Dissertations / Theses: 'Autonomous motivations'

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Santucci, Vieri Giuliano. "Autonomous learning of multiple skills through intrinsic motivations : a study with computational embodied models." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/5214.

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Developing artificial agents able to autonomously discover new goals, to select them and learn the related skills is an important challenge for robotics. This becomes even crucial if we want robots to interact with real environments where they have to face many unpredictable problems and where it is not clear which skills will be the more suitable to solve them. The ability to learn and store multiple skills in order to use them when required is one of the main characteristics of biological agents: forming ample repertoires of actions is important to widen the possibility for an agent to better adapt to different environments and to improve its chance of survival and reproduction. Moreover, humans and other mammals explore the environment and learn new skills not only on the basis of reward-related stimuli but also on the basis of novel or unexpected neutral stimuli. The mechanisms related to this kind of learning processes have been studied under the heading of “Intrinsic Motivations” (IMs), and in the last decades the concept of IMs have been used in developmental and autonomous robotics to foster an artificial curiosity that can improve the autonomy and versatility of artificial agents. In the research presented in this thesis I focus on the development of open-ended learning robots able to autonomously discover interesting events in the environment and autonomously learn the skills necessary to reproduce those events. In particular, this research focuses on the role that IMs can play in fostering those processes and in improving the autonomy and versatility of artificial agents. Taking inspiration from recent and past research in this field, I tackle some of the interesting open challenges related to IMs and to the implementation of intrinsically motivated robots. I first focus on the neurophysiology underlying IM learning signals, and in particular on the relations between IMs and phasic dopamine (DA). With the support of a first computational model, I propose a new hypothesis that addresses the dispute over the nature and the functions of phasic DA activations: reconciling two contrasting theories in the literature and taking xi into account the different experimental data, I suggest that phasic DA can be considered as a reinforcement prediction error learning signal determined by both unexpected changes in the environment (temporary, intrinsic reinforcements) and biological rewards (permanent, extrinsic reinforcements). The results obtained with my computational model support the presented hypothesis, showing how such a learning signal can serve two important functions: driving both the discovery and acquisition of novel actions and the maximisation of rewards. Moreover, those results provide a first example of the power of IMs to guide artificial agents in the cumulative learning of complex behaviours that would not be learnt simply providing a direct reward for the final tasks. In a second work, I move to investigate the issues related to the implementation of IMs signal in robots. Since the literature still lacks a specific analysis of which is the best IM signal to drive skill acquisition, I compare in a robotic setup different typologies of IMs, as well as the different mechanisms used to implement them. The results provide two important contributions: 1) they show how IM signals based on the competence of the system are able to generate a better guidance for skill acquisition with respect to the signals based on the knowledge of the agent; 2) they identify a proper mechanism to generate a competence-based IM signal, showing that the stronger the link between the IM signal and the competence of the system, the better the performance. Following the aim of widening the autonomy and the versatility of artificial agents, in a third work I focus on the improvement of the control architecture of the robot. I build a new 3-level architecture that allows the system to select the goals to pursue, to search for the best way to achieve them, and acquire the related skills. I implement this architecture in a simulated iCub robot and test it in a 3D experimental scenario where the agent has to learn, on the basis of IMs, a reaching task where it is not clear which arm of the robot is the most suitable to reach the different targets. The performance of the system is compared to the one of my previous 2-level architecture system, where tasks and computational resources are associated at design time. The better performance of the system endowed with the new 3-level architecture highlights the importance of developing robots with different levels of autonomy, and in particular both the high-level of goal selection and the low-level of motor control. Finally, I focus on a crucial issue for autonomous robotics: the development of a system that is able not only to select its own goals, but also to discover them through the interaction with the environment. In the last work I present GRAIL, a Goal-discovering Robotic Architecture for Intrisically-motivated Learning. Building on the insights provided by my previous research, GRAIL is a 4-level hierarchical architecture that for the first time assembles in unique system different features necessary for the development of truly autonomous robots. GRAIL is able to autonomously 1) discover new goals, 2) create and store representations of the events associated to those goals, 3) select the goal to pursue, 4) select the computational resources to learn to achieve the desired goal, and 5) self-generate its own learning signals on the basis of the achievement of the selected goals. I implement GRAIL in a simulated iCub and test it in three different 3D experimental setup, comparing its performance to my previous systems, showing its capacity to generate new goals in unknown scenarios, and testing its ability to cope with stochastic environments. The experiments highlight on the one hand the importance of an appropriate hierarchical architecture for supporting the development of autonomous robots, and on the other hand how IMs (together with goals) can play a crucial role in the autonomous learning of multiple skills.

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Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.

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Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.

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Russell, Jae-eun Lee. "Supporting students' motivation in college online courses." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2620.

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Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting, strategic planning, and reflect performance takes significant effort. Without motivation, students will not enact these types of strategies. Autonomous self-regulation has been investigated in traditional classroom settings and there is ample empirical evidence of a significant relationship between autonomous self-regulation and engagement and academic achievement. However, such research was limited in online learning environments. The purpose of this study was to investigate the factors that affected students' autonomous or self-determined forms of regulation as defined in self-determination theory (SDT). The study examined the relations between students' self-regulated motivation and four other variables (students' interests in the course, students' perception of their instructor's interaction type, students' technology self-efficacy, and students' perception of the degree to which their online learning environment used constructivist-based pedagogy), and the interactions among these variables in college online courses. In addition, the study examined the relationship between students' autonomous forms of regulation and their engagement, learning achievement, interaction behaviors, and satisfaction in the online course. For students' interaction behaviors, the total number of authored and read messages, the total number of visits to the content page, the total number of visited topics in the content page, and total duration spent in the content page were examined. One hundred forty students in 19 online courses participated in this study. The results of hierarchical linear modeling analyses revealed: (a) Both environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation (b) Students' autonomous self-regulated motivation predicted students' self-reported engagement, achievement, and satisfaction (c) Two personal factors, interest in the course and technology self-efficacy did not predict students' autonomous self-regulation (d) Students' autonomous self-regulated motivation did not predict any interaction behaviors. The findings from this study are largely congruent with prior theory and research in the fields of academic motivation, self-determination, and online learning, which note that environmental factors, instructors' autonomy-supportive interaction and constructivist-based pedagogy significantly affect students' autonomous self-regulation in online learning environments.

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Lumb, Andrew. "Self-Determination Theory and Posttraumatic Growth in University Students Experiencing Negative Life Events." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32859.

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Grounded in Self-Determination Theory (SDT; Deci & Ryan, 1985, 2000), the purpose of this thesis was to investigate the role of global/dispositional autonomous and controlled motivation orientations in facilitating posttraumatic growth (PTG; Tedeschi & Calhoun, 1996, 2004) following the experience of various significant negative life events (Manuscript 1), relationship dissolution (Manuscript 2), and bereavement (Manuscript 3) in two university student samples. The objectives were to investigate the contribution of dispositional autonomous and controlled motivation in statistically predicting PTG above and beyond previously researched correlates; and explore the mediating role of cognitive appraisals and coping strategies in explaining the relationship between dispositional motivation orientations and PTG. Consistent with the overall hypotheses of the thesis, dispositional autonomous motivation was positively associated with PTG across all three manuscripts. Across all three manuscripts, we found that dispositional autonomous motivation explained a unique portion of the variance in explaining PTG, above and beyond previously researched correlates of PTG and dispositional controlled motivation. Mediation results indicated an indirect effect of dispositional autonomous motivation on PTG through primary cognitive appraisal (Manuscript 1). Dispositional autonomous motivation was positively associated with task-oriented coping strategies across all three manuscripts. Moreover, task-oriented coping strategies were the strongest indirect effect in Manuscript 1, and the only significant indirect effect in Manuscript 2 and Manuscript 3 between dispositional autonomous motivation and PTG. Dispositional controlled motivation was positively related to disengagement-oriented coping strategies in Manuscript 1 and 2, but unrelated in Manuscript 3. Collectively, these findings highlight the importance of incorporating motivation orientations into theoretical models of PTG and aiding practitioners in better recognizing the significance of motivational factors in facilitating posttraumatic growth.

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Perlman, Matthew R. "The Impact of Collaborative Alliance Feedback and Autonomous Motivation in Psychotherapy for Depression Symptoms." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1483718918094171.

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Lai, Man-wai Conttia. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38713615.

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Oates, Susan Rosemary. "Does the International Baccalaureate's Primary Years Programme facilitate students' motivation toward self-regulatory, autonomous learning?" Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11732/.

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The purpose of this study was to ascertain whether the International Baccalaureate’s (IB) Primary Years Programme (PYP) motivates students to become self-regulated learners. Boerkaert’s model of self-regulated learning is particularly drawn on through this research. Questionnaires were given to 20 teachers and their 404 students from twelve schools in eight countries. The student questionnaire was developed, piloted, distributed and analysed. The Problem in Schools questionnaire was given to the teachers of the students in the study to ascertain their stance toward autonomy support. Five of the schools were IB curriculum schools and the other seven comprised UK National Curriculum, South African and Nigerian schools. The study found that 83.5% of the total students surveyed attained a high total self-regulated learning score. Examining the data and the published curricula backgrounds of the schools demonstrated that, although the IB’s PYP does motivate students to become more self-regulated, other curricula schools also promote student self-regulation. The emphasis of the study shifted to the importance of the individual teacher in the development of self-regulated students. Teacher training is seen as of paramount importance in producing autonomy supportive teachers who encourage self-regulated learners. The data suggested a modification to Boerkaert’s model of self-regulation and a revision is proposed to include an emergent level of self-regulation provision for younger students. Aspects of the curriculum are also raised in the conclusion as to the components of a curriculum that supports the importance of student autonomy.

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Tzafestas, Elpida. "Vers une systemique des agents autonomes : des cellules, des motivations et des perturbations." Paris 6, 1995. http://www.theses.fr/1995PA066481.

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Ce travail se situe au carrefour de l'intelligence artificielle et des systemes multi-agents avec la robotique autonome, la vie artificielle et les approches ascendantes aux sciences cognitives. Il s'agit d'elaborer des principes d'organisation d'agents autonomes qui soient independants du niveau d'organisation, donc des principes recursifs. Un agent autonome d'un niveau quelconque d'organisation est un systeme couple a son environnement qui demontre des proprietes de reactivite, de motivation, de socialite et d'adaptativite. Ces principes sont illustres par la resolution d'un ensemble de problemes pratiques impliquant des agents autonomes a deux niveaux d'organisation: le niveau agent-animat cellulaire et le niveau agent-cellule. En premier lieu, nous nous placons au niveau d'un agent-animat pour lequel nous developpons une organisation cellulaire servant de base pour la resolution de deux problemes inspires de la robotique comportementale et de la productique. Nous etudions ces problemes pour le cas d'un seul et de plusieurs agents cellulaires. Ensuite, nous descendons au niveau de la cellule pour montrer comment ces memes principes peuvent etre utilises pour assurer la plasticite et l'integrite du reseau cellulaire face a des pannes imprevues. Finalement, nous proposons la senescence comme force motrice de l'apprentissage et de l'emergence de structures d'organisation d'ordre superieur et nous developpons un modele de senescence qui repond a toutes les specifications necessaires

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Lai, Man-wai Conttia, and 黎雯慧. "The influence of learner motivation on developing autonomous learning in an English-for-specific-purposes course." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38713615.

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Conde, Gonzalo R. "How the Conflict of Autonomous and Controlled Motivation Influences Sales Controls to Inside Sales Agents' Work Outcomes." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538772/.

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Through the use of multiple methodologies and analytical approaches, this dissertation combines (1) sales control; (2) call center service; and (3) motivational theory to extend sales control literature beyond its current state, to consider the conflicting motivational perspectives an inside sales agent has to experience. To achieve this unification, this dissertation consists of three essays intended to: (1) identify the influence of autonomous and controlled motivation on operational sales outcome controls and performance; (2) explore the influence these motivators have on sales controls and sales performance; and, (3) understand the impact of autonomous and controlled motivation on sales agent tenure.

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Orsi, Jose Antonio Donizeti. "Aplicação de grupos semi-autonomos em atividades de caldeiraria." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/264259.

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Orientador: Olivio Novaski
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
Made available in DSpace on 2018-08-07T00:42:00Z (GMT). No. of bitstreams: 1 Orsi_JoseAntonioDonizeti_M.pdf: 6142367 bytes, checksum: 1f5852217f37223e812bc80aacf3758f (MD5) Previous issue date: 2006
Resumo: Neste trabalho procurou analisar o desenvolvimento de grupos semi-autônomos para as atividades de caldeiraria no ambiente produtivo de bens de capital sob encomenda, caracterizando o ambiente produtivo e as características do trabalhador desta atividade. A pesquisa foi desenvolvida com um estudo de simples caso motivado pela dificuldade de encontrar organizações que disponham desta forma de organização do trabalho e pela profundidade necessária ao estudo. Nove empresas foram pesquisadas as quais permitiram desenvolver os objetivos de caracterização do ambiente e do trabalhador. A análise dos resultados constatou a eficiência na aplicação da organização do trabalho em grupos semi-autônomos tendo como base de sucesso o aproveitamento da mão de obra com polivalência de funções e a manutenção de uma tensão positiva nos participantes proveniente das interações entre as características desta forma de autonomia e os fatores motivacionais que são desenvolvidos
Abstract: This research has tried to analyze the progress for semi-self work team on steel fabrication built by order activities, hereby pointing out the production environment and the worker's characteristics. Due the difficulties to find organizations which have such kind of work administration and also from the depth needed to consolidate this type of study a single case was applied. In order to achieve the objectives, nine companies have been studied and gave the basis to describe the worker' s characteristics and the production environment. The results allow us to understand how semi-self work team works and how it creates the interaction between the properties and the motivation factors. The success is based on the empowerment developed by taking advantages in not exchanging workers for different tasks, the resultant synergy that comes from the motivation created by application ofthe self-work
Mestrado
Planejamento e Gestão Estrategica da Manufatura
Mestre Profissional em Engenharia Mecanica

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Bergstrand, Hans, and Mattias Svensson. "IT-konsulters organisationstillhörighet och hur den påverkar deras motivation." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22916.

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Problemområdet som uppsatsen belyser är sambandet mellan organisationstillhörighet och autonom motivation inom IT-konsultbranschen. Forskning om dessa områden har tidigare utförts främst var för sig, men har på senare år kopplats mer och mer samman. Dessutom har undersökningarna inom konsultbranschen enbart gjorts på bemanningsföretag. Utifrån sambandet och i förhållande till nuvarande teorier tas tre hypoteser fram och prövas. Metoden som använts i undersökningen är en enkätundersökning bestående av frågor angående organisationstillhörighet och motivation. Undersökningen genomfördes på två IT-konsultföretag i Skåne, Sverige, där 63 IT-konsulter medverkade. Detta material analyserades sedan utifrån de teorier som tagits upp. Resultatet visade att det finns ett positivt samband mellan IT-konsulternas upplevda organisationstillhörighet och autonom motivation, men att organisationstillhörighet inte är lika viktigt för externa IT-konsulter (arbetsplats på kundföretaget) som för interna IT-konsulter (arbetsplats på konsultföretaget). Resultatet bekräftar även att motivationen hos de interna IT-konsulterna var lägre än hos de externa IT-konsulterna. Vidare forskning behöver göras för att kunna öka förståelsen om sambandet mellan organisationstillhörighet och motivation inom IT-konsultbranschen; att ta in fler faktorer i sambandet, förslagsvis flexibilitet, och att undersöka vidare vilket av områdena som påverkar det andra.
The problem in focus in this thesis highlights the correlation between organizational commitment and autonomous motivation within the IT consulting business. Research within these areas has earlier mainly been conducted separated from each other, but recent research has aimed at merging the two areas together. In addition research within the consulting business has solely been made within temporary staffing agencies. Three hypotheses are developed and tested with a base in the correlation and the connection made with existing theories. The method used in the research was a survey consisting of questions regarding organizational commitment and autonomous motivation. The survey was conducted on two IT consulting firms in Skåne, Sweden, and a total of 63 IT consultants participated. The material was analyzed with regards to the existing theories. The results showed that there is a positive relationship between the IT consultants’ perceived organizational commitment and autonomous motivation, but that organizational commitment is not as important for external IT consultants (workplace at the client company) as for internal IT consultants (workplace at the consulting firm). The result also confirmed that the motivation of the internal IT consultants was lower than among the external IT consultants. Further research is needed to increase the knowledge regarding the correlation between organizational commitment and motivation within the IT consulting business; to include more factors in the correlation, flexibility as a suggestion, and to further research which area that affects the other area.

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Baker, Amanda. "Understanding the Influence of Diverse Media Content on Men’s Body Image: The Moderating Effect of Self-Determination on Male Self-Surveillance, Self-Evaluations, and Cognitive Performance." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36546.

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Grounded in self-determination theory (Deci & Ryan, 1985, 2000) and objectification theory (Fredrickson & Roberts, 1997), the purpose of this thesis was to investigate the role of dispositional autonomous and controlled motivation in predicting who might be more protected from or more vulnerable to experiencing state self-objectification (Manuscript 1), diminished cognitive functioning or cognitive performance (Manuscript 1 & 2), and poorer self-evaluations (Manuscript 2) following exposure to advertisements portraying one of two leading cultural body ideals: the male muscular ideal (Manuscript 1) or female thin ideal (Manuscript 2). The objectives were to investigate the effects of the two ideals while evaluating the contribution of autonomous and controlled motivation orientation in statistically predicting various body image consequences using five separate male undergraduate samples. Consistent with the overall hypotheses of the thesis, the muscular ideal video and thin ideal video significantly decreased men’s cognitive functioning and cognitive performance compared to men in the neutral video conditions (Manuscript 1 & 2). In addition, men who were primed with the muscular ideal video demonstrated significantly higher levels of self-objectification compared to those in the neutral condition (Manuscript 1: Study 1 and Study 2). Mediation results revealed an indirect effect of the muscular ideal video on men’s cognitive functioning (i.e., appearance schema activation) through self-objectification (Manuscript 1: Study 1), thereby supporting objectification theory as a means of explaining how portrayals of muscular body ideals affect men’s cognitive function. However, inconsistent with previous studies, the female thin ideal did not significantly affect men’s self-evaluations (Manuscript 2: Study 2). Lastly, in line with self-determination theory, all five studies (Manuscript 1 & 2) found that autonomous motivation orientation played a significant moderating role against the cognitive consequences associated with cultural body ideals among young college men. Men who viewed the muscular ideal video and who reported high levels of dispositional autonomous motivation demonstrated less appearance schema activation, less difficulty solving a challenging Soma puzzle, and performed better on the Modified Stroop task compared to men with low levels of dispositional autonomous motivation (Manuscript 1). Similarly, men who reported high levels of dispositional autonomous motivation and viewed the thin ideal also demonstrated less appearance schema activation and less difficulty solving a challenging Soma puzzle compared to men who reported low levels of dispositional autonomous motivation (Manuscript 2). In contrast, controlled motivation orientation was not a significant moderator across all five studies (Manuscript 1 & 2). Collectively, our findings highlight the importance of incorporating autonomous motivation orientation and self-objectification into theoretical models of men’s body image.

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Zitek, Martin. "Elevers motivation till idrott och hälsa." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2550.

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Syfte och frågeställningar: Syftet med studien var att utifrån teoretiska antaganden om motivation inom Self-determination theory (SDT), undersöka elevers motivation till ämnet idrott och hälsa. Studien har följt en explorativ ansats utifrån frågeställningarna: i) Hur ser sambandet ut mellan typ av motivation hos eleverna för ämnet idrott och hälsa och deras självskattade grad av fysisk aktivitet utanför skoltiden? ii) Hur ser sambandet ut mellan elevernas typ av motivation till ämnet idrott och hälsa och deras uppskattning av föräldrarnas engagemang för ämnet idrott och hälsa? Metod: Deltagarna bestod av 147 gymnasieelever i årskurs ett och två, från en gymnasieskola söder om Stockholm. Eleverna besvarade en enkät i två delar. Den första delen innefattade items för att mäta typ av motivation. Den andra delen innefattade frågor kring elevernas vanor av fysisk aktivitet, samt frågor kring deras föräldrars engagemang för ämnet. Data har analyserats med korrelationsberäkningar, simultan multipel regressionsanalys samt multivariat variansanalys. Resultat: Svaga men signifikanta korrelationer påvisades mellan typ av motivation och elevernas grad av fysisk aktivitet vid sidan av skolan. Resultatet visade att elever som var fysiskt aktiva mer frekvent tenderade att även visa på mer autonom motivation för ämnet jämfört med elever som inte var fysiskt aktiva vid sidan av skolan. Mellan typ av motivation och föräldrarnas engagemang erhölls flera signifikanta samband. Ungefär 19 % förklarad varians återfanns i föräldrarnas engagemang, och 10 % förklarad varians återfanns i grad av fysisk aktivitet vid sidan av skolan och kan härledas till elevernas typ av motivation för ämnet. Slutsats: Studien indikerar att autonom motivation tycks vara fördelaktigt i relation till elevernas grad av fysisk aktivitet på fritiden, samt i relation till föräldrarnas engagemang. Följaktligen föreslås att idrottsundervisningen bör sträva efter att tillgodose de grundläggande psykologiska behoven hos eleverna i linje med SDT, vilket kan främja ett långsiktigt och hälsosamt beteende.
Purpose: The aim was to examine the relationship between students’ motivation for physical education (PE) and: i) habits regarding physical activity during leisure time; and ii) parents’ commitment towards PE. The study is based on the self-determination theory (SDT). Method: High school students (n = 147) answered a self-report questionnaire about physical activity habits and parent’s involvement. Data were analyzed by correlations, multiple regression analysis and MANOVA. Results: Subtile interrelations were found between students’ motivation and level of physical activity. Students who were physically active more frequently also tended to be more autonomous motivated for the subject compared with none-physically active. Subtile interrelations were also obtained between type of motivation and parental involvement. Conclusions: Autonomous motivation seems beneficial in relation to student’s level of physical activity and in relation to parental involvement. It is proposed that PE should promote psychological needs within SDT, to further autonomous motivation and healthy behaviors.

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Gravel, Emilie. "On the Benefits of Being Sexually Autonomous and Costs of Being Sexually Pressured: The Contributions of Different Motives for Sex to Experiences of Sexual Well-Being." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36445.

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A growing number of studies suggest that the reasons for which people engage in sexual activities matter for their sexual well-being. Grounded in self-determination theory (SDT), this thesis research investigated the contributions of autonomous and controlled sexual motivation to sexual well-being. These objectives were achieved through a series of five studies presented in four manuscripts. In Manuscript 1, we validated the Sexual Motivation Scale (SexMS), a measure of self-regulation for sexual activities grounded in SDT (Study 1: N = 1,070, Study 2: N = 575). Collectively, the findings provided strong support for the factorial validity of the SexMS. Additionally, the SexMS captured important individual differences in sexual well-being, specifically with respect to sexual satisfaction, sexual distress, and sexual function. Manuscript 2 explored how autonomous and controlled sexual motivation are integrated with broader psychological functioning by examining their motivational antecedents and well-being consequences (N = 828). The results showed that global and relational motivation explained individual differences in autonomous and controlled sexual motivation. Additionally, autonomous and controlled sexual motivation explained individual differences in sexual, relational, and global well-being. Finally, the results suggested that, for the most part, the associations between the motivational antecedents and the well-being consequences of autonomous and controlled sexual motivation followed a heterarchical structure. Next, in Manuscript 3, the motivational sequence proposed by SDT – in which basic psychological needs satisfaction predicts quality of motivation, and in turn quality of psychological functioning – was validated in the context of within-person variations in sexual well-being (N = 113). The results indicated that on days when people experience more basic psychological needs satisfaction during interactions with their partner, their sexual motivation was more autonomous and this was associated with higher sexual well-being. However, basic needs satisfaction did not significantly predict controlled sexual motivation. Additionally, on days when people reported higher controlled sexual motivation, they experienced lower sexual well-being. Finally, in Manuscript 4, we examined the motivational sequence proposed by SDT from a dyadic perspective to better understand the contribution of sexual motivation to sexual well-being in couples (N = 225 couples). Specifically, we examined whether basic needs satisfaction during sexual activities and autonomous and controlled sexual motivation in one partner influenced the sexual well-being of the other partner. The unique contribution of each basic psychological need (i.e., autonomy, competence, and relatedness) to sexual well-being was also investigated. Taken together, the results supported SDT’s predictions regarding the relevance of the motivational sequence and the unique contribution of each basic psychological need in explaining between-couple differences in sexual well-being. However, different patterns of association emerged for women and men, suggesting that in the context of sexual activities within heterosexual relationships, the motivational processes proposed by SDT may be moderated by gender. In sum, the findings from this thesis extend SDT and sexual motivation research. Overall, SDT may provide novel insights on human sexual behaviour, notably by improving our understanding of the factors that can enhance or impede sexual well-being in committed relationships.

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Meiring, Corne Jeanne. "The relation between academic commitment self-determination and academic achievement in Grade 11 and 12 learners." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62886.

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The purpose of the present study was to assess the associations between academic commitment theory (operationalised as meaningful commitment) (Human-Vogel & Rabe, 2015), and self-determination theoretical constructs (operationalised through need support, need satisfaction, autonomous self-regulation and perceived competence) (Deci & Ryan, 2000) in predicting the academic achievement levels of South African Gr 11 and 12 learners. Data was collected on two occasions; participants initially completed a survey and I then obtained their average academic marks. Participants reported average to higher levels of measured constructs and responses on all measurements displayed a normal distribution. I used path analysis to test two hypothesised and several additional models. The results indicated that neither autonomous self-regulation nor meaningful commitment directly predicted academic achievement but that both constructs indirectly predicted academic achievement through basic psychological need satisfaction and perceived competence. Meaningful commitment, furthermore, predicted twice as much variance in need satisfaction as autonomous self-regulation, and was a significant predictor of autonomous motivation. The findings of this study provide some insight into the role of meaning in self-determination theory, as well the organising role of meaningful commitment in self-regulating behavioural choices. These findings may also help educators and policy makers to create learning environments in which learners’ need for meaning and self-determination is supported, so that they can achieve academic success. Methodologically, the present study contributes to the validation of the meaningfulness subscale and the application of self-determination theory instruments in a South African context.
Thesis (PhD)--University of Pretoria, 2017.
Educational Psychology
PhD
Unrestricted

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Soyer, Roussillon Claude. "Rémunération fixe et rémunération variable, une approche différenciée et contextualisée de la motivation autonome par la théorie de l'autodétermination." Thesis, Toulouse 1, 2017. http://www.theses.fr/2017TOU10067.

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Cette recherche vise à évaluer l’influence de la rémunération fixe et de la rémunération variable sur la motivation autonome au travail. La recherche mobilise la théorie de l’autodétermination. Elle se compose de deux études distinctes basées sur deux échantillons de 147 puis de 137 salariés de la même coopérative viti-vinicole. La première étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets du niveau de rémunération fixe sur la motivation autonome et la satisfaction au travail ainsi que sur un ensemble de comportements reliés. Les résultats supportent l’hypothèse que le support organisationnel perçu médiatise totalement la relation entre la rémunération fixe et la motivation autonome. Cette étude supporte également les hypothèses que la motivation autonome médiatise totalement la relation entre le soutien organisationnel perçu et l’engagement, puis que l’engagement médiatise totalement la relation entre la motivation autonome et la satisfaction au travail.La deuxième étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets modérateurs des rémunérations variables sur la relation entre la motivation autonome et la performance au travail. Les effets modérateurs des rémunérations variables individuelles et collectives sont étudiés de façon différenciée sur différentes facettes de la performance : dans la tâche, contextuelle et adaptative. Les résultats de l’étude supportent l’hypothèse que la motivation autonome est positivement reliée à la performance dans la tâche, contextuelle et adaptative. Cette étude supporte également l’hypothèse que les primes individuelles modèrent positivement la relation entre la motivation autonome et les différentes facettes de la performance
This research aims to evaluate the influence of fixed and variable compensation on autonomous motivation at work. The research mobilizes the self-determination theory. It consists of two separate studies based on two samples of 147 and 137 employees of the same wine cooperative. The aim of the first study is to test a research model that attempts to explain the effects of the fixed compensation level on autonomous motivation and job satisfaction, as well as on a set of related behaviors. The results support the hypothesis that perceived organizational support fully mediates the relationship between fixed compensation and autonomous motivation. This study also supports the hypothesis that autonomous motivation fully mediates the relationship between perceived organizational support and engagement, and that engagement fully mediates the relationship between autonomous motivation and job satisfaction. The aim of the second study is to test a research model that attempts to explain the moderating effects of variable compensation on the relationship between autonomous motivation and performance at work. The moderating effects of individual and collective compensation are studied in a differentiated way. Similarly, task, contextual and adaptive performance is examined in a differentiated way. The results of the study support the hypothesis that autonomous motivation is positively related to, task, contextual and adaptive performance. This study also supports the hypothesis that individual compensation positively moderates the relationship between autonomous motivation and the different facets of performance

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Liljedahl, Viktor, and Karin Lövgren. "Relationen mellan behovsfrustration, motivation, motion och psykisk hälsa hos gymnasieungdomar." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-36156.

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Det senaste decenniet har visat en tydlig trend av ökad psykisk ohälsa, samt fysisk inaktivitet hos ungdomar i Sverige. Syftet med studien var att undersöka relationen mellan grundläggande psykologiska behov och psykisk hälsa genom de mellanliggande variablerna motivation och motionsbeteende hos gymnasieungdomar baserat på Självbestämmandeteorin. En kvantitativ undersökning genomfördes med 160 deltagare, varav 106 kvinnor och 54 män, i åldrarna 16 till 19 år (M=17,04, SD=0,93). Följande mätinstrument användes: Godin Leisure-Time Exercise Questionnaire, Behavioural Regulation in Exercise Questionnaire, Psychological Need Thwarting Scale och Self-Rated Mental Health. Resultatet från medieringsanalyserna visade ett tydligt negativt samband mellan behovsfrustration och psykisk hälsa. Hela medieringsmodellen visade även att kontrollerad motivation och motionsbeteende kunde mediera relationen mellan tillhörighetsfrustration och psykisk hälsa. Behovsfrustration är ett relativt nytt och understuderat begrepp, vilket gör att studiens resultat kan bidra till ökad kunskap kring de faktorer som påverkar ungdomars psykiska hälsa. Till framtida forskning föreslås att inkludera variabler som rör autonomistöd samt fortsatt fördjupning i tillhörighetsbehovet i motion- och skolmiljöer. Detta skulle kunna ge mer kunskap och förståelse för ungdomars psykiska hälsa och motivationsorientering, vilket i sin tur skulle kunna gynna hälsoinsatser och promotion för ökad hälsa bland ungdomar.

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E, Block Hanna, and Eva Forssell. "Hur påverkas den autonoma och kontrollerade motivationen av budgetlös styrning?" Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21256.

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Syfte: Med utgångspunkt från Self Determination Theory belysa hur den autonoma och kontrollerade motivationen påverkas hos medarbetare då företag arbetar budgetlöst med avseende på decentralisering, målstyrning och belöningssystem. Metod: Studien har utgått från ett hermeneutiskt perspektiv där fenomenet som studerats ses vara av socialkonstruktivistisk art. Teori och empiri har arbetats fram iterativt med hjälp av abduktion där grunden för studien har varit i form av en fallstudie med ett kvalitativt angreppssätt genom semistrukturerade intervjuer. Intervjuguiden används som utgångspunkt vid kategoriseringen i empirin vilket analysen baseras på. Resultat & slutsats: Studien tyder på att decentralisering och målstyrning inom budgetlös styrning främst påverkar den autonoma motivationen. Gällande belöningssystem gav inte studien något entydigt resultat men vissa indikationer på att det fanns en risk för att en kontrollerad motivation skulle kunna uppstå. Förslag till fortsatt forskning: Till vidare forskning inom budgetlös styrning föreslår vi att undersöka belöningssystem ur ett ledningsperspektiv och påverkan på deras motivation samt att undersöka huruvida det finns ett samband mellan principerna bakom en fungerande decentralisering och motivation. Studiens bidrag: Teoretiskt bidrar studien med att decentralisering och målstyrning påverkar den autonoma motivationen positivt medans belöningssystem kan bidra till att kontrollerad motivation uppstår. Praktiskt bidrag visar att decentralisering och målstyrning ökar möjligheten till eget ansvar och beslutsfattande, detta bör dock företag arbeta mer aktivt med.
Aim: Based on the self-determination theory shed light on how the autonomous and controlled motivation affects the employees in companies using beyond budgeting regarding to decentralization , management by objectives and reward systems. Method: This study has a hermeneutic perspective with a base of social constructivism. The theory and the empirical material have been approached iteratively with the help of abduction method. The design of the study is a case study with a qualitative approach using semi-structured interviews.The interview guide is used as the basis for categorization of empirical data which the analysis is based upon. Result & Conclusion: The study suggests that decentralization and management by objectives using beyond budgeting primarily affects the autonomic motivation. Current reward system did not show any unequivocal results but some indications that there was a risk that a controlled motivation could arise. Suggestions for future research: For further research in Beyond Budgeting, we propose to investigate the reward system from a management perspective and the impact on their motivation and to investigate whether there is a connection between the principles behind the functioning of decentralization and motivation. Contribution of the thesis: From a theoretical point of view, this study contributes to decentralization and management by objectives primarily affects the autonomous motivation while the reward system may contribute to controlled motivation. Practical contribution shows that decentralization and management by objectives within Beyond Budgeting increases the possibility of personal responsibility and decision-making, this should companies work more actively with.

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Yang, Di. "Expatriados chineses em Portugal : motivação, adaptação sociocultural, engagement e intenção de ficar." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/18441.

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Mestrado em Ciências Empresariais
Este estudo tem por objetivos explorar o papel dos diferentes tipos de motivação (autónoma e controlada) e da adaptação sociocultural como antecedentes da intenção de ficar e do engagement para o caso específico dos expatriados Chineses em Portugal. A amostra total é construída por de 84 expatriados Chineses em Portugal, que foram convidados a participar no estudo por e-mail, o qual incluía um link de acesso ao questionário individual, colocado na plataforma Qualtrics. Os resultados da análise fatorial revelaram que, para os expatriados Chineses, para além da motivação autónoma e controlada, existia um terceiro fator que era relativo à obrigatoriedade da expatriação. A motivação autónoma e controlada estão ambas positivamente associadas ao engagement, mas não têm uma relação significativa com a intenção de ficar. A obrigatoriedade da expatriação não tem relação significativa nem com o engagement, nem com a intenção de ficar. No que diz respeito ao efeito mediador de adaptação sociocultural, verificou-se que esta tem um efeito mediador na relação entre motivação controlada e o engagement. No entanto, o efeito não é significativo na relação entre a motivação autónoma e o engagement. Não há o efeito mediador entre a motivação e a intenção de ficar visto que a adaptação sociocultural não está correlacionada com a intenção de ficar. Quando está em causa a obrigatoriedade de expatriação, a adaptação sociocultural tem efeito mediador em relação ao engagement mas não em relação à intenção de ficar.
The study aims to explore the role of different types of motivation (autonomous and controlled) and of sociocultural adaptation as precedents for the intention of staying and for levels of engagement in the specific case of Chinese expatriates in Portugal. The sample for the present study is composed of 84 Chinese expatriates in Portugal, who were invited to participate in this study via email, in which a link to the platform Qualtrics for individual access was provided. The results of a factor analysis revealed that, for Chinese expatriates, and beyond autonomous and controlled motivation, a third factor relating to the obligatoriness of expat is at play. Autonomous and controlled motivation are both positively associated with engagement levels, but they do not present a significant relation with the intention of staying. Regarding the mediating effect of sociocultural adaptation, it was possible to establish that it plays a mediation role in the relation between controlled motivation and engagement. However, this effect is not significant in the relation between autonomous motivation and engagement. There is no mediating effect between motivation and intention to stay since sociocultural adaptation is not correlated with the intention of staying. When focused on the obligatoriness of expatriation, sociocultural adaptation has a mediating effect in engagement levels but does not influence the intention of staying.
info:eu-repo/semantics/publishedVersion

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Torstensson, Anna, and Linnéa Hansson. "Psykosociala faktorer i relation till avhopp inom organiserad barn-och ungdomsfotboll." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44157.

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Studiens syfte var att undersöka samband mellan risken för avhopp inom organiserad barn-och ungdomsfotboll och psykosociala faktorer (motivationsregleringar, upplevt autonomistöd från tränaren och socialt stöd). Studien är kvantitativ med en prospektiv design. Insamling av data skedde via ett stratifierat urval med fotbollsspelare i åldrarna 10-18 år (M=13.71,SD=1.77). Sammanlagt deltog 737 varav 275 flickor samt 462 pojkar. Resultatet visade signifikant samband mellan lägre nivåer av autonom motivation och upplevt autonomistöd och en ökad risk för avhopp. Däremot visade amotivation, kontrollerad motivation och socialt stöd inget statistiskt signifikant samband med ökad risk för avhopp. Sammantaget indikerade studiens resultat att lägre nivåer av autonom motivation och upplevt autonomistöd från tränaren kan vara viktiga psykosociala faktorer att beakta för att förebygga avhopp. Studiens resultat bidrar med ökad förståelse och kunskap avseende sambanden mellan risk för avhopp och de psykosociala faktorerna. Resultatet kan användas för att exempelvis ta fram riktlinjer som syftar till att skapa positiva idrottsmiljöer som är relevanta för att förebygga risk för och förhindra avhopp för barn och ungdomar.
The purpose of this study was to examine the relationship between the risk of dropout in organized children's and youth football and the psychosocial variables (motivation regulations, amotivation, experienced coach autonomy support and social support) and. The study used a quantitative prospective design. The collection of the data was done through a stratified sample with football players aged 10-18 years (M=13.71, SD=1.77). In total 737 athletes, 275 girls and 462 boys. The result showed statistically significant association between lower levels of autonomous motivation and experienced coach autonomy support with increased risk of dropout. Whereas there appeared to be no significant correlation with amotivation, controlled motivation and social support and increased risk of drop out. The study’s results indicate that lower levels of autonomous motivation and experienced coach autonomy support can be important to consider when preventing dropouts. The result of the study contributes with an understanding of the correlations between risk of dropping out and the psychosocial factors. For example, the result can be used for guidelines that seek to create positive sports environments that are relevant to decrease risk and prevent dropouts among children and teenagers.

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Frezza-Buet, Hervé. "Un modèle de cortex pour le comportement motivé d'un agent neuromimétique autonome." Nancy 1, 1999. http://www.theses.fr/1999NAN10246.

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Nous proposons une approche du problème de contrôle d'un agent autonome fondée sur une architecture connexionniste et inspirée de données biologiques concernant le cortex cérébral. L'ensemble du comportement du robot est géré par un réseau, dont les unités sont des automates complexes, modélisant les maxicolonnes corticales et effectuant des traitements plus élaborés que le neurone formel classique. Nous insistons sur la nécessité de modéliser le rôle de notions comme la motivation et la récompense dans l'élaboration du comportement du robot. Cette prise en compte suppose la capacité de construire des représentations au niveau du réseau qui soient utilisables par le robot pour tirer profit de son environnement. Ces représentations se fondent principalement sur la capacité d'apprendre des corrélations temporelles ainsi que sur la gestion de séquences perceptivo-motrices au niveau de l'architecture corticale. Cet apprentissage est non supervisé, il a lieu en permanence, et les relations apprises sont exploitées au fur et à mesure de leur élaboration au sein du réseau. [. . . ]

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Gay, Simon. "Mécanismes d’apprentissage développemental et intrinsèquement motivés en intelligence artificielle : étude des mécanismes d'intégration de l'espace environnemental." Thesis, Lyon 1, 2014. http://www.theses.fr/2014LYO10300/document.

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Cette thèse s'inscrit dans le cadre du projet IDEAL (Implementing DevelopmentAl Learning) financé par l'Agence Nationale de la Recherche (ANR). La capacité à percevoir, mémoriser et interpréter l'environnement qui nous entoure est une capacité vitale que l'on retrouve chez de nombreux êtres vivants. Cette capacité leur permet de générer des comportements adaptés à leur contexte, ou d'échapper à un prédateur sorti de leur champ de vision. L'objectif de cette thèse consiste à doter un agent artificiel de cette capacité. Nous proposons un modèle théorique permettant à un agent artificiel de générer des connaissances exploitables des éléments constituant son environnement et une structure reflétant l'espace. Ce modèle est basé sur la théorie de la contingence sensorimotrice, et implémente une forme de motivation intrinsèque. En effet, ce modèle débute avec un ensemble de structure indivisibles, appelées interactions, caractérisant les échanges entre l'agent et son environnement. L'apprentissage des connaissances est développemental et émerge de l'interaction entre l'agent et son environnement, sans qu'aucune intervention extérieure (récompense), ne soit nécessaire. Notre modèle propose des mécanismes permettant d'organiser et d'exploiter ces connaissances émergentes dans le but de générer des comportements. Nous proposons des implémentations de ce modèle pour démontrer l'émergence d'une connaissance à partir de l'interaction entre l'agent et son environnement, et les comportements qui émergent de cette connaissance
This thesis is a part of the IDEAL project (Implementing DEvelopmentAl Learning) funded by the Agence Nationale de la Recherche (ANR). The ability of perceiving, memorizing and interpreting the surrounding environment is a vital ability found in numerous living beings. This ability allows them to generate context adapted behaviors, or escaping from a predator that escape from their sensory system. The objective of this thesis consists in implementing such a capacity in artificial agents. We propose a theoretical model that allows artificial agent to generate a usable knowledge of elements that compose its environment and a structure able to characterize the structure of surrounding space. This model is based on the sensorimotor contingency theory, and implements a form of intrinsic motivation. Indeed, this model begin with a set of indivisible structures, called interactions, that characterize the interaction possibilities between the agent and its environment. The learning is developmental and emerges from the interaction that occurs between the agent and the environment, without the need of any external intervention (like reward). Our model propose a set of mechanisms that allow to organize and exploit emerging knowledge in order to generate behaviors. We propose implementations of our model to demonstrate the emerging knowledge based on agent-environment interaction, and behaviors that can emerge from this knowledge

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Cortinovis, Elia. "Adult students in upper secondary education in Italy." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149273.

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Upper secondary education has been identified by different institutions as the minimum educational threshold in a knowledge society, a necessary requirement for citizens of all ages to respond to the social changes driven by global technological innovation. Figures from the Organization for Economic Cooperation and Development (OECD) unfortunately show that a large share of adult population in OECD countries still lack upper secondary qualifications. Italy appears in these statistics as one among the lowest ranking countries and provisions currently in place to bring adult citizens back to school still yield quite low numbers. This research aims at exploring the challenges to adult students' participation in upper secondary education in Italy examining the actual experience of a group of grown-up learners attending a public vocational school. The results of the inquiry are based on the analysis of semi-structured interviews framed in a qualitative research design. The study is grounded in a theoretical frame derived both from participation theories and from the capability approach. The main conclusion of the research is that successful participation and persistence in adult education require students’ expectations to be appropriately met by an attentive customized institutional support. To this respect, the research suggests recommendations in order to improve public information about provisions for grown-up students, to separate adult education from second chance teenage schooling and to customize adult learning through appropriate learning management tools.

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Barros, Tatiana Neto. "The implementation of autonomous vehicles by TNCs in Portugal." Master's thesis, 2020. http://hdl.handle.net/10400.14/29742.

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The increasing popularity of shared-mobility services completely reshaped the automotive industry particularly with the introduction of Transportation Network Companies like Uber. This research will mainly focus on the implementation of autonomous vehicles, namely vehicles with automated driving features that do not require human intervention by TNCs in Portugal. The main purpose is to investigate the motivations and barriers that influence people’s decision to prefer an autonomous vehicle over the conventional one when using a TNC as well as understand which demographic market segment is most attracted by this implementation. With this aim, 10 in-depth interviews were carried out as well as an online survey which collected 127 valid answers. Findings showed that, in general, people that use TNCs in Portugal tend to have a positive opinion regarding these companies as well as autonomous vehicles. However, there is still a certain hesitation towards the openness to choose an autonomous vehicle in this industry, mainly explained by privacy issues and its capacity to react to potential external threats. Moreover, people with more than 30 years old were far more receptive to choose an autonomous vehicle in this industry than the younger ones and women showed more resistance towards about the autonomous vehicles than men. Additionally, the majority of respondents believed that the probability of having an accident with these vehicles will decrease and they will be less damaging to the environment.
A crescente popularidade dos serviços de mobilidade partilhada reconfiguraram a indústria automóvel particularmente com a introdução das plataformas digitais de transporte individual de passageiros em veículo descaracterizado (TVDE) como a Uber. Esta dissertação foca-se na implementação de veículos autónomos, nomeadamente veículos com funcionalidades automáticas que não requerem intervenção humana, nas plataformas digitais de TVDE em Portugal. O propósito deste estudo é então investigar as principais motivações e barreiras que influenciam a decisão das pessoas em preferir um carro autónomo quando utilizam estas plataformas digitais, assim como compreender qual o segmento demográfico que é mais atraído por esta implementação. Desta forma, foram realizadas 10 entrevistas e um questionário com 127 respostas válidas. Os resultados revelam que, em geral, as pessoas que usam estas plataformas em Portugal tendem a ter uma opinião positiva em relação a estas empresas bem como veículos autónomos. No entanto, existe uma certa hesitação devido a questões de privacidade ou à capacidade destes veículos em reagir a ameaças externas. Ademais, as pessoas com mais de 30 anos revelaram estar mais recetivas à implementação de carros autónomos nesta indústria do que as mais novas e as mulheres mais hesitantes do que os homens. Adicionalmente, a maioria dos participantes acreditam que a probabilidade de ter um acidente com estes veículos é menor assim como acreditam ser menos poluentes.

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Zacharyas, Corinne. "Déterminants motivationnels de la résilience chez les enseignants pour une meilleure compréhension de la santé psychologique des résilients." Thèse, 2012. http://hdl.handle.net/1866/18502.

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Cette thèse s’insère dans la lignée des recherches sur la résilience chez les adultes et surtout des enseignants et vise à mieux comprendre le vécu intérieur des personnes dites résilientes. Le concept de résilience se prête très bien à la problématique individuelle du stress au travail pour tenter de trouver ce qui fonctionne bien et permet aux enseignants de rester en poste versus ce qui fonctionne mal et laisse nos enseignants démunis. Cependant, lorsqu’il s’agit de santé psychologique, certaines questions et doutes subsistent dans la mesure où la résilience pourrait être de l’ordre d’une adaptation sociale de surface où l’intériorité de l’individu n’est pas assez pris en compte. Cela se traduirait par des personnes résilientes, mais en mauvaise santé psychologique. Sur ce dernier point, la motivation autodéterminée ainsi que la satisfaction des trois besoins psychologiques de base qu’elle sous-tend sont des concepts recevant beaucoup d’appuis pour expliquer la santé psychologique. De plus, la description des personnes résilientes laisse penser à des caractéristiques de l’ordre de la motivation autodéterminée. Cette motivation nous servira de pivot pour proposer que la résilience devrait s’accompagner de santé psychologique adéquate grâce à elle. Elle sera mise en rapport avec l’adaptation interne de la résilience qui se traduirait par des ressources inter et intra-personnelles. De fait, nous émettons les hypothèses d’une médiation des motivations et de la satisfaction des trois besoins sur la relation entre la résilience et la santé psychologique. Nous proposons également qu’il y a des profils distincts de résilients quant aux variables de santé psychologique et que, sur cette base, des différences de motivations et de satisfaction des trois besoins psychologiques de base sont également observables selon les groupes déterminés. Des analyses statistiques de médiation et de mise en profils auprès d’enseignants des grandes commissions scolaires de la grande région de Montréal et du Saguenay (N=534) montrent des médiations partielles des motivations autonomes et des trois besoins. Des profils distincts sont repérables de même que des différences de motivation et de satisfaction des trois besoins selon les groupes. Tous les résilients au travail ne sont donc pas égaux. Les motivations autonomes sont importantes dans le processus, de même que la satisfaction des trois besoins psychologiques de base. Les différences au niveau des ressources intra-personnelles confirment l’importance de tenir compte du vécu intérieur des personnes résilientes. Des recommandations sont proposées à la fin de cette étude notamment pour travailler sur certains leviers afin de favoriser les ressources de résilience chez les enseignants.
This thesis takes its place in the lineage of research on resilience among adults and particularly teachers. The aim is to better understand the lived experience of the persons identified as resilient. The concept of resilience lends itself well to the individual’s issues with stress at work and the attempt to find what succeeds in helping teachers remain on the job versus what does not succeed, leaving the teachers helpless. However, in terms of psychological well-being, questions and doubts remain because resilience could be a surface social adaptation where the interior aspect of the individual is not sufficiently considered. This results in persons who are resilient but in poor psychological health. On this last point, self-determined motivation and the satisfaction of the three basic needs which it underlies are concepts which receive strong support in the attempt to explain psychological health. Moreover, the description of resilient persons suggests characteristics of the order of self-determined motivation. This motivation will serve as a pivot allowing us to propose that, because of it, resilience should be accompanied by an adequate psychological health. It will be linked with the internal adaptation of resilience which could be seen in terms of inter- and intrapersonal resources. In fact, we propose the hypothesis of a mediation of the motivations and of the three basic needs in the relation between resilience and psychological health. We also propose that there are distinct profiles of resilient persons in regard to the variables of psychological health and that, on this basis, differences in motivation and in the satisfaction of the basic needs can be observed among the defined groups. Analyses of mediation and the creation of clusters among teachers from large school commissions in the Montreal and Saguenay regions (N = 534) show partial mediations of the autonomous motivations and of the three basic needs. Distinct profiles as well as differences in motivation and in the satisfaction of the basic needs can be identified among the groups. The persons who are resilient at work are not all equal. The autonomous motivations are important in the process of resilience, as is the satisfaction of the basic needs. The differences in intrapersonal resources confirm the importance of taking into account the interior life of the resilient person. Recommendations are proposed at the end of this study to utilize certain levers in order to promote the resources of resilience for teachers.

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Gouveia, Rita Amaral Barata Beja Manaças. "Contágio motivacional : relação entre a perceção da motivação dos clientes, a motivação dos profissionais de exercício e as estratégias por estes utilizadas." Master's thesis, 2020. http://hdl.handle.net/10400.5/20271.

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Enquadramento: A promoção de estilos de vida ativos é um desafio diário para os profissionais de exercício. Conhecer a sua própria motivação para tal trabalho é fundamental para se perceber as estratégias que utilizam com os seus clientes. Objetivo: Tendo como base a Teoria da Auto Determinação, numa amostra de profissionais de exercício a trabalhar em contexto de ginásios e health clubs, procurou-se analisar as potenciais associações entre a perceção que estes profissionais têm do tipo de motivação dos seus clientes para o exercício, a sua própria motivação para a profissão, e o tipo de estratégias motivacionais (Controlo vs. Suporte à Autonomia) utilizadas. Foi ainda explorado o papel de variáveis sócio demográficas e laborais. Metodologia: Foram avaliados 366 profissionais (193 Homens, 172 Mulheres, 1 Não Especificado) em relação à motivação para o trabalho, à perceção de motivação dos clientes e às estratégias motivacionais utilizadas. O estudo foi realizado com análises descritivas, correlações bivariadas, testes t para amostras independentes e ANOVA. Resultados e Conclusões: Os resultados sugerem que quanto maior a perceção de motivação autónoma para o exercício nos clientes, maior será a motivação autónoma e a motivação controlada para o trabalho nos profissionais. E quanto maior a perceção de motivação controlada nos clientes maior será a motivação para o trabalho (seja do tipo controlado ou autónomo). Já a perceção de amotivação no cliente associa-se a amotivação no profissional e com motivações controladas. O uso de estratégias de suporte às necessidades básicas está relacionado positivamente com a perceção de motivação autónoma nos clientes, verificandose também uma associação entre perceção de motivação controlada e uso de estratégias controladoras. O número de horas de trabalho e os anos de experiência são também fatores a ter em consideração, já que podem influenciar a perceção da motivação do cliente e o tipo de estratégias utilizadas.
Background: Promoting active lifestyles is a daily challenge for exercise professionals. Understanding work motivation in these professionals is of paramount importance for the type of strategies normally used with gym clients. Purpose: Based on Self Determination Theory, in a sample of exercise professionals working in the context of gyms and health clubs, we sought to analyze the potential associations amongst the perception they have of their client’s exercise motivation, their own motivation for their work, and the type of motivational strategies (Control vs. Autonomy Support) used. The role of socio-demographic and labor variables was also explored. Methods: A total of 366 professionals (193 males, 172 females, 1 non specified) were evaluated in relation to the motivation for the work, the perception of motivation of the clients and the motivational strategies used. The study was carried out with descriptive analyzes, bivariate correlations, t-tests for independent samples and ANOVA. Results and Conclusions: The results suggest that a higher perception of autonomous motivation in their clients is associated with greater work-related autonomous and controlled motivation. Furthermore, the greater the perception of controlled motivation in the clients, the greater work motivation (whether controlled or autonomous). Perceived client ’amotivation is associated with professional work amotivation, and with controlled motivations. The use of strategies to support basic needs is positively related to the perception of client autonomous motivation. An association between the perception of client ‘controlled motivation and the use of controlling strategies was also found. The number of working hours and years of experience are also factors to be taken into account, influencing both the perception of the client's motivation and the type of strategies used.

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WU, JUI-YUN, and 吳睿芸. "The Effect of Autonomous Motivation and Emotions to Clickbait Headline." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sg6eq5.

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碩士
國立虎尾科技大學
企業管理系經營管理碩士班
107
Nowadays, as social media becomes a norm of obtaining news online, but due to the va-riety of online news, audiences may not see the specifics intended to attract target subjects. Since the social media market is becoming more increasingly competitive and to get more clicks to increase revenue, media companies adopt clickbait, such as cleverly designed article title with rather bold exaggeration, that the idea of content farm starts to appear online. Click-bait may violate the ethic standard because it is more difficult for the audience to distinguish the authenticity of the content. And, it is well known that news reports can affect subsequent behavior and judgment of individuals. However, we can observe people’s thoughts, emotions, and behavioral intentions through eye tracker and facial recognition. The eye tracker can ac-curately detect the position and the number of stares, including the duration and the path of a gaze. By recording the eye movements of an individual, it is possible to understand the inner thinking of the person. Facial recognition is a tool developed in recent years and it helps to explain facial expressions, human emotions, intentions and behaviors. This research intended to study the effect of attractive title, by sorting out the develop-ment trend of content farm titles and classifying these clickbaits. This study adopted the Post-Acceptance Model of IS Continuance (Bhattacherjee, 2001) and the factors of autonomous motivation and emotion. The main objective of using eye tracking technique was to explore various autonomous motivation factors and the use of facial recognition allowed detection of emotion affecting user’s continual browsing behavior and intent of following clickbait. This study used iMotions 7.0 software and SPSS statistical analysis software ver. 18 to explore the impact of autonomous motivation and emotion on the continuing browsing intention. The re-sult showed that the autonomous motivation had an effect on the continuing browsing inten-tion, but it was not significant. The emotions, such as joy, surprise and sadness, were signifi-cantly related to the continuing browsing intention. If mangers of media want to improve user’s browsing intention, they must understand the preference and concern of their target group, including their psychological feeling. It is necessary to provide news, headlines and content information that are satisfactory and specific to the audience. An article must be ethical, and the writer should avoid writing uncoordinated title to merely attract attention. When the media publish news on the social media platform, they can intersperse the images that are consistent with their content to enhance the audience's continuing browsing intention.

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Shu-ChingWu and 吳淑卿. "The Relationship among Organizational Justice, Autonomous Motivation and Organizational Citizenship Behavior." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34286259110680314179.

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碩士
國立成功大學
企業管理學系碩士在職專班
103
In a fast-changing business environment, organizational citizenship behavior of employees can contribute to organizational development. Organizational justice is one of the key factors affecting organizational citizenship behavior. However, the extant research of how organizational justice is related to organizational citizenship behavior and job motivation is still very limited. In an attempt to fill this gap, this study explored the relationship between organizational justice and organizational citizenship behavior and further examined the mediating effect of “autonomous motivation” proposed by Deci and Ryan (1985) in Self-determination theory in this relationship. The methodology was based on a quantitative approach. The subjects were employees in Taiwan. A total of 275 responses were collected. Excluding 29 invalid responses, the final sample consisted of 246 valid responses. Data were analyzed using methods including reliability test, confirmatory factor analysis, correlation analysis, and hierarchical regression analysis. The empirical findings were as follows: 1、Employees who perceived higher organizational justice showed higher organizational citizenship behavior. 2、Employees who perceived higher organizational justice showed higher autonomous motivation. 3、Employees who had higher autonomous motivation showed higher organizational citizenship behavior. 4、 Autonomous motivation in employees mediated the relationship between organizational justice and organizational citizenship behavior.

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Lo, Yuan-Chou, and 羅遠洲. "Junior high students Autonomous motivation, Learning engagement and Creativity behavior in Taichung City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/yzd8r6.

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碩士
國立彰化師範大學
教育研究所
107
Abstract This study explored the status quo of autonomous motivation, learning engagement and creativity behavior of junior high students study at Taichung City, and to analyze if there was any relationship among them. Questionnaire survey with “Questionnaire on autonomous motivation, learning engagement and creativity behavior were distributed to junior high students of Taichung City.” The probability proportionate to size sampling technique was used to recruite the school assistants, and 409 valid questionnaires were returned. The collected data was analyzed by statistical methods, including mean, standard deviation, t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. Based on the analyzed results, the followings were concluded: 1.The junior high students of Taichung City experienced intermediate–high level of autonomous motivation on the scale.With the feeling of “external regulation” and has the highest score. 2.The junior high students of Taichung City experienced intermediate–high level of learning engagement on the scale. with the feeling of “behavioral engagement” the highest, and the aspects that as follow were “emotional engagement” , “cognitive engagement” and “work quality ”. 3.The junior high students experienced intermediate–high level of creativity behavior on the scale, and the aspects that as follow were “identified regulation” , “introjected regulation” and “intrinsic motivation ”. 4.Autonomous motivation was correlated with learning engagement and creativity behavior. The higher autonomous motivation the junior high students had, the more learning engagement or creativity behavior they got. 5.Learning engagemen was correlated with creativity behavior. The higher Learning engagemen the junior high students had, the better their creativity behavior and vice versa. 6.Autonomous motivation to creativity behavior, autonomous motivation to learning engagemen , and learning engagemen to creativity behavior have obvious predictability of junior high students of Taichung City. Keywords：Autonomous motivation, Learning engagement, Creativity behavior

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Huang, Jie, and 黃婕. "The Relations between Autonomous Motivation and Self-regulated Learning of Junior High School in Miaoli County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/skq899.

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碩士
東海大學
教育研究所
103
The purpose of this study was to explore the relations among autonomous motivation and self-regulated learning to the students at junior high schools in Miaoli. The samples of the research were the 7, 8 and 9 graders of students in Miaoli County, collected from public high schools, altogether 869 students. The instruments used in the study included Autonomous Motivation Scale, and Self-regulated Learning Scale. Data was by using descriptive statistics, Hotelling T², One-way MANOVA, Pearson’s product-moment correlation, and multiple regression. The main results of this research were following: 1. The junior high school students had above average scores on autonomous motivation and self-regulated learning. 2. Both gender and grade had significant effects on autonomous motivation. 3. Both gender and grade had significant effects on self-regulated learning. 4. There were significant correlations between autonomous motivation and self-regulated learning. 5. Autonomous motivation could positively predict self-regulated learning. Based on these findings, implications for theory and practice were discussed.

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Efverlund, Yvonne, and William Wachtmeister. "The Effectiveness of using L2 Creative Writing in the Classroom to support Autonomous Learning and Motivation." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40549.

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This study investigates the effectiveness of creative writing instruction (CW) in classrooms where English as a second language (ESL) is taught. The study aims to determine under what circumstances CW can help learners grow in terms of autonomous learning (AL) and motivation. These benefits stretch beyond formal language acquisition into more personal, socio-cultural, and psychological domains that lead to self-empowerment. AL and motivation are central constructs in the Swedish steering documents. By contrast, creative writing in second-language English (CW L2) does not feature heavily in the steering documents. Given the absence of specific studies, the role of CW L2 in Swedish schools is difficult to estimate and potentially quite limited. Against that background, this study asks under what conditions AL and motivation result from CW L2. It does so by selecting ten articles relevant to the research question and synthesizing thematically two by two. This has allowed us to identify and analyze five essential aspects of CW in L2: first, that pupil surveys widely report positive effects from CW L2 on motivation but that this may not always extend into other areas, notably attitudes toward learning English; second, that instructors can specifically design CW L2 to boost motivation; third, that there appear to be set cognitive patterns as AL is built up through CW L2; fourth, that CW L2 can be readily combined with other modes of output; and finally that teachers can adjust CW to generate motivation in unmotivated learners.

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Tsai, Yi-fen, and 蔡逸芬. "The Relationships of Autonomous Reading Motivation, Reading Behavior, and Reading Comprehension among Fifth and Sixth Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/10174542575324435932.

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碩士
國立屏東教育大學
教育心理與輔導學系
100
The purpose of this study was to explore the relationships of autonomous reading motivation, reading behavior, and reading comprehension of the fifth and sixth grade students. The participants were 925 elementary fifth and sixth grade students in Kaohsiung City and Ping-tung County. They completed a questionnaire which consisted of the Reading Motivation Scale, the Reading Activity Inventory, and the Reading Comprehension Test. By performing descriptive statistics, cluster analyses, chi-square testing and multivariate analysis of variance, it revealed the following findings: 1. The fifth and sixth grade students had high levels of autonomous motivation for reading. 2. In estimating the fifth and sixth grade students'' reading motivational profiles, a six-cluster solution was suggested to be suitable. The six clusters differed from one another on autonomous motivation, controlled motivation, and amotivation, 3. Gender differences were found in the six clusters of reading motivation. 4. Grade differences were found in the six clusters of reading motivation. 5. Significant differences on reading behaviors were found in the six clusters of reading motivation. 6. Significant differences on reading comprehension were found in the six clusters of reading motivation. Finally, based on the results, suggestions for reading education and further studies were provided.

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chen, hui-chen, and 陳惠珍. "The relationships of junior high school students' perception of teachers' autonomy support, autonomous motivation, and learning engagement." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90854247878544792131.

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碩士
國立彰化師範大學
輔導與諮商學系所
98
The Relationships of Junior High School Students’ Perceptions of Teachers’ Autonomy Support, Autonomous Motivation, and Learning Engagement Hui-Chen Chen Abstract The purposes of this study was to explore the relationships among the variables of perceived teachers’ autonomy support, autonomous motivation, and learning engagement of junior high school students in the middle area of Taiwan. The subjects of 1126 junior high school students completed a set of instruments, including “The Learning Climate Questionnaire”, “The Academic Self-Regulation Questionnaire”, and “The Rochester Assessment of Intellectual and Social Engagement”. The statistical methods used to analyze the data were descriptive statistics, independent samples t-test, Pearson’s correlation analysis, one-way ANOVA, and structural equation modeling. The conclusions of this study were summarized as follow: 1. There were no significant differences in perceived teachers’ autonomy support and autonomous motivation based on gender level; the learning engagement of involved, enjoyment and boredom were significant different in gender level . 2. There were significant differences in autonomous motivation and learning engagement of involved, persisting, participating, curiosity, and boredom based on the school district, excepted for the perceived teachers’ autonomy support. 3. Grade level were significant different in perceived teachers’ autonomy support, autonomous motivation, learning engagement of involved, persisting, and participating, excepted for the learning engagement of curiosity, enjoyment, and boredom. 4. There were significant correlations between perceived teachers’ autonomy support and autonomous motivation, between perceived teachers’ autonomy support and learning engagement, between autonomous motivation and learning engagement. 5. The effect of perceived teachers’ autonomy support on learning engagement was mediated by autonomous motivation. 6. Perceived teachers’ autonomy support mediated through autonomous motivation, behavioral engagement to emotional engagement. Keywords: junior high school student,self-determination theory, teachers' autonomy support, autonomous motivation, learning engagement.

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Bogdanovich, Vera. "Self-Determination Motivation and Perceived Barriers in the Vegetable Eating Context." Thesis, 2013. http://hdl.handle.net/10214/7385.

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Mean daily vegetable consumption is below the recommended 7-10 servings in the diet of adult Canadians. This thesis aimed to investigate the moderating role of perceived barriers on the relationship between motivation and (greater) vegetable consumption. 606 people from the Ontario Food panel participated in the online study. The results identified a positive moderating effect of perceived barriers on the relationship between autonomous motivation and vegetable consumption (p < .05) and negative approaching significance moderating effect of perceived barriers on controlled motivation and vegetable intake (p = 0.056). Also four motivational profiles of consumers were identified and described in terms of vegetable consumption, food related behaviors, stages of change and socio-demographic characteristics. These results extend the Self-Determination Theory with perceived barriers component and can inform intervention program development for social marketers and policy makers.

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Wang, Zhe Ni. "A Chinese-Canadian cross-cultural comparison of the relations between supervisors’ transformational leadership style and subordinates’ autonomous motivation." Thesis, 2011. http://spectrum.library.concordia.ca/35985/1/Wang_Msc_F2011_.pdf.

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Synthesizing the theories of transformational leadership (Bass, 1985; 1997) and self-determination (Deci & Ryan, 1985, 2000), this research investigated the mediating mechanism of the satisfaction of three basic psychological needs affecting the positive relation between managers’ transformational leadership (TFL) and subordinates’ autonomous motivation (AM) at work in two culture-specific samples from China and Canada. Cross-cultural comparisons were conducted to test if individual collectivistic values predicted autonomous motivation and if they positively moderated the relation between TFL and AM. Hypotheses were tested using hierarchical linear modeling (HLM) which allows multi-level investigation in nested data. Two HLM models were analyzed in each sample, in which TFL was treated as an individual level variable (subordinates’ perception) and a group level variable (mean of subordinates’ evaluation). The results supported in both countries the positive relation between TFL and AM. In China, the satisfaction of the need for autonomy (marginally) and relatedness were found to mediate the relation between perceptions of TFL and AM. When testing for direct relations between basic needs satisfaction and AM, positive main effects for autonomy and relatedness need satisfaction were found in China. In Canada, besides the positive main effect of autonomy and competence need satisfaction on AM, relatedness also significantly predicted AM when autonomy was high. In addition, having high collectivistic value was related to higher AM but it did not significantly moderate the positive relation between TFL and AM in the cross-cultural comparison. Implications for management practice and limitations are discussed.

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Mukhaimer, Rana. "The Relations between Initial Training with Autonomous Motivation, Thriving and Turnover Intentions of Recruiters in the Staffing Industry." Thesis, 2012. http://spectrum.library.concordia.ca/974014/1/Mukhaimer_MSc_S2012%2D4.pdf.

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The high turnover rate in the staffing industry has received a lot of attention in the business world. However, initial training may be positively related to a recruiter’s autonomous motivation as well as their thriving and job retention. This research study aims to explore, in the staffing industry, the relation between the initial training provided to recruiters and their autonomous motivation. In addition, the study will explore the relation between autonomous motivation and the recruiters’ thriving at work and their turnover intentions. One hundred recruiters in 22 staffing agencies participated in the study by completing a paper-based questionnaire. The findings from the study revealed support for the seven hypotheses. This study measured initial training in five different ways. Initial training was positively related to autonomous motivation and thriving at work, and negatively related to turnover intentions. In addition, autonomous motivation mediated the relationship between initial training and turnover intentions, as well as initial training and thriving at work. The only measure of training that did not yield expected results was that the number of initial training days had no effect on the dependent variables. The small sample size, a threat to external validity, and history effect are some of the limitations in the study. Future research could expand this study to other industries, increase the sample size, as well as examine if pay structure or type of recruitment influence the results. Keywords: autonomous motivation, training, thriving, turnover intentions

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"Incremental value of self-efficacy and relational autonomous motivation in predicting smoking cessation with the self-determination theory." 2008. http://library.cuhk.edu.hk/record=b5893747.

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Yeung, Chun Yiu.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2008.
Includes bibliographical references (leaves 53-62).
Abstracts in English and Chinese.
Abstract --- p.i
論文摘要(Chinese Abstract) --- p.ii
Acknowledgements --- p.iii
List of Tables --- p.iv
Chapter Chapter 1: --- Introduction --- p.1
Smoking: The greatest single preventable cause of death --- p.1
Negative health impacts of smoking on non-smokers --- p.1
Smoking ban in Hong Kong in 2007 --- p.2
Lack of theory-based local smoking research --- p.3
Self-Determination Theory --- p.4
Extensions to current SDT research on smoking --- p.6
Differentiating autonomous motivation in personal-relational dimension --- p.6
Relational-interdependent self-construal and nature of autonomous motivation --- p.8
Perceived competence and condition-specific self-efficacy --- p.9
Proposed framework --- p.10
Research purpose --- p.11
Hypotheses --- p.11
Statistical analyses --- p.12
Chapter Chapter 2: --- Method --- p.14
Recruitment strategies --- p.14
Attrition of participants --- p.16
Instruments --- p.16
Variables of smoking pattern --- p.21
Chapter Chapter 3: --- Results --- p.24
Characteristics of participants --- p.24
Attrition analysis --- p.25
Descriptive statistics and construct score change from baseline to T2 assessment --- p.27
Correlation analysis --- p.28
Logistic regression for predicting quitters and non-quitters --- p.31
Logistic regression for comparing the fundamental SDT and extended theoretical framework --- p.32
Exploring the interaction effects between SDT variables and RISC in the prediction of quitting --- p.33
ANOVAs on major variables for smokers with different quitting progress --- p.33
"Additional analyses examining the differences in self-efficacy among quitters, quit attempters, and recalcitrant smokers" --- p.36
Chapter Chapter 4: --- Discussion --- p.38
Autonomous motivation and smoking cessation --- p.38
Dilemma among health concerns and quitting behaviors --- p.39
Possible priming effects in smoking cessation counseling sessions --- p.40
Discrepancies in research design between the present study and previous SDT studies --- p.41
Reflecting on the SDT and stages of health behavioral change --- p.42
Findings related to proposed theoretical extensions --- p.43
Relational autonomous motivation and RISC --- p.43
Role of self-efficacy in smoking cessation: inspirations from process models of health behaviors --- p.44
Recalcitrant smokers and their self-efficacy to respond to internal tempting conditions --- p.46
Quit attempters and their self-efficacy to respond to external tempting conditions --- p.47
Research limitations --- p.48
Future directions and recommendations --- p.49
References --- p.53

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Ming-Zong, Hong, and 洪明宗. "The Relationships of Junior High School Students’ Autonomous Motivation and Learning Engagement：The Mediating Effect of Core Self-evaluation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/39738201713858023167.

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碩士
國立彰化師範大學
教育研究所
102
The main purpose of this study was to investigate t the relationships of junior high school students’autonomy motivation and learning engagement, and to explore the mediator effect of core self-evaluation. The subjects of 1126 junior high school students in Taichung City, Changhua and Nangtou Counties completed a set of instruments. Questionnaire survey has been utilized as the research method and descriptive statistics, independent samples t-test,ANOVA , and Pearson product-moment correlation were applied to analyze the data. The major findings of the study obtained as below: 1.The performance of junior high school students’ autonomous motivation, learning engagement and core self-evaluation were middle degree. 2.The autonomous motivation and learning engagement were significant different in gender level; There were no significant differences in core self-evaluation based on gender level. 3.There were significant differences in autonomous motivation, learning engagement and core self-evaluation based on grade level. 4.There were significant correlations among autonomous motivation, learning engagement and core self-evaluation. 5.The core self-evaluation mediated the association between autonomous motivation and learning engagement. The suggestions of the findings were made for educational administrators,school administrators, junior high school teachers and future researchers.

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40

Gutberg, Jennifer. "An In-depth Analysis of Autonomous Motivation: The Role of Social Media in Gaining Millennial's Support for Charitable Causes." Thesis, 2013. http://spectrum.library.concordia.ca/976970/1/Gutberg_MSc_S2013.pdf.

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The purpose of the present study is to expand upon the tenets of Self-Determination Theory within a context of social media (SM). Specifically, we are assessing the impact of dimensions of autonomous motivation on Millennials’ support for charitable causes, in the social media domain. It has been said that ‘Millennials’ (those born after 1980) will be the most influential generation since the Baby Boomers. They are socially aware and civic-minded and engaged in helping societal causes. Furthermore, the relationship the Millennial shares with arguably the most influential form of modern technology, social media, is truly groundbreaking. Social media has proven itself to be a powerful tool, not only for businesses, but also for society as a whole. The total sample consisted of 592 participants from two separate studies: Study 1 (CURE Foundation Denim Night Party in support of breast cancer awareness) and Study 2 (Dans la rue/Five Days for the Homeless charity to raise awareness for youth homelessness). Results indicated that integrated extrinsic motivation significantly predicted online-, cause-, and event-related behaviour intentions, while intrinsic motivation to know and experience stimulation significantly predicted all three behaviour intentions. Both the managerial and theoretical implications of this study are addressed herein, as well as future research avenues.

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Hortop, E. Gaëlle. "The Why and How of Goal Pursuits: Effects of Global Autonomous Motivation and Perceived Control on Emotional Well-being." Thesis, 2013. http://spectrum.library.concordia.ca/977212/4/Hortop_MA_S2013.pdf.

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This study examined the effects of global autonomous motivation and global perceived control on young adults’ adaptive goal striving and emotional wellbeing. We reasoned that autonomously motivated participants who also perceive high levels of control would make accelerated progress with the pursuit of their most important goal and experience associated increases in emotional wellbeing. By contrast, we predicted that these benefits of autonomous motivation would be reduced among participants who perceive low levels of control. A 6-month longitudinal study of 125 college students was conducted, and self-reported global autonomous motivation, global perceived control, progress towards the most important goal, and emotional well-being were assessed. Regression analyses showed that the combination of high baseline levels of global autonomous motivation and global perceived control was associated with accelerated goal progress after 6 months, which mediated 6-month increases in emotional well-being. These benefits were not apparent among autonomously motivated participants who perceived low levels of control. The study’s findings suggest that global autonomous motivation and perceived control may need to work together to foster adaptive goal striving and emotional well-being.

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Sung, Minyuan, and 宋旻原. "The Relations among Chinese Literature Mastery Classroom Goal Structure, Autonomous Motivation and Self-regulated Learning of Senior High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23513587701797310483.

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碩士
東海大學
教育研究所
99
The purpose of this study was to explore the relations among mastery classroom goal structure, autonomous motivation and self-regulated learning to the students at senior high schools. The samples of the research were the 10 and 11 graders of students in Taichung City, collected from 8 high schools, altogether 714 students. The instruments used in the study included Mastery Classroom Goal Structure Scale, Autonomous Motivation Scale, and Self-regulated Learning Scale. Data was analyzed by using descriptive statistics, Hotelling T2, Pearson’s product-moment correlation, multiple regression and hierarchical regression. The main results of this research were following: 1. The level of senior high school students’ mastery classroom goal structure, autonomous motivation and self-regulated learning was ranked as above average. 2. There were effects on mastery classroom goal structure, autonomous motivation and self-regulated learning. Female students were higher than male students did. 3. There were significant correlations between mastery classroom goal structure and autonomous motivation, mastery classroom goal structure and self-regulated learning, autonomous motivation and self-regulated learning respectively. 4. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict autonomous motivation (intrinsic motivation, identified regulation). 5. Mastery classroom goal structure (task, recognition / evaluation, grouping, teacher autonomy support) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）. 6. Autonomous motivation (intrinsic motivation, identified regulation) could positively predict self-regulated learning（metacognitive strategies, learning goal setting）. 7. Autonomous motivation was the mediator between mastery classroom goal structure and self-regulated learning.

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Hsien, Wu Ssu, and 吳思嫺. "The Impact of Goal Types on Social Customer Engagement Experience: The Moderating Role of Autonomous Motivation Types and Attachment Types." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4k4jc2.

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碩士
國立臺北科技大學
經營管理系碩士班
105
Along with the internet began to fast development, social media has become the channel for exchange information and emotion, the enterprise also use the platform to promote brands, while consumer’s different engage behavior is the key to success of business marketing. So, this study conduct an experiment to explore the relationship between goal types and social customer engagement experience (SCEE). In addition, this study brings autonomous motivation types (intrinsic/extrinsic motivation) and attachment types (anxious/avoidance attachment) as moderator to obtain a comprehensive research. The research results provides evidence that different goal types will generate different SCEE. And the result also shows that there are the indirect effects for two moderators between goal types and SCEE. According to the result, this study suggests that brand enterprises should offer differents of acivities and post messages so that could promote the consumer’s engagement behaviors on fanpages and bring more marketing benefits.

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(7010516), John M. Baier. "Autonomy Support, Satisfaction of the Need for Autonomy, and Autonomous Regulation for Physical Activity in Older Adults." Thesis, 2019.

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Background. Regular physical activity is beneficial for older adults in order to protect against age related injuries and illnesses, and to maintain their independence and quality of life. However, older adults are the least likely age group to meet the physical activity guidelines set forth by the American College of Sports Medicine and World Health Organization. According to the self-determination theory framework, health practitioners and exercise instructors should aim to create and deliver interventions in a way that fosters an autonomy-supportive health care climate (e.g., taking the perspectives of patients, providing choices) to facilitate satisfaction of the basic psychological needs and self-determined motivation. Purpose. The specific aims of this study were to (1) determine whether autonomy support is associated with physical activity-related need for autonomy, autonomous regulation, and physical activity behavior; and to (2) determine whether autonomy support moderates the association between physical activity-related need for autonomy and autonomous regulation. Methods. The design of the study was longitudinal. A total of 431 adults aged ≥ 55 years completed an online survey (Baseline – Week 0) containing self-determination theory-related predictor variables, along with past month and past week physical activity. Weekly online physical activity recall questionnaires were completed for four weeks (at Week 1, Week 2, Week 3, and Week 4). The product of coefficient a × b approach was used to test the mediation effect using multiple linear regression analysis. The Monte Carlo 95% confidence interval [95% CI] (5,000 bootstrap samples) for the mediated effects were obtained using Hayes SAS MCMED macro. Results. Physical activity-related need for autonomy was found to partially mediate the relationship between autonomy support and autonomous regulation, but only for those who were engaging in physical activity 2 days per week (0.0195 [0.0004, 0.0438]) and ≥ 4 days per week (0.0390 [0.0098, 0.0774]). Additionally, the physical activity-related need for autonomy and autonomous regulation were found to mediate the relationship between autonomy support and physical activity, but only for those who were previously physically active (≥ 4 days per week in the last month) and younger (e.g. aged 58 years). Autonomy support was not found to moderate the need for autonomy-autonomous regulation relationship. Physical activity-related need for competence was positively associated with autonomous regulation and physical activity behavior. Conclusion. In line with the self-determination theory, the current findings suggest that the facilitation of autonomy support and the subsequent fulfillment of the psychological needs; consequently, lead to an increase in autonomous regulation. Future research should consider how the need for competence plays a role in physical activity participation beyond autonomous regulation as adults age.

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SU, YU-HAN, and 蘇郁涵. "Action Research on the Effect of Autonomous Learning Strategies on Learning Attitude, Learning Motivation and Learning Achievement in Primary School Students' Mathematics." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/71448940411705755154.

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碩士
國立臺南大學
教育學系課程與教學碩博士班
105
This study was aimed at assessing the improvement of the learning attitude, learning motivation and learning effectiveness of the autonomous learning strategies applied to the small mathematics classroom, and explores the viable mode of operation of the autonomous learning strategies And strategy. In this study, the researcher taught the country as a small remedy class 8 as the object of study, the design of autonomous learning strategies teaching program implemented in the classroom. There was a total of two cycles, and the experiment was conducted in 50 lessons for 11 weeks. The research process was based on the interview, the teaching video, the classroom observation record table, the students' autonomous learning planning table, the scale and the regular evaluation of the equivalence and quantitative data collection. 1. Autonomous learning strategies can be successfully implemented in the small class. 2. After the implementation of autonomous learning strategies, primary school students learning attitude did not significantly different. 3. After the implementation of autonomous learning strategies, the learning motivation of primary school students did not reach significant difference. 4. After the implementation of autonomous learning strategies, primary school students have improved their learning outcomes Keywords: autonomous learning, autonomous learning strategies, learning strategies, learning motivation, learning attitude.

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Hong, Tong-Kwi, and 洪堂魁. "Effects of an Intervention Based on Autonomous and Control Environment Motivational Style of Self-Determination Theory in Tennis Serving Technique Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40299037836461218239.

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碩士
臺北巿立體育學院
運動教育研究所
101
Effects of an Intervention Based on Autonomous and Control Environment Motivational Style of Self-Determination Theory in Tennis Serving Technique Learning Student: Hong, Tong-Kwi Advisor: Ke, Tian-Lu Abstract Purpose : The purpose of this study were based on self-determination theory, explored the autonomous and control environment motivational style, interventional tennis Serve technique learning and retention effect of conditions. National Taiwan Ocean University junior tennis elective courses, freshman to senior students of a total of 100 men and women (age 20.55±1.27 yrs)as the research object for the study Method: Using perceived autonomy support scale, autonomy scale, competence scale, relatedness scale such as motivation measurement tools. Implemented the pre-test before the experiment, implemented the pre-test after teaching five weeks. Autonomous and control environment motivational style’ intervention in tennis serving technique learning. After five weeks of tennis serving technique learning, Implemented pre-test before the experiment, implemented the post-test after teaching five weeks, Implemented the retention test after 10 weeks. The data was analyzed by statistic software of SPSS 12.0 of Chinese edition, the significant levels as α=.05. The data were treated and analyzed with repeated measures one-way ANOVA , paired samples t-test, independent samples t-test. Results: 1.Autonomous motivation environment group of subjects than can feel self-support teachers in the classroom more able to self-study, competently. 2. The tennis serving technique learning courses, two groups of subjects were vi learning progress.3. The tennis serving technique learning courses, autonomous motivation environment group results were better reserved. Conclusion: Autonomous motivation environmental intervention tennis serve curriculum that allows students to active learning, competently and get a good retention results. Key words: tennis serve, Self-determination theory, autonomy support, autonomous motivation

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LIN, CHUN-MING, and 林俊銘. "The Investigation of Organizational Commitment for Teachers in Kaohsiung and Pingtung County’s Autonomous Regions for Taiwan Indigenous Peoples by the Motivation-Hygiene Theory." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/79233472155761152659.

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碩士
國立屏東教育大學
教育行政研究所
102
This study, based on the motivation-hygiene theory, aims to investigate the relevant impacts of teachers’ organizational commitment and their performance in elementary schools in Kaohsiung and Pingtung County’s autonomous regions for Taiwan indigenous peoples. To achieve the research objectives, this study employed a self-designed questionnaire survey as a research tool, targeting teachers in elementary schools in Kaohsiung and Pingtung County’s autonomous regions for Taiwan indigenous peoples as research subjects, used of sampling methods, and distributed 252 copies of questionnaire, among which there were 230 copies of effective questionnaire, accounting for an effective response rate of 91.26%. The data of the questionnaire were analyzed for assumption validation by apply statistical methods such as descriptive statistics, independent-samples t test, one-way ANOVA, Pearson product-moment correlation, and the stepwise regression of multiple regression analysis. The research findings were as follows: 1.As for motivation factors, there was no significant difference among teachers with different “genders, marital statuses, ages, residences, education, and years of service in the school”; there was a significant difference among teachers with different “job positions”. 2.As for hygiene factors, there was no significant difference among teachers with different “genders, ages, and education”; there was a significant difference among teachers with different “marital statuses, residences, job positions, and years of service in the school”. 3.As for organizational commitment, there was no significant difference among teachers with different “genders, ages, residences, and education”; there was a significant difference among teachers with different “marital statuses, job positions, and years of service in the school”. 4.There was a medium positive correlation between motivation factors and teachers’ organizational commitment. 5.There was a medium positive correlation between hygiene factors and teachers’ organizational commitment.

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Chen, Bo-Han, and 陳柏翰. "The Relationships between Autonomy Support, Autonomous Motivation, and Learning Effectiveness of the Mechanical Engineering in Skill-Based Senior High School- in Central Region." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/w68d5p.

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碩士
國立彰化師範大學
工業教育與技術學系
107
The purpose of the study aimed at exploring the relationship between autonomy support, autonomous motivation, and learning effectiveness for practice course teachers’ support in the skill-based senior high school student of mechanical. The population of this study who is the mechanical student Public and Private skill-based senior high schools in central region. The questionnaire survey was selected by Stratified Sampling. The total number s of this questionnaire survey is 975, and came out with 698 valid questionnaires and its return rate was 71.6%. The research tool was questionnaires of the autonomy support, autonomous motivation, and learning effectiveness in the skill-based senior high school student of mechanical by the researcher. The collected data was analyzed by using descriptive statistics, t-test, ANOVA, and Pearson’s product-moment correlation. According to the results of this study, conclusions were as follows: 1. The practice course teacher who provide the autonomy support in the recognition level of the skill-based senior high school student is at the mid-high level. 2. Learning in the practice course autonomous motivation of the skill-based senior high school student in the recognition level is at the mid-high level, the highest is in the self regulated learning, and the second is intrinsic motivation. 3. After learning in the practice course that the skill-based senior high school student learning effectiveness change to the mid-high level, the cognitive domain is the highest, and the affective domain is the lowest. 4. Influence of the skill-based senior high school student of the autonomy support that is the school grades and the willingness of further education 5. Influence of the skill-based senior high school student of the autonomous motivation that is the school grades and the willingness of further education 6. Influence of the skill-based senior high school student of the learning effectiveness that is the school grades, the willingness of further education, and the public or private schools. 7. There were significant positive correlation between autonomy support, autonomous motivation, and learning effectiveness. The correlation between autonomous motivation and learning effectiveness was the highest while autonomy support and learning effectiveness was the lowest. Keywords: autonomy support, autonomous motivation, learning effectiveness

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(7474124), Cong Wang. "“Learning is not always fun, but it is fine” Effects of Rationale Generation on Autonomous Motivation and Learning in Uninteresting but Required Academic Activities." Thesis, 2019.

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This dissertation aimed to study the effects of rationale generation on college students’ autonomous motivation. Specific research questions were: (1) to investigate the relations among rationale generation, motivation, and learning through the lens of SDT; (2) to examine the causal effects of rationale generation on autonomous motivation and learning performance; and (3) to understand students’ perceptions of successful motivation strategies during uninteresting but required academic activity. An explanatory sequential mixed method design was used to answer these questions.

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Marinho, Susana Raquel Marques. "The relationship between core self-evaluations and the perceived lack of health among unemployment individuals with autonomous and controlled motivayion as mediators." Master's thesis, 2017. http://hdl.handle.net/10362/22360.

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Previous research has shown a positive relationship between unemployed individuals and their perception of lack of health. This paper studies the impact psychological factors have on this relationship. Using motivation as a mediator on a sample of 298 unemployed individuals, it can be verified that core self-evaluations have, indeed, an impact on these individuals’ perception of lack of health. Moreover, unemployed individuals searching for a job in a controlled way, have a higher perception of lack of health. These conclusions lead to recommendations such as the implementation of psychological support on the job search.

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Dissertations / Theses on the topic 'Autonomous motivations'

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