Journal articles: 'Controlled motivation'

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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.

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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.

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Koestner, Richard, Nancy Otis, Theodore A. Powers, Luc Pelletier, and Hugo Gagnon. "Autonomous Motivation, Controlled Motivation, and Goal Progress." Journal of Personality 76, no. 5 (October 2008): 1201–30. http://dx.doi.org/10.1111/j.1467-6494.2008.00519.x.

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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.

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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.

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Abós, Ángel, Leen Haerens, Javier Sevil-Serrano, Sofie Morbée, José Antonio Julián, and Luis García-González. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 16, no. 16 (August 8, 2019): 2839. http://dx.doi.org/10.3390/ijerph16162839.

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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Orsini, Cesar A., Vivian I. Binnie, and Jorge A. Tricio. "Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile." Journal of Educational Evaluation for Health Professions 15 (April 19, 2018): 11. http://dx.doi.org/10.3352/jeehp.2018.15.11.

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Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

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Ridgway, Jason, Louise Hickson, and Christopher Lind. "What Factors Are Associated with Autonomous and Controlled Motivation for Hearing Help-Seekers?" Journal of the American Academy of Audiology 28, no. 07 (July 2017): 644–54. http://dx.doi.org/10.3766/jaaa.16098.

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AbstractHearing impairment is prevalent in older adults. Motivation is important in people’s choice to seek help for their hearing and whether to adopt or not adopt hearing aids.To investigate associations between sociodemographic and audiometric characteristics and autonomous and controlled motivation among a sample of hearing help-seekers.A quantitative approach was taken for this cross-sectional cohort study.A total of 253 adult first-time hearing help-seekers were recruited to the study.Participants provided sociodemographic information and completed questionnaires adapted from self-determination theory that measured autonomous motivation (motivation that originates from within the self and is aligned with personal values and beliefs) and controlled motivation (motivation that stems from external pressures such as rewards or punishment, or conflicted inner feelings such as guilt or shame).Participants with higher autonomous motivation scores were younger, wanted hearing aids more, and reported greater hearing difficulty in everyday life than those with lower scores. Participants with higher controlled motivation scores were more often referred to the service by others and wanted hearing aids more than those with lower controlled motivation scores. Controlled motivation scores were not associated with perceptions of hearing difficulty in everyday life.Relationships among motivation and sociodemographic factors highlight the importance of characterizing autonomous and controlled motivation in first-time hearing help-seekers. Attention to personal characteristics in order to understand motivational processes involved in rehabilitation decisions such as hearing aid adoption may aid in consultations.

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Tam, Adeline Y. L., Rohaizat Baharun, and Zuraidah Sulaiman. "Motivation in Health Behaviour: Role of Autonomous and controlled Motivation." Indian Journal of Public Health Research & Development 10, no. 9 (2019): 929. http://dx.doi.org/10.5958/0976-5506.2019.02558.0.

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Fousiani, Kyriaki, Panayiota Dimitropoulou, and Michalis Michaelides. "Controlled Motivational Orientation and Prejudice." Swiss Journal of Psychology 75, no. 2 (March 2016): 97–107. http://dx.doi.org/10.1024/1421-0185/a000171.

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Abstract. This research investigates the effect of controlled versus autonomous motivation on intergroup relations. Two studies were conducted: Study 1 (N = 152 Greek Cypriot undergraduate students) showed that controlled motivational orientation, measured as a personality variable, was related to more prejudicial beliefs toward outgroups, lower intrinsic motives for contact, less desire for contact, and less actual contact with outgroups. Study 2 (N = 93 Greek Cypriot undergraduate students) experimentally replicated the findings of Study 1, revealing that controlled motivation, manipulated as a social/situational variable, was related to a higher level of prejudice toward outgroups, less intrinsic motives for contact with outgroups, and less desire for contact with outgroups. Most importantly, these relationships were mediated by dehumanization (i.e., denial of uniquely human traits) of the outgroup. The findings highlight the role of interpersonal control as an important factor determining the quality of intergroup relations.

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Radel, Rémi, Philippe Sarrazin, and Luc Pelletier. "Evidence of Subliminally Primed Motivational Orientations: The Effects of Unconscious Motivational Processes on the Performance of a New Motor Task." Journal of Sport and Exercise Psychology 31, no. 5 (October 2009): 657–74. http://dx.doi.org/10.1123/jsep.31.5.657.

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The aim of this study was to examine whether motivational orientations for a new motor task could be triggered by unconscious determinants. Participants were primed with subliminal words depicting an autonomous, a neutral, or a controlled motivation during an initial unrelated task, followed by working on an unknown motor task. Behavioral, physiological, and self-reported indicators of motivation for this task were assessed. Overall, results indicated a significant impact of the priming condition on all these indicators; whereas the priming of autonomous motivation led to positive outcomes, the priming of controlled motivation led to negatives outcomes when compared with the neutral condition. Implications regarding the priming of unconscious determinants of motivation for sport and exercise are discussed.

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Liu, W. C., C. K. John Wang, Johnmarshall Reeve, Ying Hwa Kee, and Lit Khoon Chian. "What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective." Journal of Education 200, no. 3 (October 15, 2019): 185–95. http://dx.doi.org/10.1177/0022057419881171.

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This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

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Lopes, Sílvia, Maria José Chambel, and Francisco Cesário. "Linking perceptions of organizational support to temporary agency workers’ well-being." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1376–91. http://dx.doi.org/10.1108/ijoa-08-2018-1502.

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Purpose This research focused on agency work. Previous studies highlighted the importance of motivations to understand workers’ attitudes, behaviors and well-being. Thus, the purpose of this paper is to analyze the contribution of perceptions of support from organizations to autonomous motivation for temporary agency employment, the relationship of motivations with workers’ well-being and the mediating role of motivations between perceptions of organizational support (POS) and workers’ well-being. Design/methodology/approach The hypotheses were tested with a sample of 3,983 temporary agency workers and using structural equation modeling. Findings The authors verified that POS from the agency contributed to both autonomous motivation and controlled motivation for temporary agency employment, whereas POS from the client company only contributed to autonomous motivation for temporary agency employment. Moreover, autonomous motivation for temporary agency employment was positively associated with workers’ well-being. Contrary to expectations, controlled motivation for temporary agency employment was not significantly associated with workers’ well-being. As predicted, autonomous motivation for temporary agency employment was a mediator in the relationship between POS and workers’ well-being. Research limitations/implications The study relies on self-reported data, and it does not have a longitudinal design. Practical implications An important implication of this research study is that organizations, through the support provided to the workers, may contribute positively to increase workers’ autonomous motivation for temporary agency employment, and, in turn, more autonomous motivation for temporary agency employment relates to higher levels of workers’ well-being. Originality/value The study innovates by including in the same model variables that may contribute to workers’ motivation for temporary agency employment as well as the outcomes that may arise from workers’ motivation for temporary agency employment.

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Mailey, Emily L., Deirdre Dlugonski, Wei-Wen Hsu, and Michelle Segar. "Goals Matter: Exercising for Well-Being But Not Health or Appearance Predicts Future Exercise Among Parents." Journal of Physical Activity and Health 15, no. 11 (November 1, 2018): 857–65. http://dx.doi.org/10.1123/jpah.2017-0469.

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Background: Many parents are insufficiently active. Further research is needed to understand the goals that drive sustained exercise participation among parents. The purpose of this study was to use self-determination theory derived constructs to examine the relationship between parents’ exercise goals and their autonomous motivation, controlled motivation, and exercise behavior across 1 year. Methods: Mothers (n = 226) and fathers (n = 70) of children less than 16 years completed the Exercise Motivations Inventory-2 and, 1 year later, the Behavioral Regulation in Exercise Questionnaire-2 and Godin Leisure-Time Exercise Questionnaire. Linear mixed effects models were used to examine the longitudinal relationships between exercise goals and autonomous motivation, controlled motivation, and leisure-time exercise. Results: All goals except weight management were significantly associated with autonomous motivation, whereas only weight and appearance goals predicted controlled motivation. Exercising for stress management and revitalization, but not health- or appearance-related goals, was significantly related to exercise behavior over 1 year. Conclusions: Only goals related to immediate affective outcomes were associated with both autonomous motivation and exercise behavior over time. These findings support recent calls to “rebrand exercise” as a means to improve daily well-being. Such goals may drive parents to prioritize exercise because they value the immediate benefits it provides.

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Rothes, Ana, Marina S. Lemos, and Teresa Gonçalves. "Motivational Profiles of Adult Learners." Adult Education Quarterly 67, no. 1 (September 22, 2016): 3–29. http://dx.doi.org/10.1177/0741713616669588.

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This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners’ gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed.

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Banting, Lauren K., James A. Dimmock, and J. Robert Grove. "The Impact of Automatically Activated Motivation on Exercise-Related Outcomes." Journal of Sport and Exercise Psychology 33, no. 4 (August 2011): 569–85. http://dx.doi.org/10.1123/jsep.33.4.569.

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This study examined the effect of motivational primes on participants (N = 171) during a cycling task. Relative to participants primed with a controlled motivational orientation, it was hypothesized that participants primed for autonomous motivation would report greater feelings of enjoyment, effort, and choice in relation to the cycling activity and report greater exercise intentions. Members of the autonomous prime group were expected to exercise for longer, at a greater percentage of their heart rate maximum, and report lower levels of perceived exertion than those in the controlled prime condition. It was found that, relative to participants in the controlled prime group, those who received the autonomous prime enjoyed the exercise more, exercised at a greater percentage of heart rate maximum, and reported a lower rating of perceived exertion. Furthermore, participants experiencing the controlled prime exercised for less time and had lower intentions to exercise than did other participants. Results highlight the importance of automatic processes in activating motivation for exercise.

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Tzuriel, David, and H. Carl Haywood. "Locus of Control and Child-Rearing Practices in Intrinsically Motivated and Extrinsically Motivated Children." Psychological Reports 57, no. 3 (December 1985): 887–94. http://dx.doi.org/10.2466/pr0.1985.57.3.887.

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A sample of 177 students from Grades 5 and 10 were given the Choice Motivator Scale, a measure of individual differences in motivational orientation, the Intellectual Achievement Responsibility Scale, and the Parent-Child Relation Questionnaire. A stepwise regression analysis with the latter two scales, age, and sex as predictors was employed with motivational orientation as a criterion variable. Four variables significantly predicted intrinsic motivation: Love-Reject (father), Attention (father), Locus of Control (successes), and Age. Intrinsically motivated children tended to perceive their fathers as more loving and less rejecting, giving less attention (protecting), and were more internally controlled and older than externally motivated children. Effects of parental child-rearing practices have been related to the effects of extrinsic rewards on intrinsic motivation. A social-personality explanation is offered to explain the prediction of motivational orientation by locus of control and age.

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Weinstein, Netta, and Thuy-Vy Nguyen. "Motivation and preference in isolation: a test of their different influences on responses to self-isolation during the COVID-19 outbreak." Royal Society Open Science 7, no. 5 (May 2020): 200458. http://dx.doi.org/10.1098/rsos.200458.

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This multi-wave study examined the extent that both preference and motivation for time alone shapes ill-being during self-isolation. Individuals in the USA and the UK are self-isolating in response to the COVID-19 outbreak. Different motivations may drive their self-isolation: some might see value in it (understood as the identified form of autonomous motivation), while others might feel forced into it by authorities or close others (family, friends, neighbourhoods, doctors; the external form of controlled motivation). People who typically prefer company will find themselves spending more time alone, and may experience ill-being uniformly, or as a function of their identified or external motivations for self-isolation. Self-isolation, therefore, offers a unique opportunity to distinguish two constructs coming from disparate literatures. This project examined preference and motivation (identified and external) for solitude, and tested their independent and interacting contributions to ill-being (loneliness, depression and anxiety during the time spent alone) across two weeks. Confirmatory hypotheses regarding preference and motivation were not supported by the data. A statistically significant effect of controlled motivation on change in ill-being was observed one week later, and preference predicted ill-being across two weeks. However, effect sizes for both were below our minimum threshold of interest.

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Zhang, Ye, Jie Gao, Shu Tian Cole, and Peter Ricci. "Beyond accessibility: empowering mobility-impaired customers with motivation differentiation." International Journal of Contemporary Hospitality Management 31, no. 9 (September 9, 2019): 3503–25. http://dx.doi.org/10.1108/ijchm-08-2018-0663.

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PurposeTo sufficiently fulfill the travel potential of people with mobility impairments (PwMIs), this study aims to propose a valuable supplement to facility/service accommodation by hospitality/tourism businesses by identifying and purposefully cultivating the superior motivation types for empowering PwMI’s travel pursuits despite challenges. To this end, the study proposes a self-determined versus controlled motivation subdivision to the predominant travel motivation typologies, with its practical value, theoretical value and application feasibility verified.Design/methodology/approachTo ensure the verification reliability across challenge travels, the study adopts an extreme groups design for data collection. Qualtrics surveys situated in two resort-package scenarios contrast in facility/service accommodation levels are paired with two US PwMI groups contrast in travel capabilities. An unconventional mix of analytical information and seemingly unrelated regressions are adopted for data analyses.FindingsSelf-determined motivations are found as the superior facilitators of PwMI’s challenging resort-travel pursuits, confirming the practical value of the proposed motivation subdivision. The theoretical value is verified given the subdivision’s significant explanatory power for resort-travel attitude and behavioral intentions, after controlling for travel purpose fulfillment. It is also feasible to achieve the targeted cultivation of self-determined motivations by supporting the basic physiological needs of autonomy, competence and relatedness.Practical implicationsThe study’s context-based findings on the effective motivational mechanisms for PwMI can guide hospitality/tourism businesses to improve PwMI-targeted marketing effectiveness and efficiency.Originality/valueKey theoretical contributions include expanding the explanatory power of travel motivation typologies, enhanced integration of self-determination theory into travel motivation conceptualization and more accurate reflection of the widespread presence of social factors in travel motivations.

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Moll-Khosrawi, Parisa, Stefan Zimmermann, Christian Zoellner, and Leonie Schulte-Uentrop. "Understanding Why All Types of Motivation Are Necessary in Advanced Anaesthesiology Training Levels and How They Influence Job Satisfaction: Translation of the Self-Determination Theory to Healthcare." Healthcare 9, no. 3 (March 1, 2021): 262. http://dx.doi.org/10.3390/healthcare9030262.

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Studies applying the self-determination theory have shown that intrinsic motivation and autonomous regulation lead to job satisfaction and to better job performance. What has not been worked out clearly yet are the effects of extrinsic motivation and controlled regulation on affect, job performance and job satisfaction. However, it has been described that controlled regulation is often necessary for mundane tasks. In anaesthesiology, routine daily tasks can be perceived as mundane by those who have achieved a certain level of training (e.g., consultants). Therefore, it was hypothesised that consultants have high expressions of all motivational qualities. Furthermore, it was hypothesised that job satisfaction of anaesthesiologists is correlated with autonomous motivation. The hypotheses were tested in a cross-sectional study design within a group of anaesthesiologists. The study participants reported the same pattern throughout the motivational continuum. Consultants reported the highest levels of all motivational qualities, including controlled regulation, as well as the highest levels of job satisfaction. Junior residents reported high levels of amotivation and extrinsic regulation. The lowest levels of identified regulation and job satisfaction were reported by the group of attendings. Job satisfaction was positively correlated with intrinsic motivation and negatively correlated with amotivation. Therefore, our findings from the field of anaesthesiology show that the expressions of high levels of controlled regulation might be necessary for specialists to engage in mundane daily tasks. Intrinsic motivation and autonomous regulation are necessary for job satisfaction and the presence of controlled regulation and extrinsic behavioural regulation have no declining effects. Furthermore, the decrease of amotivation will lead to enhanced job satisfaction and the resulting consequences will be extensive. Junior residents need to be supported with the aim to enhance their feeling of autonomy and competence in order to decrease amotivation and to foster autonomous regulation and hence to increase job satisfaction and well-being. Further special focus should be on attendings to counteract their lacking identification with the job. Hereby, the provision of feedback and professional perspectives might foster the process of re-identification.

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Langan, Edel, Ken Hodge, Siobhan McGowan, Shane Carney, Valerie Saunders, and Chris Lonsdale. "The influence of controlled motivation alongside autonomous motivation: Maladaptive, buffering, or additive effects?" International Journal of Sport and Exercise Psychology 14, no. 1 (March 9, 2015): 57–71. http://dx.doi.org/10.1080/1612197x.2015.1016084.

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Hodge, Ken, Elaine A. Hargreaves, David Gerrard, and Chris Lonsdale. "Psychological Mechanisms Underlying Doping Attitudes in Sport: Motivation and Moral Disengagement." Journal of Sport and Exercise Psychology 35, no. 4 (August 2013): 419–32. http://dx.doi.org/10.1123/jsep.35.4.419.

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We examined whether constructs outlined in self-determination theory (Deci & Ryan, 2002), namely, autonomy-supportive and controlling motivational climates and autonomous and controlled motivation, were related to attitudes toward performance-enhancing drugs (PEDs) in sport and drug-taking susceptibility. We also investigated moral disengagement as a potential mediator. We surveyed a sample of 224 competitive athletes (59% female; M age = 20.3 years; M = 10.2 years of experience participating in their sport), including 81 elite athletes. Using structural equation modeling analyses, our hypothesis proposing positive relationships with controlling climates, controlled motivation, and PEDs attitudes and susceptibility was largely supported, whereas our hypothesis proposing negative relationships among autonomous climate, autonomous motivation, and PEDs attitudes and susceptibility was not supported. Moral disengagement was a strong predictor of positive attitudes toward PEDs, which, in turn, was a strong predictor of PEDs susceptibility. These findings are discussed from both motivational and moral disengagement viewpoints.

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Schmidt, Liane, Stefano Palminteri, Gilles Lafargue, and Mathias Pessiglione. "Splitting Motivation." Psychological Science 21, no. 7 (May 28, 2010): 977–83. http://dx.doi.org/10.1177/0956797610372636.

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Motivation is generally understood to denote the strength of a person’s desire to attain a goal. Here we challenge this view of motivation as a person-level concept, in a study that targeted subliminal incentives to only one half of the human brain. Participants in the study squeezed a handgrip to win the greatest fraction possible of each subliminal incentive, which materialized as a coin image flashed in one visual hemifield. Motivation effects (i.e., more force exerted when the incentive was higher) were observed only for the hand controlled by the stimulated brain hemisphere. These results show that in the absence of conscious control, one brain hemisphere, and hence one side of the body, can be motivated independently of the other.

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Van den Berghe, Lynn, Greet Cardon, Nathalie Aelterman, Isabel Barbara Tallir, Maarten Vansteenkiste, and Leen Haerens. "Emotional Exhaustion and Motivation in Physical Education Teachers: A Variable-Centered and Person-Centered Approach." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 305–20. http://dx.doi.org/10.1123/jtpe.32.3.305.

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Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found for controlled motivation. Next, four motivational profiles were identified by means of cluster analyses: (a) a relative controlled group, (b) a relative lowly motivated group, (c) a relative autonomous group, and (d) a relative highly motivated group. The controlled group reported most emotional exhaustion, whereas the relative autonomous and highly motivated group had the lowest scores on emotional exhaustion. The results indicate that being autonomously motivated may function as a “buffer” against the development of emotional exhaustion. This implicates that it is important for politicians, directors, teachers, and teacher educators to consider teachers’ type of motivation to teach to prevent emotional exhaustion.

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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland, and Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners." International Review of Education 66, no. 4 (August 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.

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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.

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Ryan, Richard M., James N. Donald, and Emma L. Bradshaw. "Mindfulness and Motivation: A Process View Using Self-Determination Theory." Current Directions in Psychological Science 30, no. 4 (June 22, 2021): 300–306. http://dx.doi.org/10.1177/09637214211009511.

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Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.

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Gegenfurtner, Andreas, Dagmar Festner, Wolfgang Gallenberger, Erno Lehtinen, and Hans Gruber. "Predicting autonomous and controlled motivation to transfer training." International Journal of Training and Development 13, no. 2 (June 2009): 124–38. http://dx.doi.org/10.1111/j.1468-2419.2009.00322.x.

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Petherick, J. Carol, and S. Mark Rutter. "Quantifying motivation using a computer-controlled push-door." Applied Animal Behaviour Science 27, no. 1-2 (August 1990): 159–67. http://dx.doi.org/10.1016/0168-1591(90)90015-6.

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Mouratidis, Athanasios, Aikaterini Michou, Melike Sayil, and Servet Altan. "It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades." Learning and Instruction 73 (June 2021): 101433. http://dx.doi.org/10.1016/j.learninstruc.2020.101433.

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Papaioannou, Athanasios. "Perceptions of Motivational Climate, Perceived Competence, and Motivation of Students of Varying Age and Sport Experience." Perceptual and Motor Skills 85, no. 2 (October 1997): 419–30. http://dx.doi.org/10.2466/pms.1997.85.2.419.

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This study examined differences in students' motivation in Greek physical education classes depending on age and amount of experience in sport and the extent to which these differences reflected divergent perceptions of competence and classes' motivational climate. 1,393 students responded to questionnaires measuring motivational climate, perceived competence, preference for challenge, interest in the lesson, and perceived importance of the lesson. Students who were not involved in out-of-school sport activities had lower scores on perceived physical competence, perceived learning orientation of the class, preference for challenge, interest in the lesson, and perceived importance of the lesson than students who were involved in organized sport. These differences in students' motivations decreased when scores on perceived learning goals and perceived physical competence were adjusted. Senior high school students (16 yr. old) were much less motivated than junior students (13 yr. old), but these differences were decreased or eliminated when scores on perceived learning orientation were controlled. These results suggest that to increase all students' motivation in physical education, a strong emphasis on personal progress should be adopted.

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Van Doren, Nele, Katrien De Cocker, Tom De Clerck, Arwen Vangilbergen, Ruben Vanderlinde, and Leen Haerens. "The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach." International Journal of Environmental Research and Public Health 18, no. 14 (July 13, 2021): 7457. http://dx.doi.org/10.3390/ijerph18147457.

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Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.

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Morton, Alvin L., Lyndsey M. Hornbuckle, Miguel Aranda, Derrick T. Yates, and Courtney L. Anderson. "An Exploratory Study on Determinants of Regular Group Indoor Cycling Participation in Black and White Adults." SAGE Open 9, no. 3 (July 2019): 215824401986356. http://dx.doi.org/10.1177/2158244019863568.

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This study investigated factors influencing regular group indoor cycling (GIC) participation in a sample of Black (71%) and White (29%) adults. Seventeen regular GIC participants (≥1 day/week for ≥3 consecutive months) completed surveys that examined motivations for GIC participation. Treatment Self-Regulation Questionnaire (TSRQ), Preference for and Tolerance of Intensity of Exercise Questionnaire (PRETIE-Q), and open-ended survey questions were used. TSRQ showed autonomous motivation was significantly higher than controlled ( p <.001) and amotivation ( p < .001), with no significant difference between controlled and amotivation ( p = .08). There was no significant interaction between motivation and race. There were no significant differences between race groups for PRETIE-Q. Five themes emerged as reasons for GIC participation: music, physical health, social support, studio atmosphere, and enjoyment/fun. Racial differences surfaced in the themes. More research is needed to understand the role of cultural relevance as it relates to exercise motivation and regular exercise participation. This could inform strategies for promoting regular exercise in various populations.

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Boiché, Julie, Mathieu Gourlan, and Léna Rubin. "Impact of a residential program on the psychological needs, motivation and physical activity of obese adults: A controlled trial based on Self-Determination Theory." Movement & Sport Sciences - Science & Motricité, no. 101 (2018): 33–40. http://dx.doi.org/10.1051/sm/2018013.

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Purpose: This study aimed to examine the increased benefits of a Self Determination Theory (SDT)-based motivational component on psychological needs’ fulfillment, self-determined motivation and Physical Activity (PA) of obese patients taking part in a rehabilitation program. Methods: Fourty-nine obese adults (mean age = 52 years, mean BMI = 38.25 kg/m2) attended a 3-week residential intervention. Patients in the Motivation group (n = 24) received a standard care plus SDT-based intervention (i.e., improved supervised PA sessions + a 1-hour motivational session). Patients in the Control group (n = 25) only benefited from standard care. Psychological needs and motivation were measured at baseline, at the end of the program and one month after. PA was measured at baseline and one month after the end of the program. Repeated measures ANOVAs were performed to compare the evolution of the variables between groups. Results: The results indicated that participants from both groups displayed significant changes in their perceived autonomy, relatedness, intrinsic motivation and integrated regulation between the beginning and the end of the program. Next, participants from both groups showed a decrease in perceived relatedness between the end of the program and one month after. Last, the participants from the Motivation group reported greater increase of their PA scores between the beginning of the program and one month after as compared to those in the Control group. Conclusions: Obesity interventions should integrate motivational components in order to promote behavior maintenance after programs have ended.

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Vaquero Solís, Mikel, Pedro Antonio Sánchez-Miguel, Miguel Ángel Tapia Serrano, Juan J. Pulido, and Damián Iglesias Gallego. "Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life." International Journal of Environmental Research and Public Health 16, no. 15 (August 2, 2019): 2765. http://dx.doi.org/10.3390/ijerph16152765.

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Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

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Cho, Joonyoung, Ruth Dunkle, and Karen Harlow-Rosentraub. "Factors That Influence Length of Membership in a Customer-Driven Organization: A Village." Innovation in Aging 4, Supplement_1 (December 1, 2020): 49–50. http://dx.doi.org/10.1093/geroni/igaa057.161.

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Abstract Membership is a critical feature of the survival of customer-driven organizations. As a membership-driven organization based on neighbors helping neighbors, many Villages express difficulty in having enough members and lack confidence in sustainability. This is the first study examining the association between length of membership and motivation for becoming a Village member. ShareCare, the first Village, was founded in 1994. We used an open-ended questionnaire to gather information from a representative sample of current Sharecare members (N=100). Three researchers were involved in coding responses with discrepancies resolved via collaborative discussion. Length of membership was categorized as: less than 10-years, and more than a 10-year membership. Motivations to join membership in ShareCare were categorized as: instrumental, social, and altruistic. We conducted three separate logistic regressions with covariates controlled to examine associations between length of membership and various motivations to become a ShareCare member. While the most frequent reason for joining was instrumental where the member would receive service (e.g., care coordination, and home visit), the least motivation for joining was altruism, where the member could help other members (e.g., running errand, and lawn care). More than a 10-year membership was not associated with social or instrumental motivation to join ([OR] 0.50, p = 0.27, [OR] 0.94, p = 0.95) whereas more than a 10-year membership was associated with altruistic motivation to join ([OR] 5.31, p = 0.02). Our findings provide guidance regarding motivating members to join and maintain membership in a consumer-driven organization.

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Shrestha, Lochana, and Shambhu Nath Pant. "Motivational Profiles of Medical Students of Nepalese Army Institute of Health Sciences." Journal of Nepal Health Research Council 15, no. 3 (January 1, 2018): 252–57. http://dx.doi.org/10.3126/jnhrc.v15i3.18850.

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Background: Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students.Methods: In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Results: Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001). Conclusions: The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical student.

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Mishra, Abhishek, Anish Yousaf, and Insha Amin. "An attribute-based framework for students' motivation to join an HEI: a self-determination theory perspective." International Journal of Educational Management 35, no. 1 (October 6, 2020): 201–15. http://dx.doi.org/10.1108/ijem-06-2020-0281.

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PurposeThe current work explores the attributes that serve as motivation regulations for students' selection of a higher education institute (HEI).Design/methodology/approachWith a self-determination theory (SDT) perspective, the current study used a mixed-method approach to develop a scale to measure HEI attribute-based motivation regulations.FindingsA total of eight regulations were proposed: academic/extracurricular activities, infrastructure, faculty research expertise, teaching and learning quality, placement opportunities, marketing and promotion, education cost and social influence. The first four were autonomous motivations and the remaining were controlled motivations.Research limitations/implicationsThe study leverages the SDT motivation continuum into a structured HEI attribute-based student motivation framework.Practical implicationsThe study guides HEI managers with specific attributes to position the institute appropriately.Originality/valueThis is one of the few works in the higher education utilizing the complete SDT framework.

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Alvarez, Octavio, Lluis Tormo-Barahona, Isabel Castillo, and Juan Antonio Moreno-Murcia. "Examining Controlling Styles of Significant Others and Their Implications for Motivation, Boredom and Burnout in Young Swimmers." International Journal of Environmental Research and Public Health 18, no. 11 (May 28, 2021): 5828. http://dx.doi.org/10.3390/ijerph18115828.

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The aim of the study was to examine the controlling style in two contexts of social influence: the team (i.e., coach and teammates) and the family (i.e., father and mother), as well as the mediational role of motivation (autonomous, controlled, and amotivation) and its relationship with boredom and burnout in young swimmers. To this end, 267 swimmers (140 girls and 127 boys) between 12 and 18 years of age (M = 14.26; SD = 1.61) were assessed. The results showed that in the team context, coaches’ controlling style directly promoted controlled motivation and boredom in their swimmers, and indirectly influenced burnout through the mediating role of swimmers’ controlled motivation. Teammates’ controlling style was directly associated with controlled motivation, amotivation, and burnout, and indirectly associated with boredom and burnout through the mediating role of amotivation. Regarding the family context, the father’s controlling style showed direct associations with controlled motivation and burnout, and indirect associations with boredom through the mediating role of swimmers’ controlled motivation. Finally, the associations of the mother’s controlling style with all the variables studied were neutralized by the father’s controlling interpersonal style. This study emphasizes the differentiating role of significant others when displaying controlling styles, and it confirms that the controlling style has a significant relationship with maladaptive sport practice experiences.

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Gagné, Françoys, and François St Père. "When IQ is controlled, does motivation still predict achievement?" Intelligence 30, no. 1 (January 2001): 71–100. http://dx.doi.org/10.1016/s0160-2896(01)00068-x.

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Strong, Kathryn G., and Gail F. Huon. "Controlled motivation and the persistence of weight-loss dieting." European Eating Disorders Review 7, no. 2 (May 1999): 136–46. http://dx.doi.org/10.1002/(sici)1099-0968(199905)7:2<136::aid-erv263>3.0.co;2-7.

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Sanchez-Oliva, David, Pedro Antonio Sanchez-Miguel, Francisco Miguel Leo, Florence-Emilie Kinnafick, and Tomás García-Calvo. "Physical Education Lessons and Physical Activity Intentions Within Spanish Secondary Schools: A Self-Determination Perspective." Journal of Teaching in Physical Education 33, no. 2 (April 2014): 232–49. http://dx.doi.org/10.1123/jtpe.2013-0043.

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Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12–16 years (M = 13.34; SD = .76) who participated in Physical Education lessons at 32 secondary schools. Structural equation modeling was used for analysis, and showed that perception of basic psychological need (BPN) support from teachers predicted autonomous and controlled motivation through BPN satisfaction. Furthermore, autonomous motivation positively predicted enjoyment, perceived importance of Physical Education, and intention to participate in sport or physical activity outside of school. Controlled motivation negatively predicted enjoyment, and amotivation positively predicted boredom. Finally, enjoyment and perceived importance of Physical Education positively predicted intention to participate in sport or physical activity outside of what was required in school. Results emphasize the importance of school based Physical Education to promote sport and physical activity participation among adolescents.

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Gardner, R. C., J. B. Day, and P. D. Maclntyre. "Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment." Studies in Second Language Acquisition 14, no. 2 (June 1992): 197–214. http://dx.doi.org/10.1017/s0272263100010822.

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The study examines the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. An attempt was made to induce anxiety in one group of subjects by videotaping them while learning. Individual differences in integrative motivation were measured by aggregating relevant scales. Subjects higher in integrative motivation showed superior vocabulary acquisition and tended to initiate a translation more quickly than did those lower in integrative motivation. The anxiety manipulation did not appear to influence behavior during the learning trials. A second set of analyses revealed that subjects with more positive attitudes tended to respond more quickly and consistently to the attitude items. The results are discussed in terms of the operational definition of integrative motivation and its relation to anxiety.

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Beluce, Andrea Carvalho, and Katya Luciane de Oliveira. "Students’ Motivation for Learning in Virtual Learning Environments." Paidéia (Ribeirão Preto) 25, no. 60 (April 2015): 105–13. http://dx.doi.org/10.1590/1982-43272560201513.

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The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

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Saller, Franziska V. I., Amal Mohammed, and Fahad Al Dhaferi. "Motivational quality and competence perceptions towards healthy diet practice in patients with non-communicable diseases in Central Saudi Arabia." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 1592. http://dx.doi.org/10.18203/2394-6040.ijcmph20210986.

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Background: Saudi Arabia has faced a considerable rise of non-communicable diseases (NCD) over the past decade. Dietary changes are essential for treatment efficacy in various NCD, but local evidence indicates rather poor treatment compliance. Knowledge about the behavioral determinants of patients can help to improve intervention adherence. The self-determination theory proposes autonomy and competence perceptions towards healthy eating to play a determining role in motivation and behavioural regulation. The aim of this study was to explore diet practice, motivation, autonomy and competence perceptions in Saudi patients with NCD.Methods: A questionnaire-based, cross-sectional study was implemented to evaluate relationships between diet habits and autonomy and competence perceptions towards healthy diet practice in patients with cardiovascular disease, diabetes and hypertension in a governmental hospital in Riyadh.Results: 269 patients >18 years participated in the study. Self-reported diet was mediocre, characterized by low fruit and vegetable intake. Hypertensive patients showed substantially poorer diet and, at the same time, higher motivational quality compared to other patient groups (p<0.05). Generally, patients demonstrated moderate motivational quality and high perceived competence, but certain sub-populations with specific commonalities strongly deviated from the norm. Competence perceptions, autonomous, as well as controlled motivation correlated with healthy diet practice (p=0.000).Conclusions: Our results indicate that both, autonomous and controlled motivation influence positive diet practice in NCD patients. We suspect a patient-group-specific exposure to health education to impact motivational quality. The influence of psychological factors on patient health behaviour is still greatly underestimated in clinical dietary interventions in KSA.

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Barcza-Renner, Kelly, Robert C. Eklund, Alexandre J. S. Morin, and Christine M. Habeeb. "Controlling Coaching Behaviors and Athlete Burnout: Investigating the Mediating Roles of Perfectionism and Motivation." Journal of Sport and Exercise Psychology 38, no. 1 (February 2016): 30–44. http://dx.doi.org/10.1123/jsep.2015-0059.

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This investigation sought to replicate and extend earlier studies of athlete burnout by examining athlete-perceived controlling coaching behaviors and athlete perfectionism variables as, respectively, environmental and dispositional antecedents of athlete motivation and burnout. Data obtained from NCAA Division I swimmers (n = 487) within 3 weeks of conference championship meets were analyzed for this report. Significant indirect effects were observed between controlling coaching behaviors and burnout through athlete perfectionism (i.e., socially prescribed, self-oriented) and motivation (i.e., autonomous, amotivation). Controlling coaching behaviors predicted athlete perfectionism. In turn, self-oriented perfectionism was positively associated with autonomous motivation and negatively associated with amotivation, while socially prescribed perfectionism was negatively associated with autonomous motivation and positively associated with controlled motivation and amotivation. Autonomous motivation and amotivation, in turn, predicted athlete burnout in expected directions. These findings implicate controlling coaching behaviors as potentially contributing to athlete perfectionism, shaping athlete motivational regulations, and possibly increasing athlete burnout.

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Cid, Luis, João Moutão, José Leitão, and José Alves. "Behavioral Regulation Assessment in Exercise: Exploring an Autonomous and Controlled Motivation Index." Spanish journal of psychology 15, no. 3 (November 2012): 1520–28. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n3.39436.

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The main purpose of this study was to examine the psychometric properties of the Portuguese version of the Behavioral Regulation in Exercise Questionnaire (BREQ-2) and to test the hypothesis that the different types of behavioral regulation can be combined on a single factor to assess autonomous and controlled motivation. Data were collected from 550 members of private fitness centres who ranged in age from 14 to 69 years. The analysis supported an 18-item, 5-factor model after excluding one item (S-Bχ2 = 221.7, df = 125, p = .000, S-Bχ2/df = 1.77; SRMR = .06; NNFI = .90; CFI = .92; RMSEA = .04, 90% CI = .03-.05). However, the analysis also revealed a lack of internal consistency. The results of a hierarchical model based on 2 second-order factors that reflected controlled motivation (external and introjected regulation) and autonomous motivation (identified and intrinsic regulation) provided an acceptable fit to the data (S-Bχ2 = 172.6, df = 74, p = .000, SB-χ2/df = 2.33; SRMR = .07; NNFI = .90; CFI = .92; RMSEA= .05, 90% CI = .04-.06), with reliability coefficients of .75 for controlled motivation and .76 for autonomous motivation. The study findings indicated that when item 17 was excluded, the Portuguese BREQ-2 was an appropriate measure of the controlled and autonomous motivation in exercise.

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Dubnjakovic, Ana. "Information Seeking Motivation Scale development: a self-determination perspective." Journal of Documentation 73, no. 5 (September 11, 2017): 1034–52. http://dx.doi.org/10.1108/jd-03-2017-0032.

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Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.

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Wang, Qing, and Muhammad Saqib Khan. "Impact of motivation and technology factors to predict satisfaction and continued intentions toward online courses." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 3 (May 1, 2021): 501–13. http://dx.doi.org/10.20525/ijrbs.v10i3.1148.

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The rapid developments and diffusion of new technologies abruptly changed world dynamics. This study pursued the motivational factors (controlled and autonomous) and technology factors (perceived ease of use and perceived usefulness) to predict the students perceived satisfaction and continued intention toward MOOCs. Using an online survey, this research collected data from 333 students, and analysis performed through PLS-SEM. The findings revealed that controlled motivation positively influenced the perceived satisfaction. However, autonomous motivation positively affected students perceived satisfaction and continued intention toward MOOCs. The technology factors such as PEU strongly impacted PU. Similarly, PU positively impacted students perceived satisfaction and continued intention toward MOOCs. This research guides essential theoretical insights and provides practical guidelines to educational institutions and technologists to develop and implement systems and strategies in online environments.

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Weiger, Welf H., Hauke A. Wetzel, and Maik Hammerschmidt. "Who’s pulling the strings?" European Journal of Marketing 53, no. 9 (September 9, 2019): 1808–32. http://dx.doi.org/10.1108/ejm-10-2017-0777.

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Purpose Firms increasingly rely on content marketing to trigger user engagement in social media brand communities. The purpose of this paper is to examine how three generic types of marketer-generated content (affiliative, injunctive and utilitarian content) drive user engagement by considering distinct motivational paths and the role of users’ preference for intimate (vs broad) social networks. Design/methodology/approach The authors conduct a field survey and a scenario experiment among social media users across different brands from three different product categories. They examine the impact of marketer-generated content on user engagement while considering the moderating role of network intimacy (i.e. the mutual confiding within a user’s social network in terms of small social circles) and the mediating role of user motivations (i.e. autonomous vs controlled motivation for community membership). Findings The findings show that affiliative content (i.e. content that highlights shared values) drives user engagement through autonomous motivation, and utilitarian content (i.e. content that highlights tangible benefits) drives user engagement through controlled motivation. Notably, injunctive content (i.e. content that demands specific user behavior) is not a promising instrument to increase user engagement in social media brand communities when not targeted correctly. Research limitations/implications The authors link three generic content types derived from literature on communal systems to user engagement, demonstrate the motivational underpinnings of their translation into engagement behavior and show that network intimacy can explain why the same content type can impact user engagement through two motivational paths. Practical implications The authors present three types of content that marketers can craft to trigger users to engage with a brand’s social media community and show when this content is most effective and why. By examining the moderating role of network intimacy, this research aims at providing targeting implications to social media marketers. Originality/value This research provides new insights on the effectiveness of marketer-generated content. The authors reveal two motivational paths that compete in explaining the overall effectiveness of different types of marketer-generated content to fuel user engagement. The authors further demonstrate that these relationships depend on the intimacy of a user’s circle of online friends.

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Madigan, Daniel J., Joachim Stoeber, and Louis Passfield. "Motivation Mediates the Perfectionism–Burnout Relationship: A Three-Wave Longitudinal Study With Junior Athletes." Journal of Sport and Exercise Psychology 38, no. 4 (August 2016): 341–54. http://dx.doi.org/10.1123/jsep.2015-0238.

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Perfectionism in sports has been shown to predict longitudinal changes in athlete burnout. What mediates these changes over time, however, is still unclear. Adopting a self-determination theory perspective and using a three-wave longitudinal design, the current study examined perfectionistic strivings, perfectionistic concerns, autonomous motivation, controlled motivation, and athlete burnout in 141 junior athletes (mean age = 17.3 years) over 6 months of active training. When multilevel structural equation modeling was employed to test a mediational model, a differential pattern of between- and within-person relationships emerged. Whereas autonomous motivation mediated the negative relationship that perfectionistic strivings had with burnout at the between- and within-person level, controlled motivation mediated the positive relationship that perfectionistic concerns had with burnout at the between-persons level only. The present findings suggest that differences in autonomous and controlled motivation explain why perfectionism predicts changes in athlete burnout over time.

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Koka, Andre, Henri Tilga, Triin Põder, Hanna Kalajas-Tilga, Vello Hein, and Lennart Raudsepp. "The role of perceived coaching behaviours on sport performance among female aesthetic group gymnasts." Acta Kinesiologiae Universitatis Tartuensis 26 (December 31, 2020): 16–32. http://dx.doi.org/10.12697/akut.2020.26.02.

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This study aimed to test the relations of perceived autonomy-supportive and controlling behaviours from coaches with athletes’ sport performance during competition in a context of female aesthetic group gymnastics. In line with self-determination theory, it was expected that the sequence of perceived psychological needs satisfaction and autonomous motivation, and psychological needs frustration and controlled motivation would mediate these relationships. Female aesthetic group gymnasts (n=128) ages 11–20 years completed self-report measures of perceived autonomysupportive and controlling behaviours from coaches, athletes’ needs satisfaction and needs frustration, including the need for novelty, as well as athletes’ autonomous and controlled motivation. Athletes’ objective performance during the competition was also obtained. Results from the single-indicator structural equation modelling analyses revealed a positive, indirect relationship between perceived autonomy-supportive behaviour from coaches and athletes’ performance mediated by the sequence of needs satisfaction and autonomous motivation. Significant indirect relationship between perceived controlling behaviour from coaches and athletes’ performance mediated by the sequence of needs frustration and controlled motivation was not followed. However, a negative direct relationship of controlled motivation, instigated by needs frustration, on athletes’ performance was evident. Findings suggest that perceived autonomy-supportive behaviour from coaches is an essential antecedent to athletes’ performance in a female aesthetic group gymnastics.

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Moskovsky, Christo, Fakieh Alrabai, Stefania Paolini, and Silvia Ratcheva. "The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition." Language Learning 63, no. 1 (August 3, 2012): 34–62. http://dx.doi.org/10.1111/j.1467-9922.2012.00717.x.

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Journal articles on the topic 'Controlled motivation'

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