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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: 29 July 2025

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1

ARZUMANYAN, Lusine, Charlotte WIEDER, Nathalie TESSIER, and Katia ANGUÉ. "Motivation Factors of Participation in Virtual Communities of Practice: the Case of the “Educatefor.life” Community." Management international 28, no. 6 (2024): 72–86. http://dx.doi.org/10.59876/a-1b92-9xsr.

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This article explores the drivers of participation in virtual communities of practice based on Deci and Ryan’s self-determination theory (SDT). Our research is based on the study of a virtual international community. The data was collected through 14 semi-structured interviews, direct observation and analysis of documentation. The main findings confirm the importance of competence, autonomy, and relatedness as motivation factors, as in line with SDT, whereas the main contribution is the identification of energizing leader, exclusive resources, and transformative purpose as three additional mot

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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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Gustaw, Grzegorz. "Measuring the satisfaction and frustration of basic psychological needs in the workplace." Zarządzanie Publiczne, no. 4 (36) (October 2023): 183–93. http://dx.doi.org/10.4467/20843968zp.21.010.17872.

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Researchers have been looking at the issue of psychological need satisfaction in the workplace since the 1930s. Self-Determination Theory (SDT), a concept that emerged in the 1980s, stands out from other theories by uniquely capturing basic psychological needs as (1) innate and (2) promoting psychological growth, internalization, and well-being. Allowing basic psychological needs to be met at work is essential for autonomous work motivation, positive attitudes, good behaviors, and employee well-being, while frustration of basic psychological needs at work is associated with higher levels of jo

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Wojtowicz, Ewa, and Aleksandra Jędryszek-Geisler. "Autonomy-supportive teaching - applications of self-determination theory in the classroom." Studia z Teorii Wychowania XV, no. 4(49) (2024): 85–97. https://doi.org/10.5604/01.3001.0054.8965.

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School is one of the key environments for meeting the needs of pupils, and functioning in a school setting translates into the well-being of children and young people. More than 50 years of research on self-determination theory (SDT) conducted by its founders - Edward L. Deci and Richard M. Ryan - as well as researchers focused on validating the concept's assumptions - has allowed the identification of factors that foster students' social development and educational achievement. The practical implications of SDT equip teachers with an evidence-based perspective of the classroom and the tools t

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Hodge, Alex. "The 6th International Conference on Self-Determination Theory: A review and emerging themes." Sport & Exercise Psychology Review 13, no. 1 (2017): 94–96. http://dx.doi.org/10.53841/bpssepr.2017.13.1.94.

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The 6th International Conference on Self-Determination Theory (SDT: Deci & Ryan, 1985, 2000) was held from 2–5 June, 2016, in Victoria, British Colombia, Canada. The conference was organised by the Universities of Victoria, Alberta and Saskatchewan, and attracted more than 400 attendees, from varying academic disciplines. This review highlights major themes of the conference, including: 1) challenges to the triad of basic psychological needs; 2) a focus on further examination of need thwarting, frustration and satisfaction; and 3) practical applications and interventions using SDT. All of

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Luria, Ela. "Revisiting the Self-Determination Theory-Motivating the Unmotivated." Educational Practice and Theory 44, no. 2 (2022): 5–14. http://dx.doi.org/10.7459/ept/44.2.02.

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This article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent Self-determinati

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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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Maulidya Nisa, Siti Salma Shobihah, Mokh Iman Firmansyah, Agus Fakhruddin, and Saepul Anwar. "An Affective Domain Evaluation in Islamic Education: A Perspective from Self-Determination Theory." Progresiva : Jurnal Pemikiran dan Pendidikan Islam 13, no. 01 (2024): 101–14. http://dx.doi.org/10.22219/progresiva.v13i01.31509.

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This research aims to analyze various problems of the evaluation system in the affective domain of Islamic Education. In addition, this research based on Deci and Ryan's Self-Determination Theory. This research is important to do because of the urgency related to the various problems in evaluation system, especially in affective domain related to Islamic education in Indonesia. This research used a qualitative approach and library research to obtain data related to the reality of the evaluation system in affective domain with Deci & Ryan's Self-Determination as a theory. Researchers search

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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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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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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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Perera, K. D. R. L. J. "Application of SDT to Promote Students Motivation and Engagement in Learning: Non-Asian and Asian Contexts." Asian Review of Social Sciences 11, no. 1 (2022): 17–21. http://dx.doi.org/10.51983/arss-2022.11.1.2935.

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Self-determination theory was introduced by Ryan and Deci in 1985. It is discussed about three needs; competence, relatedness, and autonomy. It is basically focussed on intrinsic motivation. There are many research studies have been undertaken using SDT all over the world. The main aim of this study is to examine the SDT studies conducted to promote students’ motivation and engagement in learning. There are two research objectives formulated in this study; to examine the SDT studies conducted in non-Asian countries and to examine the SDT studies conducted in Asian countries. A semi-systematic

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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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Pudełko, Weronika, and Agnieszka Wojtowicz. "Motivation and Satisfaction with Choosing a Teaching Career as Perceived by Students and Teachers." Multidisciplinary Journal of School Education 13, no. 2 (26) (2024): 91–113. https://doi.org/10.35765/mjse.2024.1326/04.

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Research Aim: The aim of the study was to identify differences in motivation for and satisfaction with choosing the teaching profession between working teachers and students preparing to become teachers. Research Methods: The study used an original survey created by the author and a motivation questionnaire based on Deci and Ryan’s self-determination theory, adapted to the teaching profession. The questionnaire consisted of 19 items measuring three dimensions of motivation for choosing the teaching profession: autonomous motivation (intrinsic motivation, integration, and identification), contr

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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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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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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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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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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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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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Jakobsen, Arne Martin. "Self-determination theory as a possible explanation for the motivation of Norwegian outdoor life students." Baltic Journal of Health and Physical Activity 15, no. 3 (2023): Article3. http://dx.doi.org/10.29359/bjhpa.15.3.03.

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Introduction: This study, based on the self-determination theory (SDT) by Deci and Ryan (1985), investigates the motivation among outdoor life students at universities and colleges in Norway. It also examines how students score on basic psychological needs, such as autonomy, competence, and relatedness, and their frequency of engagement in outdoor activities. The significance of the nature experience and the activity itself for the outdoor life students were analyzed, along with the extent to which the SDT can explain these two variables. Material and methods: The participants completed two st

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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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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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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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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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Villa Jiménez, Natalia. "La gamificación en ELE: un análisis de la motivación según la TAD." Foro de profesores de E/LE, no. 18 (December 30, 2022): 247. http://dx.doi.org/10.7203/foroele.18.24361.

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Resumen: El presente artículo analiza la gamificación como técnica metodológica que fomenta la motivación en el aula de español como lengua extranjera (ELE). En primer lugar, partiremos de los preceptos propuestos en la teoría de la autodeterminación (TAD) desarrollada por Ryan y Deci (1985). En segunda instancia, abordaremos las dinámicas, las mecánicas y los componentes que pueden constituir una práctica gamificada. Finalmente, tomando como referencia los postulados desarrollados en la TAD, centraremos nuestra atención en la manera en la que el diseño de un sistema gamificado puede incentiva

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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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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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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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Kostromina, S. N., L. A. Darinskaia, N. L. Moskvicheva, and A. F. Filatova. "Approbation and Validation of the «Index of Autonomous Functioning» (IAF) in the Russian Sample." Психологическая наука и образование 28, no. 5 (2023): 168–83. http://dx.doi.org/10.17759/pse.2023280513.

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<p>One of the key issues in contemporary psychology is a correlation between determinism and indeterminism in understanding human behaviour. Autonomy as self-determined behaviour, as an individual's autonomous choice of behaviour, is one of the most significant and sought-after constructs in the study of personality functioning. In E. Deci and R. Ryan's self-determination theory (SDT), the need for autonomy is one of the basic innate needs of the personality, and this confirms the need for a person to feel as an actor, an initiator, the cause of one's own life and to act in harmony with

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Sun, Ting Ting. "The significance of psychological safety — The exploration of a moderated-mediation model." Corporate Governance and Organizational Behavior Review 7, no. 2 (2023): 96–110. http://dx.doi.org/10.22495/cgobrv7i2p8.

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Drawing on self-determination theory (SDT) (Deci & Ryan, 2000, 2008a, 2008b, 1985; Ryan & Deci, 2000, 2017, 2019; Ryan et al., 2019, 2021) and conservation of resources (COR) theory (Hobfoll, 1989, 2004, 2011), this study constructed an mindfulness employee involvement (M-EI) model to explore the mechanism of enhancing psychological safety (Edmondson, 1999; Edmondson & Lei, 2014; Dekker & Edmondson, 2022) by leveraging mindfulness (Baer et al., 2006; Hou et al., 2014; Kudesia, 2019) and employee involvement practices (Lawler, 1994; Riordan et al., 2005; Wood, 2020). Specificall

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Quested, Eleanor, and Joan L. Duda. "Perceptions of the Motivational Climate, Need Satisfaction, and Indices of Well- and Ill-Being among Hip Hop Dancers." Journal of Dance Medicine & Science 13, no. 1 (2009): 10–19. http://dx.doi.org/10.1177/1089313x0901300102.

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Grounded in the self-determination theoretical framework (SDT) formulated by Deci and Ryan, and specifically the basic needs mini-theory (BNT), this study examined the relationship between perceptions of the motivational climate manifested in hip hop environments, satisfaction of the three basic needs, and indicators of well- and ill-being among hip hop dancers. Fifty-nine hip hop dancers (mean age: 20.29 years) completed a questionnaire assessing the variables of interest in the study. Perceptions of a task-involving climate were positively associated with satisfaction of the needs for autono

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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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Rosalyne, Karuana Bundi, and Samuel Mutweleli Dr. "ACADEMIC MOTIVATION AS A PREDICTOR OF SELF-REGULATED LEARNING MONG FORM THREE STUDENDENTS IN NYERI COUNTY, KENYA." International Journal of Social Science and Humanities Research 11, no. 2 (2023): 308–15. https://doi.org/10.5281/zenodo.7992953.

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<strong>Abstract:</strong>  The aim of this study was to determine the relationship of academic motivation and self-regulated learning in Nyeri County, Kenya. The study was guided by Self-Determination Theory (SDT) (Deci and Ryan,1985). The study adopted an ex-post research design. Purposive sampling, simple random sampling, proportionate sampling and stratified sampling were used to select a sample of 200 form three students (131boys and 69 girls) from 4 public secondary school in Nyeri Central Sub-County, Nyeri County Kenya. Piloting of the questionnaire was done in one public school. D

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H.P.R., Menike, and Chandrasena W.D. "INVESTIGATION OF THE EFFECTIVENESS OF USING SELFDETERMINATION THEORY IN TEACHING BIOLOGY FOR GRADE TEN STUDENTS." International Journal of Research - Granthaalayah 7, no. 4 (2019): 46–50. https://doi.org/10.5281/zenodo.2653104.

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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

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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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Rosalyne, Karuana Bundi, and Samuel Mutweleli Dr. "ACADEMIC MOTIVATION AS A PREDICTOR OF SELF-REGULATED LEARNING AMONG FORM THREE STUDENTS IN NYERI COUNTY, KENYA." International Journal of Social Science and Humanities Research 11, no. 2 (2023): 308–15. https://doi.org/10.5281/zenodo.11183800.

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<strong>Abstract:</strong> The aim of this study was to determine the relationship of academic motivation and self-regulated learning in Nyeri County, Kenya. The study was guided by Self-Determination Theory (SDT) (Deci and Ryan,1985). The study adopted ex-post facto research design. Purposive sampling, simple random sampling, proportionate sampling and stratified sampling were used to select a sample of 200 form three students (131boys and 69 girls) from 4 public secondary schools in Nyeri Central Sub-County, Nyeri County Kenya. Piloting of the questionnaire was done in one public school. Dat

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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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Uszyńska-Jarmoc, Janina, and Małgorzata Głoskowska-Sołdatow. "Possibilities of using the assumptions of positive psychology in the process of preparing children to cope with crisis situations." Studia z Teorii Wychowania XIV, no. 1(42) (2023): 47–63. http://dx.doi.org/10.5604/01.3001.0016.3423.

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The text presents the possibilities of using selected assumptions of positive psychology in the process of preparing students at a younger school age to cope with the civilization threats of the 21st century (pandemics, migrations, wars, hunger, etc.), understood as crises that can be learned to overcome. In the process of education, especially in early childhood, the issue of threats to civilization is usually ignored, e.g. therefore, there are more and more disturbing phenomena in the lives of children and adolescents (aggression, depression, withdrawal, etc.).The assumptions of positive psy

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Frashëri, Emil, and Elda Dollija. "Evaluation of psychometric characteristics of employee motivation in the workplace." Multidisciplinary Science Journal 7, no. 2 (2024): 2025076. http://dx.doi.org/10.31893/multiscience.2025076.

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Researchers constantly look for the ideal motivating factors in various countries, industries, and sectors, due to its multilateral dimension, which includes employees, managers, organizational policies and practices, and the way that the very dynamic external environmental factors influence them. Self-Determination Theory of motivation proposed by Edward Deci and Richard Ryan, embraces a holistic approach to human motivation which started by identifying several motivational styles and has been implemented in different fields of workplace motivation and management This paper aims to emphasize

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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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