avea și un rol de comunicare cu scop terapeutic (Vintila & Goian, 2010).
Les principaux défis des MOOCs se résument souvent au faible taux de réussite (voir Breslow et al., 2013; Gillani, 2013; Karsenti, 2013), aux questions de propriété intellectuelle des contenus de cours (voir EDUCAUSE, 2012; Fowler et Smith, 2013; Porter, 2013) et aux mécanismes de l’évaluation certificative (voir Cisel et Bruillard, 2012; Liss, 2013; Yuan et Powell, 2013). Dans le cadre de ce texte, nous nous intéressons tout particulièrement aux mesures de soutien au processus d’apprentissage (voir Karsenti, 2013; Kop, 2011; Kop, Fournier et Mak, 2011; Tschofen et Mackness, 2012), et tout particulièrement aux stratégies pouvant être mises en place pour favoriser la motivation des apprenants (voir Kizilcec et Schneider, 2015) et, ainsi, la poursuite du parcours des apprenants inscrits dans les MOOCs. À partir de la théorie de l’autodétermination de Ryan et Deci (2000), nous explorons comment les trois tendances caractéristiques retrouvées actuellement dans certaines formations à distance (l’apprentissage nomade, la ludification des activités d’apprentissage et l’apprentissage adaptatif) sont susceptibles d’accroître la motivation des apprenants qui participent à des MOOCs.
Virtual reality (VR) is a virtual environment that might be identical to or opposed to the actual world that has a variety of applications, including entertainment (video games), business (virtual meetings) and education (including medical and military training). In an educational context, VR has been used in various subjects but VR has not been applied in learning the “history of animation”. Besides the student's motivation to learn this subject has yet to be explored. This paper presents the preliminary model of VR application in learning the history of animation incorporating the Self-Determination Theory that focuses on two main components, autonomy and relatedness, to achieve the satisfaction of basic learning needs. To verify the preliminary framework, a pilot test that focuses on a qualitative approach included eight students who had learned the history of animation participated in a focus group discussion. They were asked about their motivation for the satisfaction of basic learning needs according to the context of autonomy and relatedness. The discussion session has been transcribed and analysed into four themes, i) excitement ii) self-confidence iii) socially immersive, and iv) practical access. The qualitative findings have given the credibility to be further studied for its reliability and validity through a quantitative approach to implementing VR in learning the “history of animation” in the next phase of this study.
This study aimed to identify high school student profiles of motivation for participating in extracurricular activities, predict profile membership using indicators of need satisfaction and gender, and verify whether the profiles predicted continued participation the following year. The sample included 263 Canadian students in disadvantaged high schools (54% girls, Mage = 14.54). Results revealed four profiles based on three types of motivation (intrinsic, identified, and introjected): Poorly motivated (low scores on all types), Moderately motivated (average scores on all types), Highly motivated (high scores on all types), and Autonomously motivated (high scores on intrinsic and identified, and low scores on introjected motivation). Autonomy support from the activity leader and competence predicted profile membership. The Autonomously motivated profile also predicted continued participation relative to the Poorly motivated profile. Results provide useful information for school staff about how to foster more autonomous forms of motivation for participating in extracurricular activities.
This study was designed to investigate academic motivation profiles (and their similarity) among distinct samples of high school students. Anchored in recent developments in Self-Determination Theory, these profiles were estimated while considering both the global and specific nature of academic motivation. The role of fixed mindsets and parenting practices in predicting profile membership, as well as the implications of these profiles for several outcomes, were also investigated. Latent profile analysis revealed five profiles (Weakly Motivated, Moderately Motivated, Self-Determined, Amotivated, and Strongly Motivated) differing in global and specific motivation levels. Fixed mindset was weakly related to profile membership, perceived parenting practices showed more widespread associations. Most desirable outcomes were linked to the Self-Determined and Strongly Motivated profiles, and then to the Moderately Motivated, Weakly Motivated, and Amotivated profiles
The decision-making process does not exist in a vacuum, either theoretically or practically. This process may incorporate multiple skills and abilities, such as problem-solving, goal-setting, or choice-making skills, and can integrate interests and values. Also, the decision-making process is influenced by contexts and the types of decisions being made. The purpose of this chapter is to situate decision making into the broader psychological construct of self-determination. Doing so enables us to better understand the development of decision-making skills and to understand how elements that may be incorporated into the decision-making process, such as problem-solving, goal setting and attainment, interests and preference, and motivation, interact and influence decisions. Further, it enables us to understand how decision making contributes to broader life outcomes, such as enhanced self-determination and autonomy.
The purpose of this study was to examine how teachers’ relatedness with students is linked to academic achievement in reading for elementary students transitioning from kindergarten (five years old) to first grade (six years old). Intrinsic motivation and self-concept in reading were examined as potential mediators of this relation. While data were collected from 820 kindergarten students (441 boys, 379 girls), their teachers also answered questions regarding their relatedness with the students and the students’ reading abilities. One year later, the students completed items measuring their intrinsic motivation and self-concept for reading, while the teachers rated the students’ reading achievement. Structural equation modeling analysis was used to test a sequential mediational model. Overall, the results showed that kindergarten teachers’ relatedness with students predicts intrinsic motivation for reading and that self-concept for reading positively mediates the relation between intrinsic motivation and reading achievement (all relations are significant at p < .01). These results may have implications for educators aiming to improve reading achievement, strengthen students’ academic self-concept, and encourage intrinsic motivation.
Driven by the growing popularity of serious games and their great potential for teaching and learning, the use of game-based learning (GBL) is gaining importance in and out of schools and is linked to high expectations in terms of motivation and learning success. There are numerous digital and analog serious games offered by a wide range of providers with respect to economics, particularly to promote financial literacy. However, there is little empirical knowledge about the effective use of the assumed potential of serious games in economics education. Against this background, the aims of the present chapter are (a) the presentation of a newly developed serious game to promote financial literacy, (b) its theoretical background, and (c) a description of the method of the empirical study regarding the observation of the effects of GBL on students’ basic needs experience as well as their content interest within the financial domain.
In dieser Dissertation wurde zur Untersuchung von Affekten und Emotionen als zentrales Phänomen im Sportunterricht ein Modell entwickelt, das das affektiv-emotionale Erleben im Sportunterricht aus Schülerinnen-Schüler-Perspektive als eigenständiges Phänomen betrachtet und in Bezug zu seinen Auslösern, Unterrichtsmaßnahmen und Konsequenzen setzt. Zur Beschreibung des affektiv-emotionalen Erlebens wurden Auslöser von Affekten und Emotionen in einer qualitativen Interviewstudie exploriert: Attraktivität der Aufgabe, Zugehörigkeit, Kompetenz und Autonomie erscheinen als entscheidende Auslöser des affektiv-emotionalen Erlebens aus Sicht der Schülerschaft. Daran anknüpfend wurden Kompetenz und Zugehörigkeit experimentell untersucht, um die Wirkung dieser Auslöser auf das affektiv-emotionale Erleben zu überprüfen. Eine positive bzw. negative Kompetenzbedingung führt zu einem positiven bzw. negativen Affekt und soziale Interaktion (Zugehörigkeitsbedingung) führt zu einem positiven Affekt bei den Schülerinnen und Schülern. Weiterführend wurden in einer systematischen Review Arbeit Unterrichtsmaßnahmen untersucht, die das affektiv-emotionale Erleben der Schülerinnen und Schüler im Sportunterricht effektiv beeinflussen können, indem sie die explorierten Auslöser anwenden. Dabei kann gezeigt werden: Autonomieunterstützende Unterrichtsmaßnahmen, die mit den identifizierten Auslösern zusammenhängen, können zu einem positiven affektiv-emotionalen Erleben bei den Schülerinnen und Schülern führen. Die identifizierten Auslöser des affektiv-emotionalen Erlebens und die effektiven Unterrichtsmaßnahmen werden in dieser Dissertation in ein heuristisches Modell zur Erklärung des affektiv-emotionalen Erlebens von Schülerinnen und Schülern im Sportunterricht integriert und hinsichtlich zukünftiger Forschungsansätze inhaltlich und methodisch diskutiert. Diese Dissertation schließt mit zukünftigen Forschungsfragen und praktischen Implikationen für die Bildungslandschaft.
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