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Journal articles on the topic 'Deci and Ryan’s Self-Determination Theory (SDT)'

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Published: 17 July 2021

Last updated: 6 February 2022

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1

Robson, Graham G., and Darrell J. Hardy. "Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University." International Education Studies 11, no. 4 (2018): 1. http://dx.doi.org/10.5539/ies.v11n4p1.

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One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language

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Mallett, Clifford J. "Self-Determination Theory: A Case Study of Evidence-Based Coaching." Sport Psychologist 19, no. 4 (2005): 417–29. http://dx.doi.org/10.1123/tsp.19.4.417.

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The coach is central to the development of expertise in sport (Bloom, 1985) and is subsequently key to facilitating adaptive forms of motivation to enhance the quality of sport performance (Mallett & Hanrahan, 2004). In designing optimal training environments that are sensitive to the underlying motives of athletes, the coach requires an in-depth understanding of motivation. This paper reports on the application of self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) to coaching elite athletes. Specifically, the application of SDT to designing an autonomy-supportiv

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Holmberg, Patrick Michael, and Dennis A. Sheridan. "Self-Determined Motivation as a Predictor of Burnout Among College Athletes." Sport Psychologist 27, no. 2 (2013): 177–87. http://dx.doi.org/10.1123/tsp.27.2.177.

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In this study, we examined self-determination theory (SDT; Deci & Ryan, 1985) as a framework for understanding potential antecedents of burnout in 598 American college athletes. Using a cross-sectional design, the aims of the study were to investigate relationships among the dimensions of athlete burnout and the degree of self-determination among college athletes. As hypothesized, results indicated a strong relationship between the degree of self-determination and the dimensions of burnout, thus providing support for the utility of an SDT explanation regarding the occurrence of burnout. Fi

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Sheldon, Kennon M., Neetu Abad, and Jessica Omoile. "Testing Self-Determination Theory via Nigerian and Indian adolescents." International Journal of Behavioral Development 33, no. 5 (2009): 451–59. http://dx.doi.org/10.1177/0165025409340095.

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We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive as

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Beck, Jan, and Dennis Dreiskämper. "Selbstbestimmte Motivation im späten Kindesalter." Zeitschrift für Sportpsychologie 26, no. 1 (2019): 3–14. http://dx.doi.org/10.1026/1612-5010/a000251.

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Zusammenfassung. Die Self-Determination Theory (SDT; Ryan & Deci, 2000 ) beschreibt eine gute Vorhersagbarkeit intrinsischer Motivation bei Jugendlichen und Erwachsenen im sportbezogenen Kontext. Studien zu diesen Zusammenhängen der SDT sind im Kindesalter dagegen rar. Deshalb soll die vorliegende Untersuchung zum einen den von Deci und Ryan (2000) vorhergesagten Zusammenhang zwischen psychologischen Basisbedürfnissen und Selbstbestimmung im späten Kindesalter ( M = 10.51) überprüfen ( N = 252). Zum anderen soll für die bessere Prädizierbarkeit der Sportpartizipation die intrinsische Motiv

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Roth, Guy, Maarten Vansteenkiste, and Richard M. Ryan. "Integrative emotion regulation: Process and development from a self-determination theory perspective." Development and Psychopathology 31, no. 3 (2019): 945–56. http://dx.doi.org/10.1017/s0954579419000403.

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AbstractGrounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental resea

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Rigby, C. Scott, and Andrew K. Przybylski. "Virtual worlds and the learner hero." Theory and Research in Education 7, no. 2 (2009): 214–23. http://dx.doi.org/10.1177/1477878509104326.

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Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual

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Liu, Liangxing. "Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework." English Language Teaching 9, no. 4 (2016): 92. http://dx.doi.org/10.5539/elt.v9n4p92.

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<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the re

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Rigby, C. Scott, and Richard M. Ryan. "Self-Determination Theory in Human Resource Development: New Directions and Practical Considerations." Advances in Developing Human Resources 20, no. 2 (2018): 133–47. http://dx.doi.org/10.1177/1523422318756954.

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The Problem There has been a “Copernican turn” in approaches to motivation and management: The focus in human resource development (HRD) and management circles today is no longer on how companies can motivate or incentivize employees from the outside, but instead on how they can effectively foster and support the high-quality motivation that comes from within employees. Developing affective commitment and intrinsic motivation is highlighted as a key to organizational success and employee satisfaction. The Solution In this article, we review our applications of self-determination theory (SDT; R

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Chemsi, Ghizlane, Mounir Sadiq, Mohamed Radid, and Mohammed Talbi. "Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (2020): 17. http://dx.doi.org/10.3991/ijet.v15i05.11392.

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This article explores the self-determined motivation of a first-year students' group in the Ben M'sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryan's (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment. The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1

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Kaplan, Haya, and Nir Madjar. "Autonomous Motivation and Pro-Environmental Behaviours Among Bedouin Students in Israel: A Self-Determination Theory Perspective." Australian Journal of Environmental Education 31, no. 2 (2015): 223–47. http://dx.doi.org/10.1017/aee.2015.33.

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AbstractPromoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students’ parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in t

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Emm-Collison, Lydia G., Martyn Standage, and Fiona B. Gillison. "Development and Validation of the Adolescent Psychological Need Support in Exercise Questionnaire." Journal of Sport and Exercise Psychology 38, no. 5 (2016): 505–20. http://dx.doi.org/10.1123/jsep.2015-0220.

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Grounded within self-determination theory (SDT; Deci & Ryan, 2000; Ryan & Deci, in press), three studies were conducted to develop and psychometrically test a measure of adolescents’ perceptions of psychological need support for exercise (viz., for autonomy, competence, and relatedness): the Adolescent Psychological Need Support in Exercise Questionnaire (APNSEQ). In Study 1, 34 items were developed in collaboration with an expert panel. Through categorical confirmatory factor analysis and item response theory, responses from 433 adolescents were used to identify the best fitting and p

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Menike, H. P. R., and W. D. Chandrasena. "INVESTIGATION OF THE EFFECTIVENESS OF USING SELF-DETERMINATION THEORY IN TEACHING BIOLOGY FOR GRADE TEN STUDENTS." International Journal of Research -GRANTHAALAYAH 7, no. 4 (2019): 46–50. http://dx.doi.org/10.29121/granthaalayah.v7.i4.2019.872.

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Biology is a very important discipline as it focusses on structure and functions of living organisms in this world. Hence, it has become a significant area of study in school curriculum and it is also a main subject discipline in the Grade 10 science syllabus in Sri Lanka. The time allocated for the biology section in Grade 10 syllabus is one third of the total time. Although, biology is perceived as an easy discipline to study compared to other disciplines in science, students’ achievement in biology is not very satisfactory. Thus, there may be different reasons for students’ poor achievement

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Soenens, Bart, Michael D. Berzonsky, Maarten Vansteenkiste, Wim Beyers, and Luc Goossens. "Identity styles and causality orientations: in search of the motivational underpinnings of the identity exploration process." European Journal of Personality 19, no. 5 (2005): 427–42. http://dx.doi.org/10.1002/per.551.

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This study examines relationships between constructs based on two perspectives on the development of self‐governance, namely Self‐Determination Theory (SDT; Deci & Ryan, 2000) and Berzonsky's (1990) identity style model. Theoretically predictable relationships are found between the three causality orientations defined by SDT (autonomous, controlled, and impersonal) and the three identity styles proposed by Berzonsky (informational, normative, diffuse–avoidant) in a sample of Belgian late adolescents. An autonomous causality orientation is positively related to an informational identity sty

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Taylor, Ian M., Nikos Ntoumanis, Martyn Standage, and Christopher M. Spray. "Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis." Journal of Sport and Exercise Psychology 32, no. 1 (2010): 99–120. http://dx.doi.org/10.1123/jsep.32.1.99.

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Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived c

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Thøgersen-Ntoumani, C., K. Biscomb, A. M. Lane, H. J. Lane, and H. Jarrett. "Women’s Motives to Exercise." Women in Sport and Physical Activity Journal 16, no. 1 (2007): 16–27. http://dx.doi.org/10.1123/wspaj.16.1.16.

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Using Self-Determination Theory (SDT; Deci & Ryan, 1985) as an overarching theoretical framework, the main purpose of the present study was to examine the relationship between women’s motives to exercise and their reported exercise behavior. Three hundred and thirty women (Age range = 20-61+) took part in the study. Participants were categorized into a ‘’no-exercise’ group, a ‘some exercise’ group (less than 2.5 hours of exercise per week) or a ‘recommended amount of exercise’ group (minimum 2.5 hours of exercise per week). Controlling for the influence of age, MANCOVA analyses showed that

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Vansteenkiste, Maarten, Joke Simons, Bart Soenens, and Willy Lens. "How to Become a Persevering Exerciser? Providing a Clear, Future Intrinsic Goal in an Autonomy-Supportive Way." Journal of Sport and Exercise Psychology 26, no. 2 (2004): 232–49. http://dx.doi.org/10.1123/jsep.26.2.232.

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The goal of the present study was to examine partially conflicting hypotheses derived from two motivational theories, namely self-determination theory (SDT; Deci & Ryan, 1985, 2000) and future time perspective theory (FTPT; Lens, 2001; Nuttin & Lens, 1985). In line with SDT, it was found that framing an exercise activity in terms of future intrinsic goal attainment (focusing on health and physical fitness) has a positive effect on effort expenditure, autonomous exercise motivation, performance, long-term persistence, and even sport club membership. On the other hand, framing an exercis

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Wong-On-Wing, Bernard, Lan Guo, and Gladie Lui. "Intrinsic and Extrinsic Motivation and Participation in Budgeting: Antecedents and Consequences." Behavioral Research in Accounting 22, no. 2 (2010): 133–53. http://dx.doi.org/10.2308/bria.2010.22.2.133.

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ABSTRACT: Based on Self-Determination Theory (SDT; Ryan and Deci 2000b; Gagne´ and Deci 2005), the present research proposes and tests a motivation-based model of participation in budgeting that distinguishes among intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation for participative budgeting. The proposed model was tested using a survey conducted among managers of an international bank. The results suggest that while intrinsic motivation and autonomous extrinsic motivation for participation in budgeting are positively related to performance, controlled

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Moutão, João Miguel Raimundo Peres, Luis Filipe Cid Serra, José Augusto Marinho Alves, José Carlos Leitão, and Symeon P. Vlachopoulos. "Validation of the Basic Psychological Needs in Exercise Scale in a Portuguese Sample." Spanish journal of psychology 15, no. 1 (2012): 399–409. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n1.37346.

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In line with self-determination theory (SDT: Deci & Ryan, 1985, 2002) the satisfaction of the basic psychological needs for autonomy, competence, and relatedness has been identified as an important predictor of behavior and optimal functioning in various contexts including exercise. The lack of a valid and reliable instrument to assess the extent to which these needs are fulfilled among Portuguese exercise participants limits the evaluation of causal links proposed by SDT in the Portuguese exercise context. The aim of the present study was to translate into Portuguese and validate the Basi

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Mouratidis, Athanasios, Willy Lens, and Maarten Vansteenkiste. "How You Provide Corrective Feedback Makes a Difference: The Motivating Role of Communicating in an Autonomy-Supporting Way." Journal of Sport and Exercise Psychology 32, no. 5 (2010): 619–37. http://dx.doi.org/10.1123/jsep.32.5.619.

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We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes’ optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to fu

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Buning, Megan M. "The Relationship Between Coach Expectations and Female Softball Athletes’ Motivation and Perceptions of Coach Behavior." Women in Sport and Physical Activity Journal 24, no. 1 (2016): 43–53. http://dx.doi.org/10.1123/wspaj.2014-0056.

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The purpose of this study was to examine the relationship between coach expectations, female athletes’ perceptions of coach behavior, and motivation to play softball, and to observe changes in perceptions of behavior and motivation by expectancy group. Self-determination theory (SDT; Ryan & Deci, 2000) was used as a guide. Participants were randomly selected from Division I softball teams competing in the United States (n = 20). Head coaches (n = 20) completed evaluations rating expectations of athletes’ performance ability, and athletes (n = 148) self-reported motivation and perceived coa

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van Wingerden, Jessica, Daantje Derks, and Arnold B. Bakker. "Facilitating interns’ performance." Career Development International 23, no. 4 (2018): 382–96. http://dx.doi.org/10.1108/cdi-12-2017-0237.

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PurposeThe purpose of this paper is to report a study in which central propositions from the job demands-resources (JD-R) theory and self-determination theory (SDT) are used to examine the antecedents of performance during practical internships. The central hypothesis of this study was that job resources foster performance through basic need satisfaction and work engagement (sequential mediation).Design/methodology/approachAn empirical multi-source study among Dutch interns and their supervisors in various occupational sectors. The interns reported their level of resources, basic needs satisfa

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Belinda, Astra. "I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation." LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya 17, no. 1 (2020): 1–14. http://dx.doi.org/10.30957/lingua.v17i1.620.

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The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior

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Puklek Levpušček, Melita, and Anja Podlesek. "Links between academic motivation, psychological need satisfaction in education, and university students' satisfaction with their study." Psihologijske teme 28, no. 3 (2019): 567–87. http://dx.doi.org/10.31820/pt.28.3.6.

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Student motivation represents an important factor in their academic performance. The present study explored university students' academic motivation across the academic year and its relationship with psychological need satisfaction in the study context and academic adjustment. Deci and Ryan's Self-Determination Theory (SDT) presents a theoretical framework of this study. 124 students participated in both waves of data collection. They answered the Academic Motivation Scale, College Version (AMS-C 28) in the fall of the academic year, and seven months later they answered the question about thei

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Pelletier, Daniel, Isabelle Green-Demers, and Karine Lafleur. "Students Motivations For Voluntary Remedial Learning In High School." Journal of International Education Research (JIER) 9, no. 4 (2013): 381–86. http://dx.doi.org/10.19030/jier.v9i4.8090.

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Most high schools offer remedial learning sessions to their students; however, very little is known about the perception of these activities, especially with regards to the students motivations. In order to gain insights into both topics, an exploratory study was conducted within a sample of 1388 high school students in the Province of Quebec (Canada). Participants were selected on the basis of their voluntary participation or non-participation in remedial learning sessions held at school. School motivation was measured with a questionnaire based on Deci and Ryans SDT (Self Determination Theor

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Buning, Megan M., and Melissa A. Thompson. "Coaching Behaviors and Athlete Motivation: Female Softball Athletes’ Perspectives." Sport Science Review 24, no. 5-6 (2015): 345–70. http://dx.doi.org/10.1515/ssr-2015-0023.

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Abstract Perspectives of female collegiate softball athletes (n = 41) attending universities (n = 25) in the United States classified as National Collegiate Athletic Association (NCAA) Division I teams, were examined in this study. Using Self-determination theory (SDT; Ryan & Deci, 2000) as a guide, structured interviews were conducted to assess athletes’ perspectives of head coach behaviors that influenced competence and motivation. Content analysis followed existential phenomenological interpretation methods and revealed three primary themes that influenced motivation: athletes’ perceive

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Wilson, Philip M., W. Todd Rogers, Wendy M. Rodgers, and T. Cameron Wild. "The Psychological Need Satisfaction in Exercise Scale." Journal of Sport and Exercise Psychology 28, no. 3 (2006): 231–51. http://dx.doi.org/10.1123/jsep.28.3.231.

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The purpose of this study was to provide initial construct validity evidence for scores derived from the Psychological Need Satisfaction in Exercise (PNSE) scale, a multidimensional instrument designed to measure perceived psychological need satisfaction in line with Deci and Ryanʼs (1985, 2002) self-determination theory (SDT). Participants in two studies (n1 = 426; n2 = 581) completed the PNSE along with proxy measures of need satisfaction. The results of an exploratory factor analysis in Study 1 supported the retention of a 3-factor measurement model underpinning PNSE responses. Confirmatory

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Τσουμάνης, Παναγιώτης, та Χρυσάνθη Γεωργαντά. "Τα εργασιακά κίνητρα των μαθητών της Γ΄ Λυκείου στην Ελλάδα. Προσαρμογή της κλίμακας Multidimensional Work Motivation Scale (MWMS) σε μαθητές της Γ΄ Λυκείου στην Ελλάδα." Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 2016, № 2 (2017): 1323. http://dx.doi.org/10.12681/edusc.1012.

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Εισαγωγή Η θεωρία του Αυτο-Καθορισμού [Self-Determination Theory, (SDT)] (Deci & Ryan, 1985a,2000) προτείνει μία πολυδιάστατη ανάλυση των εργασιακών κινήτρων συνδυάζοντας τόσο εσωτερικούς όσο και εξωτερικούς μηχανισμούς ρύθμισης της συμπεριφοράς. Σκοπός της παρούσας έρευνας ήταν η διερεύνηση των εργασιακών κινήτρων των μαθητών της Γ΄ Λυκείου στην Ελλάδα, καθώς βρίσκονται κοντά στη μετάβαση από το σχολείο στην εργασία. Η ανάλυση έγινε με βάση την SDT μέσω της προσαρμογής στον υπό μελέτη πληθυσμό της κλίμακας Multidimensional Work Motivation Scale-MWMS (Gagné, Forest, Vansteenkiste, Crevier-

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Sebire, Simon J., Martyn Standage, and Maarten Vansteenkiste. "Development and Validation of the Goal Content for Exercise Questionnaire." Journal of Sport and Exercise Psychology 30, no. 4 (2008): 353–77. http://dx.doi.org/10.1123/jsep.30.4.353.

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Self-determination theory (SDT; Deci & Ryan, 2000) proposes that intrinsic, relative to extrinsic, goal content is a critical predictor of the quality of an individual’s behavior and psychological well-being. Through three studies, we developed and psychometrically tested a measure of intrinsic and extrinsic goal content in the exercise context: the Goal Content for Exercise Questionnaire (GCEQ). In adults, exploratory (N = 354; Study 1) and confrmatory factor analyses (N = 312; Study 2) supported a 20-item solution consisting of 5 lower order factors (i.e., social affliation, health manag

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Cooper, Nelson, Phillip A. Schuett, and Heather M. Phillips. "Examining Intrinsic Motivations in Campus Intramural Sports." Recreational Sports Journal 36, no. 1 (2012): 25–36. http://dx.doi.org/10.1123/rsj.36.1.25.

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Regular physical activity has been shown to decrease the risk of many chronic health problems (Haskell, Lee, Pate et al., 2007). Recent research has shown a steep decline in physical activity as children develop through adolescence and into young adulthood (Sallis, 1993; Stone, McKenzie, Welk, Booth, 1998). Many universities across the country have updated their campus recreation programs and facilities to promote physical activity and healthy living. Overall health and wellness is one of the many benefits offered from campus recreation services. To maximize physical activity outcomes, an asse

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Juodkūnė, Inga. "The Teachers’ Personality Traits Influence on Self-determination." Pedagogika 117, no. 1 (2015): 46–63. http://dx.doi.org/10.15823/p.2015.066.

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This study focuses on the relationship between teachers’ personality traits and selfdetermination. The basic personality traits are defied by the Big Five model. Big Five is understood as personality dispositional traits. Self- determination theory (SDT) is a macrotheory of motivation (Deci & Ryan, 2008), which describes not only the internal and external motivation, but also a motivation. In this article Self-Determination is the meaning of the global motivation from the hierarchical model of motivation developed by Vallerand R. (1997). The global motivation is described as a general tend

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Giri, Prosenjit, Jill Aylott, and Karen Kilner. "Self-determining medical leadership needs of occupational health physicians." Leadership in Health Services 30, no. 4 (2017): 394–410. http://dx.doi.org/10.1108/lhs-06-2016-0029.

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Purpose The purpose of this study was to explore which factors motivate doctors to engage in leadership roles and to frame an inquiry of self-assessment within Self-Determination Theory (SDT) to identify the extent to which a group of occupational health physicians (OHPs) was able to self-determine their leadership needs, using a National Health Service (NHS) England competency approach promoted by the NHS England Leadership Academy as a self-assessment leadership diagnostic. Medical leadership is seen as crucial to the transformation of health-care services, yet leadership programmes are ofte

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Harris, Brandonn S., and Jack C. Watson. "Assessing Youth Sport Burnout: A Self-Determination and Identity Development Perspective." Journal of Clinical Sport Psychology 5, no. 2 (2011): 117–33. http://dx.doi.org/10.1123/jcsp.5.2.117.

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The utility of Deci and Ryan’s self-determination theory (1985) and Coakley’s unidimensional identity model (1992) has yet to be adequately assessed in understanding youth athlete burnout. This may be due to a lack of measures available to assess these relevant constructs in a youth athlete sample. Having such inventories would likely enhance practitioners’ ability to identify, prevent, and treat this phenomenon more effectively in young children. Therefore, the current study assessed the psychometric properties for modified burnout, motivation, and athletic identity inventories for a youth at

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Markland, David. "Self-Determination Moderates the Effects of Perceived Competence on Intrinsic Motivation in an Exercise Setting." Journal of Sport and Exercise Psychology 21, no. 4 (1999): 351–61. http://dx.doi.org/10.1123/jsep.21.4.351.

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According to Deci and Ryan’s (1985) self-determination theory, perceptions of self-determination moderate the effects of perceived competence on intrinsic motivation, with perceived competence only positively influencing intrinsic motivation under conditions of some self-determination. Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation suggests that self-determination and competence have only independent effects on intrinsic motivation. The aim of this study was to test these competing models. Women aerobics participants (n = 146) completed measures of self-determinati

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Gnambs, Timo, and Barbara Hanfstingl. "A Differential Item Functioning Analysis of the German Academic Self-Regulation Questionnaire for Adolescents." European Journal of Psychological Assessment 30, no. 4 (2014): 251–60. http://dx.doi.org/10.1027/1015-5759/a000185.

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The German Academic Self-Regulation Questionnaire (SRQ-A[G]) for adolescents assesses four regulatory styles within Deci and Ryan’s (1985) self-determination theory: intrinsic, identified, introjected, and external regulation. The study on N = 2,123 students (1,057 girls) from secondary schools in Austria analyzes the effects of differential item functioning (DIF) on individual and group-level estimates of the latent regulatory styles. The scale demonstrated small DIF for sex and the ages from 10 to 17. The DIF items favored, if anything, younger students and lead to a slight overestimation of

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Jones, Catherine, Melissa Johnstone, Fay Hadley, and Manjula Waniganayake. "Early childhood educators’ workplace well-being: It’s everyone’s right!" Australasian Journal of Early Childhood 45, no. 4 (2020): 322–35. http://dx.doi.org/10.1177/1836939120966086.

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Extant literature on Early Childhood educator workplace well-being focuses on the disease model of well-being, with studies mainly addressing stress and burnout. There is a paucity of research conceptualising healthy workplace well-being for educators and an absence of theorising to frame, understand and enhance Early Childhood educator workplace well-being. This paper reports on Phase 2 of an exploratory sequential mixed methods study, which aimed to explore the individual, relational, and contextual factors influencing healthy workplace well-being. Using Phase 1 interview findings (Author, b

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van Dierendonck, Dirk. "The influence of planning, support and self-concordance on goal progress and job satisfaction." Evidence-based HRM: a Global Forum for Empirical Scholarship 3, no. 3 (2015): 206–21. http://dx.doi.org/10.1108/ebhrm-04-2014-0013.

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Purpose – The purpose of this paper is to test the combined influence of working towards self-concordant goals with goal planning and supervisory support on goal progress and job satisfaction. Design/methodology/approach – The data were collected among prison guards. The analysis takes into account a multilevel perspective on goals by differentiating between within- and between-person variance. Findings – The results showed that there was no direct effect of self-concordance on goal progress. Goal progress depended on combining self-concordant goals with conscious planning and receiving superv

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Miulescu, Amalia. "The Academic Motivation Scale (AMS): Factorial Structure, Validity and Reliability of The Romanian Version." Studia Doctoralia 10, no. 1 (2019): 29–40. http://dx.doi.org/10.47040/sd/sdpsych.v10i1.90.

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This study presents the Romanian adaptation of The Academic Motivation Scale (AMS). The AMS scale was based on Self-Determination Theory (Ryan & Deci, 1985) which identifies, along a continuum, from not self – determined behavior to self – determined, 3 different types of motivation: amotivation, extrinsic motivation and intrinsic motivation, grouped in seven dimensions. Two studies were conducted to examine the factorial structure and validity (i.e., construct, concurrent and predictive validity) of the scale along with its reliability properties. For study 1, the results obtained from a

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Pradenas, Daniela, Juan Carlos Oyanedel, Silvia da Costa, Andrés Rubio, and Dario Páez. "Subjective Well-Being and Its Intrinsic and Extrinsic Motivational Correlates in High Performance Executives: A Study in Chilean Managers Empirically Revisiting the Bifactor Model." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 8082. http://dx.doi.org/10.3390/ijerph18158082.

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This study analyzes the relationship between work satisfaction, family satisfaction, and general well-being in high performance managers in Santiago, Chile. The importance of the satisfaction of intrinsic and extrinsic needs and motivations was examined to advance in the development of a positive organizational psychology, which investigates the factors that reinforce well-being. Seventy-five executives from large and medium-sized companies were surveyed and 8 in-depth interviews were carried out. The main predictors of well-being are, from family satisfaction, the family’s ability to cope wit

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Mehta, Nikhil Kewalkrishna. "Enhancing engineers’ public speaking efficacy using appreciative inquiry." Industrial and Commercial Training 50, no. 2 (2018): 81–94. http://dx.doi.org/10.1108/ict-05-2017-0035.

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Purpose Existing methods of enhancing-based public speaking efficacy are based on the deficit-based model. On the other hand, public speaking is an ability that has a potential to produce anxiety, fear of negative evaluation. The purpose of this paper was to explore the use of strength-based learning pedagogy, i.e. appreciative inquiry to work upon enhancing public speaking skills of engineers. Design/methodology/approach An appreciative inquiry was conducted on 15 engineers using 4D model. The data were gathered using narrative analysis and grounded theory. Findings Participants shared their

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Mărgărit, Elena-Mădălina. "Becoming a Sport Psychologist: Experiences of a Volunteer." Sport Science Review 22, no. 1-2 (2013): 77–108. http://dx.doi.org/10.2478/ssr-2013-0005.

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Reflective practice is a tool that sport psychologists use in order to make sense of their experiences, manage themselves personally and professionally, and ultimately improve their consultancy effectiveness. Nonetheless, the final product of reflections offers important resources of knowledge-in-action, so much required in the sport psychology field (Anderson, Knowles, & Gilbourne, 2004). Thus, this article provides an account of a volunteer’s sport psychology practicum experience, making the case for reflective practice. The paper reports on the application of a selfdetermination theory

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Azpillaga Arrechea, Izaskun, Óscar González Rodríguez, Susana Irazusta Adarraga, and José Antonio Arruza Gabilondo. "Análisis y valoración de la influencia que ejerce el perfil formativo de los entrenadores en jóvenes futbolistas (Analysis and assessment of the influence coaches’ formative profile has on young footballers)." Retos, no. 22 (March 7, 2015): 62–64. http://dx.doi.org/10.47197/retos.v0i22.34587.

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El objetivo de esta investigación es el de analizar y valorar el perfil formativo de los entrenadores de fútbol, basado en la Teoría de Metas de Nicholls (1984), en la Teoría de Autoeficacia de Bandura (1986) y en la Teoría de Autodeterminación de Deci y Ryan (1985). Se seleccionaron tres entrenadores de las categorías inferiores de la Real Sociedad S.A.D. y 4 jugadores (de 15 a 19 años) de cada uno de sus equipos. La selección de estos jugadores se hizo en función del tiempo de participación en competición, para representar a los jugadores que disputan prácticamente todos los minutos de compe

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Iwanaga, Kanako, Fong Chan, Timothy N. Tansey, William T. Hoyt, and Norman L. Berven. "Evaluation of Constructs Based on Self-Determination Theory and Self-Efficacy Theory as Predictors of Vocational Rehabilitation Engagement for People With Physical and Sensory Disabilities." Rehabilitation Counseling Bulletin, July 16, 2020, 003435522094230. http://dx.doi.org/10.1177/0034355220942301.

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Although gainful employment is associated with health and well-being, people with chronic illness and disability may be ambivalent about the prospects of working. As a result, those who might benefit from vocational rehabilitation (VR) services do not always fully engage in those services. Limited motivation toward participating may be due to factors related to self-determination and autonomous choice. Rehabilitation counseling researchers are beginning to test Deci and Ryan’s self-determination theory (SDT), along with Bandura’s self-efficacy theory (SET), as a work motivation model in VR. Th

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Yarwood, Amelia. "Self-Determination Theory Conference: Egmond aan Zee, Netherlands." Studies in Self-Access Learning Journal, December 1, 2019, 406–9. http://dx.doi.org/10.37237/100407.

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This article reviews the 7th International Self-Determination Theory (SDT) Conference which was held at Hotel Zuiderduin in the Netherlands during May 2019. In addition to the founders of SDT; Richard Ryan and Edward Deci, acting as plenary speakers, the call for papers sourced presenters from across multiple academic fields, and within industry, to present symposia, poster presentations, and papers under several themes. These themes extended to recent theoretical developments in SDT, the science of SDT, applications of SDT and future directions. This review will begin with a commentary on the

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Strempfl, Johanna, Teresa Wutzl, Didem Ün, et al. "Impact of self-determination theory in a physiotherapeutic training." Wiener klinische Wochenschrift, April 9, 2021. http://dx.doi.org/10.1007/s00508-021-01849-4.

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Summary Background This study determined to what extent the underpinning of physiotherapeutic interventions with the evidence-based motivational psychological concept of the self-determination theory (SDT) by Ryan and Deci can increase motivation and enjoyment of movement in obese adolescents. Methods In this study 12 obese adolescents aged 14–18 years were offered a targeted group-specific sports program including a home exercise program of 8 weeks. The group leaders were trained in the SDT and supported to integrate motivational aspects. A SDT-based questionnaire by Kohake and Lehnert was us

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Shelton-Strong, Scott J. "Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective." Language Teaching Research, May 13, 2020, 136216882091235. http://dx.doi.org/10.1177/1362168820912355.

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In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability,

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Cuevas, Ricardo, David Sánchez-Oliva, Kimberley J. Bartholomew, Nikos Ntoumanis, and Tomás García-Calvo. "Adaptation and Validation of the Psychological Need Thwarting Scale in Spanish Physical Education Teachers." Spanish Journal of Psychology 18 (2015). http://dx.doi.org/10.1017/sjp.2015.56.

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AbstractDrawing from self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2002), the aim of the study was to adapt and validate a Spanish version of the Psychological Need Thwarting Scale (PNTS; Bartholomew, Ntoumanis, Ryan, & Thørgersen-Ntoumani, 2011) in the educational domain. Psychological need thwarting and burnout were assessed in 619 physical education teachers from several high schools in Spain. Overall, the adapted measure demonstrated good content, factorial (χ2/gl = 4.87, p < .01, CFI = .95, IFI = .96, TLI = .94, RMSEA = .08, SRMR = .05), and external valid

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Wulan, Sri, Asnani ., Safitri Hariani, Devi Pratiwy, and Pardi . "Self Determination in Nicola Yoon’S Novel Everything, Everything." KnE Social Sciences, August 1, 2019. http://dx.doi.org/10.18502/kss.v3i19.4902.

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This paper focuses on the analysis of self-determination. The main theory of selfdetermination applied is that developed by Ryan and Deci and the supporting theory is adopted from Wehmayer. In the data analysis, this study uses descriptive qualitative method. By using this SDT (Self Determination Theory), two points are discussed. First, it is self-determined motivation found in the novel. Further, there are two types of the protagonist’s determined motivation which are found in the novel. Autonomous (Intrinsic) motivation comes from the person’s own mind. T

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Moreno-Murcia, Juan Antonio, and Elisa Huéscar Hernández. "The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise." Spanish Journal of Psychology 16 (2013). http://dx.doi.org/10.1017/sjp.2013.81.

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AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention”

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Coplan, Jan, Lee Crocker, Jeanette Landin, and Tamara Stenn. "Building Supportive, Inclusive Workplaces Where Neurodivergent Thinkers Thrive: Approaches in Managing Diversity, Inclusion, and Building Entrepreneurship in the Workplace." SAM Advanced Management Journal, March 31, 2021, 21–30. http://dx.doi.org/10.52770/xtbm1097.

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Companies with differently-abled employees outperform their competitors, averaging 28% higher revenue plus higher shareholder returns (Hyland & Connolly, 2018). However, individuals with intellectual and developmental differences have an 85% unemployment rate (Moss, 2019). The disconnect between talent and opportunity is due to job misalignment and neurodiverse individuals’ unique needs (Armstrong, 2010). Self Determination Theory (SDT) shows how individuals who have more control over their work environment and interactions enjoy more significant states of well-being (Deci and Ryan, 2000).

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