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Journal articles on the topic 'Motivation autonomes'
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Koch, Klemens, and Patrik S. Locher. "Autonomes Chemielernen im Fernunterricht und darüber hinaus!" CHIMIA International Journal for Chemistry 75, no. 1 (February 28, 2021): 67–73. http://dx.doi.org/10.2533/chimia.2021.67.
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Autonomous Distance Learning in Chemistry and Beyond! Using specific examples, some of which originate from online teaching in school during the COVID-19 lockdown in spring 2020, it is demonstrated how autonomous learning in chemistry can be supported, also in the long-term. Examples include the use of electronic media, experiments carried out at home, and discussion of current topics in the media that relate to chemistry to show how learning can be encouraged and the student motivation maintained. The aim is to encourage, on the one hand, self-guided learning to fulfill given study goals and on the other, autonomous learning out of curiosity and, later in life, to have the toolset to meet professional challenges.
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Park, JiHyeon, and JaeYoon Chang. "Exploration of work motivation structure and profiles based on self-determination theory among Korean employees." Korean Journal of Industrial and Organizational Psychology 29, no. 1 (February 28, 2016): 27–60. http://dx.doi.org/10.24230/kjiop.v29i1.27-60.
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The Self-determination theory (SDT) posits the existence of distinct taxonomy of motivation (i.e., amotivation, external, introjected, identified, integrated, and intrinsic motivation). The purpose of this study was to explore whether SDT’s work motivation structure can be applied to the understanding that of Korean employees, and to identify the motivational profiles for Korean employees together with their relationships with a variety of organizational outcomes. Data was collected from two separate samples of Korean employees(Study 1: 509 employees; Study 2: 153 employees). The results showed that unlike SDT taxonomy, autonomous motivations were not classified into three distinctive categories(identified, integrated, and intrinsic motivation). The results also revealed that there were three distinct motivational profiles(i.e., autonomous motivated, controlled motivated, and amotivated), and the largest proportion of Korean employees was covered by controlled motivated cluster. The autonomous motivated cluster had the most favorable levels of adaptive organizational outcomes(i.e., organizational commitment, job satisfaction), whereas the amotivated cluster was strongly related to non-adoptive organizational outcomes(i.e., turnover, emotional exhaustion). Based on these results, discussion was made regarding the distinct features of work motivation structure and motivational profiles in Korean work setting, and also future research directions were suggested.
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Raposo, Frederico Zarazaga, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira, and Marlene Nunes Silva. "The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies." International Journal of Environmental Research and Public Health 17, no. 15 (July 26, 2020): 5377. http://dx.doi.org/10.3390/ijerph17155377.
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According to the Self-Determination Theory, perceived job pressures can coerce professionals to develop more controlled motivations towards their work, and consequently increase the probability of using controlling motivational strategies. This study sought to analyze work-related motivations as mediators between two types of perceived job pressures: organizational constraints and perceptions of clients’ controlled motivation and the use of controlling motivational strategies by exercise professionals. Using a cross-sectional design, involving 366 exercise professionals (172 women), mediation paths were assessed following Preacher and Hayes statistical procedures. Models were adjusted for gender, work experience (years), and the internal tendency to feel events as pressuring. Organizational constraints were associated with lower autonomous motivation for work and the use of controlling strategies. Perceptions of clients’ controlled motivation were associated with work-related amotivation and the use of controlling strategies. Amotivation mediated the association between organizational constraints and controlling strategies. Overall, results support theoretical predictions and previous research, extending it to the exercise domain, highlighting the interplay between job pressures, work-related motivations, and the use of controlling strategies. The understanding of what influences exercise professionals’ motivation, and consequently the motivational strategies they use, is of paramount importance for exercise promotion and the benefit of those who seek their expert guidance.
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Miežienė, Brigita, Liuda Šinkariova, and Eglė Adomavičiūtė. "SUVOKTOS AUTONOMIJOS PARAMOS IR ELGESIO PATIRTIES SVARBA SERGANČIŲJŲ PIRMOJO TIPO DIABETU AUTONOMINEI MOTYVACIJAI." International Journal of Psychology : a Biopsychosocial Approach 17 (2015): 57–78. http://dx.doi.org/10.7220/2345-024x.17.4.
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Muñoz-Restrepo, Ana, Marta Ramirez, and Sandra Gaviria. "Strategies to Enhance or Maintain Motivation in Learning a Foreign Language." Profile: Issues in Teachers´ Professional Development 22, no. 1 (January 1, 2020): 175–88. http://dx.doi.org/10.15446/profile.v22n1.73733.
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Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.
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Jensen, Ulrich Thy, and Louise Ladegaard Bro. "How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction." American Review of Public Administration 48, no. 6 (March 27, 2017): 535–49. http://dx.doi.org/10.1177/0275074017699470.
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Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.
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Mouratidis, Athanasios, Maarten Vansteenkiste, Willy Lens, and Georgios Sideridis. "The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model." Journal of Sport and Exercise Psychology 30, no. 2 (April 2008): 240–68. http://dx.doi.org/10.1123/jsep.30.2.240.
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Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
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Lopes, Sílvia, Maria José Chambel, and Francisco Cesário. "Linking perceptions of organizational support to temporary agency workers’ well-being." International Journal of Organizational Analysis 27, no. 5 (November 4, 2019): 1376–91. http://dx.doi.org/10.1108/ijoa-08-2018-1502.
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Purpose This research focused on agency work. Previous studies highlighted the importance of motivations to understand workers’ attitudes, behaviors and well-being. Thus, the purpose of this paper is to analyze the contribution of perceptions of support from organizations to autonomous motivation for temporary agency employment, the relationship of motivations with workers’ well-being and the mediating role of motivations between perceptions of organizational support (POS) and workers’ well-being. Design/methodology/approach The hypotheses were tested with a sample of 3,983 temporary agency workers and using structural equation modeling. Findings The authors verified that POS from the agency contributed to both autonomous motivation and controlled motivation for temporary agency employment, whereas POS from the client company only contributed to autonomous motivation for temporary agency employment. Moreover, autonomous motivation for temporary agency employment was positively associated with workers’ well-being. Contrary to expectations, controlled motivation for temporary agency employment was not significantly associated with workers’ well-being. As predicted, autonomous motivation for temporary agency employment was a mediator in the relationship between POS and workers’ well-being. Research limitations/implications The study relies on self-reported data, and it does not have a longitudinal design. Practical implications An important implication of this research study is that organizations, through the support provided to the workers, may contribute positively to increase workers’ autonomous motivation for temporary agency employment, and, in turn, more autonomous motivation for temporary agency employment relates to higher levels of workers’ well-being. Originality/value The study innovates by including in the same model variables that may contribute to workers’ motivation for temporary agency employment as well as the outcomes that may arise from workers’ motivation for temporary agency employment.
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Liu, W. C., C. K. John Wang, Johnmarshall Reeve, Ying Hwa Kee, and Lit Khoon Chian. "What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective." Journal of Education 200, no. 3 (October 15, 2019): 185–95. http://dx.doi.org/10.1177/0022057419881171.
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This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.
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THOMAS, M., L. FORTUN-LAMOTHE, M. JOUVEN, M. TICHIT, E. GONZÁLEZ-GARCÍA, J. Y. DOURMAD, and B. DUMONT. "Agro-écologie et écologie industrielle : deux alternatives complémentaires pour les systèmes d’élevage de demain." INRAE Productions Animales 27, no. 2 (June 1, 2014): 89–100. http://dx.doi.org/10.20870/productions-animales.2014.27.2.3057.
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L’agro-écologie et l’écologie industrielle, qui mobilisent les concepts de l’écologie, sont deux approches complémentaires pour répondreaux enjeux économiques et environnementaux auxquels sont confrontés les systèmes d’élevage. L’agro-écologie cherche à amplifier les processus naturels pour promouvoir des systèmes productifs moins dépendants des intrants, valorisant la diversité animale et végétale et produisant différents services écosystémiques. L’écologie industrielle explore le bouclage des cycles (matière, énergie) pour économiser les ressources nécessaires à la production, et diminuer les pollutions dans des systèmes très contrôlés et ayant un faible lien au sol. Jusqu’ici, les systèmes d’élevage ont été largement écartés des démarches agro-écologiques. Nous proposons et analysons cinq principes agro-écologiques applicables à l’élevage : i) développer des pratiques de gestion intégrée pour améliorer la santé animale, ii) utiliser des ressources naturelles et des coproduits pour diminuer les intrants nécessaires à la production, iii) optimiser le fonctionnement des systèmes d’élevage pour réduire les pollutions, iv) valoriser la diversité dans les élevages pour renforcer leur résilience, et v) adapter les pratiques d’élevage pour préserver la biodiversité dans les agro-écosystèmes et les services écosystémiques associés. A partir de quatre études de cas, nous décrivons comment ces principes se combinent et permettent d’atteindre de meilleures performances économiques et environnementales. Les opportunités et freins actuels pour le développement de systèmes relevant de l’agroécologie ou de l’écologie industrielle sont ensuite discutés en évoquant la motivation des éleveurs à développer des systèmes autonomes et la réorganisation du travail nécessaire pour que s’opèrent de tels changements.
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Abós, Ángel, Leen Haerens, Javier Sevil-Serrano, Sofie Morbée, José Antonio Julián, and Luis García-González. "Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 16, no. 16 (August 8, 2019): 2839. http://dx.doi.org/10.3390/ijerph16162839.
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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.
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Tripathi, Ritu, Daniel Cervone, and Krishna Savani. "Are the Motivational Effects of Autonomy-Supportive Conditions Universal? Contrasting Results Among Indians and Americans." Personality and Social Psychology Bulletin 44, no. 9 (April 16, 2018): 1287–301. http://dx.doi.org/10.1177/0146167218764663.
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In Western theories of motivation, autonomy is conceived as a universal motivator of human action; enhancing autonomy is expected to increase motivation panculturally. Using a novel online experimental paradigm that afforded a behavioral measure of motivation, we found that, contrary to this prevailing view, autonomy cues affect motivation differently among American and Indian corporate professionals. Autonomy-supportive instructions increased motivation among Americans but decreased motivation among Indians. The motivational Cue × Culture interaction was extraordinarily large; the populations exhibited little statistical overlap. A second study suggested that this interaction reflects culturally specific norms that are widely understood by members of the given culture. When evaluating messages to motivate workers, Indians, far more than Americans, preferred a message invoking obligations to one invoking autonomous personal choice norms. Results cast doubt on the claim, made regularly in both basic and applied psychology, that enhancing autonomy is a universally preferred method for boosting motivation.
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Manger, Terje, Jørn Hetland, Lise Øen Jones, Ole Johan Eikeland, and Arve E. Asbjørnsen. "Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners." International Review of Education 66, no. 4 (August 2020): 551–74. http://dx.doi.org/10.1007/s11159-020-09855-w.
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Abstract The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using the Academic Motivation Scale (AMS). Analysing survey responses from 529 (29 female, 500 male) prisoners with Norwegian citizenship who participated in education while being incarcerated, the authors investigate how prison students’ motivation might be “reduced” or summarised using a smaller set of factors or components than extant studies. A confirmatory factor analysis suggested that a five-factor model, including intrinsic motivation, three types of extrinsic motivation (namely identified regulation, introjected regulation, and external regulation) and amotivation, yielded the best fit with the data provided by the prisoners. An alternative three-factor model created by collapsing the three extrinsic dimensions into a single dimension was found to fit the data poorly. The structural model revealed that younger prisoners displayed more controlled academic motivations than older ones, who displayed more autonomous motivations. Contrary to the authors’ expectations, prisoners with a higher level of education did not display more autonomous academic motivations than those with a lower level.
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Wijnia, Lisette, and Martine Baars. "The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples." Instructional Science 49, no. 1 (February 2021): 67–107. http://dx.doi.org/10.1007/s11251-020-09531-4.
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AbstractIn the current study, we examine the role of situation-specific motivational profiles in the effectiveness of video modeling examples for learning problem-solving and self-assessment accuracy in the domain of biology. A sample of 342 secondary school students participated in our study. Latent profile analysis resulted in four motivational profiles: (a) good-quality profile (high autonomous motivation, moderate introjected and external motivation), (b) moderately positive profile (moderate motivation levels with relatively higher autonomous motivation), (c) moderately negative profile (moderate motivation levels with relatively higher external motivation), and (d) poor-quality profile (moderate external, low autonomous motivation). Findings showed students with good-quality or moderately positive profiles learned more from the video modeling in terms of problem-solving and self-assessment accuracy than students with poor-quality or moderately negative profiles. Furthermore, students with a moderately negative profile outperformed students with a poor-quality profile on problem-solving and self-assessment accuracy. Results further indicated that students with good-quality and moderately positive profiles experienced studying the video modeling examples as less effortful than students with poor-quality or moderately negative profiles. Overall, our results demonstrated that knowing about students’ motivational profiles could help explain differences in how well students learn problem-solving as well as self-assessment skills from watching video modeling examples.
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Bibi, Annam. "SERVANT LEADERSHIP AND NURSE’S PRO-ENVIRONMENTAL BEHAVIOR: THE ROLE OF AUTONOMOUS AND EXTERNAL MOTIVATIONS." Dinasti International Journal of Management Science 1, no. 6 (July 12, 2020): 785–801. http://dx.doi.org/10.31933/dijms.v1i6.341.
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This study aims to investigate the relationships between servant leadership, pro-environmental behavior, and external and autonomous motivation among nurses, and whether external and autonomous motivations mediate the relationship between servant leadership and pro-environmental behavior. Based on a survey of 351 nurses, we found that servant leadership was significantly associated with pro-environmental behavior and that external and autonomous motivations indirectly affected the relationship between servant leadership and pro-environmental behavior. Moreover, servant leadership was found to interact with external motivation to predict pro-environmental behavior of nurses. Managers of nursing services should consider servant leadership and its positive influence on nurses’ outcomes in order to improve their performance and, subsequently, the healthcare system.
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Hutmacher, Djenna, Melanie Eckelt, Andreas Bund, and Georges Steffgen. "Does Motivation in Physical Education Have an Impact on Out-of-School Physical Activity over Time? A Longitudinal Approach." International Journal of Environmental Research and Public Health 17, no. 19 (October 4, 2020): 7258. http://dx.doi.org/10.3390/ijerph17197258.
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Previous research based on the trans-contextual model proposes that autonomous motivation in physical education (PE) is transferable to an out-of-school leisure-time (LT) context. However, only cross-sectional and unidirectional analyses have been conducted. The present study used a longitudinal design assessing N = 1681 students (M = 14.68 years) on two occasions, measuring the following constructs: perceived need for support in PE, motivational regulation during PE and LT, attitude, subjective norm, perceived behavioral control, intention, and physical activity behavior. Findings based on mixed effect models revealed that autonomy, competence, and relatedness support of the PE teacher were positively related to autonomous motivation. Moreover, similar motivational regulation types were found to significantly cross-lag across contexts. Through longitudinal mediation analyses, further support for the impact of autonomous motivation on physical activity, mediated by intention, attitude, and perceived behavioral control, was found. Suggestions for educational stakeholders regarding how to promote students’ autonomous motivation are provided.
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Ryan, Richard M., James N. Donald, and Emma L. Bradshaw. "Mindfulness and Motivation: A Process View Using Self-Determination Theory." Current Directions in Psychological Science 30, no. 4 (June 22, 2021): 300–306. http://dx.doi.org/10.1177/09637214211009511.
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Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.
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Yildiz, Vahit Aga, and Durmus Kilic. "Examining the motivations of primary school fourth grade students with regard to homework." Contemporary Educational Researches Journal 9, no. 4 (November 30, 2019): 110–18. http://dx.doi.org/10.18844/cerj.v9i4.4439.
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In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their homework, and whether their motivations differ in terms of some variables. The sample used in the study, conducted using a survey method, consists of 256 students studying in schools in the province of Erzurum of the Republic of Turkey. The data of the study were collected using a ‘Homework Motivation Scale’. Data were analysed using descriptive statistical techniques, a t-test and a one-way analysis of variance test. It was seen that the internal and external motivations of the students differed with regard to intrinsic motivation. In addition, it was seen that students' autonomous motivations differed with regard to those who have someone who helps them with homework. Students' intrinsic motivation is higher than their external motivation. It is thought that this will contribute to students completing their homework successfully.
Keywords: Homework, motivation, primary school.
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Barcza-Renner, Kelly, Robert C. Eklund, Alexandre J. S. Morin, and Christine M. Habeeb. "Controlling Coaching Behaviors and Athlete Burnout: Investigating the Mediating Roles of Perfectionism and Motivation." Journal of Sport and Exercise Psychology 38, no. 1 (February 2016): 30–44. http://dx.doi.org/10.1123/jsep.2015-0059.
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This investigation sought to replicate and extend earlier studies of athlete burnout by examining athlete-perceived controlling coaching behaviors and athlete perfectionism variables as, respectively, environmental and dispositional antecedents of athlete motivation and burnout. Data obtained from NCAA Division I swimmers (n = 487) within 3 weeks of conference championship meets were analyzed for this report. Significant indirect effects were observed between controlling coaching behaviors and burnout through athlete perfectionism (i.e., socially prescribed, self-oriented) and motivation (i.e., autonomous, amotivation). Controlling coaching behaviors predicted athlete perfectionism. In turn, self-oriented perfectionism was positively associated with autonomous motivation and negatively associated with amotivation, while socially prescribed perfectionism was negatively associated with autonomous motivation and positively associated with controlled motivation and amotivation. Autonomous motivation and amotivation, in turn, predicted athlete burnout in expected directions. These findings implicate controlling coaching behaviors as potentially contributing to athlete perfectionism, shaping athlete motivational regulations, and possibly increasing athlete burnout.
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Hodge, Ken, Elaine A. Hargreaves, David Gerrard, and Chris Lonsdale. "Psychological Mechanisms Underlying Doping Attitudes in Sport: Motivation and Moral Disengagement." Journal of Sport and Exercise Psychology 35, no. 4 (August 2013): 419–32. http://dx.doi.org/10.1123/jsep.35.4.419.
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We examined whether constructs outlined in self-determination theory (Deci & Ryan, 2002), namely, autonomy-supportive and controlling motivational climates and autonomous and controlled motivation, were related to attitudes toward performance-enhancing drugs (PEDs) in sport and drug-taking susceptibility. We also investigated moral disengagement as a potential mediator. We surveyed a sample of 224 competitive athletes (59% female; M age = 20.3 years; M = 10.2 years of experience participating in their sport), including 81 elite athletes. Using structural equation modeling analyses, our hypothesis proposing positive relationships with controlling climates, controlled motivation, and PEDs attitudes and susceptibility was largely supported, whereas our hypothesis proposing negative relationships among autonomous climate, autonomous motivation, and PEDs attitudes and susceptibility was not supported. Moral disengagement was a strong predictor of positive attitudes toward PEDs, which, in turn, was a strong predictor of PEDs susceptibility. These findings are discussed from both motivational and moral disengagement viewpoints.
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Rothes, Ana, Marina S. Lemos, and Teresa Gonçalves. "Motivational Profiles of Adult Learners." Adult Education Quarterly 67, no. 1 (September 22, 2016): 3–29. http://dx.doi.org/10.1177/0741713616669588.
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This study investigated profiles of autonomous and controlled motivation and their effects in a sample of 188 adult learners from two Portuguese urban areas. Using a person-centered approach, results of cluster analysis and multivariate analysis of covariance revealed four motivational groups with different effects in self-efficacy, engagement, and learning. The study showed that groups of learners who have high autonomous motivation in the beginning of a course score higher in self-efficacy and later on in behavioral engagement and use of deep-learning strategies, whereas those who have controlled motivation alone or low levels of both types of motivation have worse results. Additionally, the study showed motivational differences according to adult learners’ gender, educational level, and occupational status. The influence of the Portuguese adult education system on the results and the implications of the study for the practice of adult education are also discussed.
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Mailey, Emily L., Deirdre Dlugonski, Wei-Wen Hsu, and Michelle Segar. "Goals Matter: Exercising for Well-Being But Not Health or Appearance Predicts Future Exercise Among Parents." Journal of Physical Activity and Health 15, no. 11 (November 1, 2018): 857–65. http://dx.doi.org/10.1123/jpah.2017-0469.
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Background: Many parents are insufficiently active. Further research is needed to understand the goals that drive sustained exercise participation among parents. The purpose of this study was to use self-determination theory derived constructs to examine the relationship between parents’ exercise goals and their autonomous motivation, controlled motivation, and exercise behavior across 1 year. Methods: Mothers (n = 226) and fathers (n = 70) of children less than 16 years completed the Exercise Motivations Inventory-2 and, 1 year later, the Behavioral Regulation in Exercise Questionnaire-2 and Godin Leisure-Time Exercise Questionnaire. Linear mixed effects models were used to examine the longitudinal relationships between exercise goals and autonomous motivation, controlled motivation, and leisure-time exercise. Results: All goals except weight management were significantly associated with autonomous motivation, whereas only weight and appearance goals predicted controlled motivation. Exercising for stress management and revitalization, but not health- or appearance-related goals, was significantly related to exercise behavior over 1 year. Conclusions: Only goals related to immediate affective outcomes were associated with both autonomous motivation and exercise behavior over time. These findings support recent calls to “rebrand exercise” as a means to improve daily well-being. Such goals may drive parents to prioritize exercise because they value the immediate benefits it provides.
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Radel, Rémi, Philippe Sarrazin, and Luc Pelletier. "Evidence of Subliminally Primed Motivational Orientations: The Effects of Unconscious Motivational Processes on the Performance of a New Motor Task." Journal of Sport and Exercise Psychology 31, no. 5 (October 2009): 657–74. http://dx.doi.org/10.1123/jsep.31.5.657.
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The aim of this study was to examine whether motivational orientations for a new motor task could be triggered by unconscious determinants. Participants were primed with subliminal words depicting an autonomous, a neutral, or a controlled motivation during an initial unrelated task, followed by working on an unknown motor task. Behavioral, physiological, and self-reported indicators of motivation for this task were assessed. Overall, results indicated a significant impact of the priming condition on all these indicators; whereas the priming of autonomous motivation led to positive outcomes, the priming of controlled motivation led to negatives outcomes when compared with the neutral condition. Implications regarding the priming of unconscious determinants of motivation for sport and exercise are discussed.
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Goto, Takayuki, Hideki Kawaguchi, Eiji Nonomiya, Kenshiro Ichimura, Takashi Kusumi, and Masuo Koyasu. "Reciprocal influences between autonomous motivation and the use of motivational regulation strategies." Japanese journal of psychology 88, no. 2 (2017): 197–202. http://dx.doi.org/10.4992/jjpsy.88.16319.
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Bagøien, Tor Egil, and Hallgeir Halvari. "Autonomous Motivation: Involvement in Physical Activity, and Perceived Sport Competence: Structural and Mediator Models." Perceptual and Motor Skills 100, no. 1 (February 2005): 3–21. http://dx.doi.org/10.2466/pms.100.1.3-21.
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Students in upper secondary school ( N = 231, M = 16.6 yr., SD = 1.6) were tested on involvement in physical activity, perceived sport competence, using the Perceived Competence Scale of Harter, and motivational regulation on the Self-regulation Questionnaire of Ryan and Connell. Correlations were positive among involvement in physical activity, autonomous motivation, and perceived sport competence. A hypothetical model indicated that autonomous motivation mediates the relation between perceived sport competence and involvement in physical activity. Although LISREL analysis supported this mediation, the best model fit of the data supported a structural model with involvement in physical activity ( R2 = .63) to mediate between autonomous motivation and perceived competence ( R2 = .47). Results are interpreted and discussed in terms of self-determination theory.
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Zhang, Ye, Shu Cole, Peter Ricci, and Jie Gao. "Context-Based Leisure Travel Facilitation among People with Mobility Challenges: A Self-Determination Theory Approach." Journal of Travel Research 58, no. 1 (December 14, 2017): 42–62. http://dx.doi.org/10.1177/0047287517741004.
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In response to the pressing need to psychologically empower people with mobility challenges (PwMC) to travel, this study proposes the facilitation of self-determined travel motivations as a promising approach. The variation of self-determined travel facilitation across different challenge levels is examined through a quasi-experimental design and analyzed with a new test of moderated mediation based on Hayes’ (2015a) model. The results indicate that for PwMC with significant travel challenge levels, the tourism industry should prioritize the cultivation of intrinsic travel motivations and perceived travel competence satisfaction over less-autonomous motivation dimensions and satisfaction of alternative psychological needs. Such cross-context exploration extends self-determination theory with a new moderator of challenge levels. The adopted new analysis of moderated mediations is competitive regarding accuracy, efficiency, and robustness for less-controlled, real-world tourism experiments. Results can also guide the customization of motivational programs for different PwMC to maximize the effectiveness of psychological empowerment for travel.
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Friel, Ciarán P., and Carol Ewing Garber. "An Examination of the Relationship Between Motivation, Physical Activity, and Wearable Activity Monitor Use." Journal of Sport and Exercise Psychology 42, no. 2 (April 1, 2020): 153–60. http://dx.doi.org/10.1123/jsep.2019-0170.
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Wearable physical activity (PA) monitors are widely promoted as a means to motivate people to be more active, but the motivational profile of users has never been assessed. This study’s purpose was to classify adult users by their motivational regulation scores and examine how these profiles were associated with moderate to vigorous PA (MVPA). Current users (N = 320) recruited across the United States completed a Web-based survey. Motivational regulations were measured using the Behavioral Regulation in Exercise Questionnaire, and associations with MVPA were explored using bivariate correlations. MVPA was more highly correlated with autonomous rather than controlling regulations. A cluster analysis was conducted using the respondents’ motivational regulation scores. Five motivational profiles emerged from this analysis, and they differed significantly across motivation and MVPA scores. PA monitor users characterized by more autonomous motives presented with higher MVPA. As technology use increases, assessing the multidimensionality of PA monitor users’ motivation may add value when researching PA behaviors.
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Perez-Rivases, Andrea, Miquel Torregrosa, Carme Viladrich, and Susana Pallarès. "Women Occupying Management Positions in Top-Level Sport Organizations: A Self-Determination Perspective." Anales de Psicología 33, no. 1 (December 28, 2016): 102. http://dx.doi.org/10.6018/analesps.33.1.235351.
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<p>Framed in Self-determination theory (SDT), the purpose of this research was to examine whether the working environment of women in sport management positions could fulfil or thwart their basic psychological needs (BPN) and to explore the motivations that women managers experience in these positions. Eight female managers of top-level sport organizations participated in semi-structured interviews. Results showed that seven of them reported being in an environment that fulfilled their BPN and experienced autonomous motivation in their job. In contrast, one participant reported working in a context that thwarted her BPN and experienced controlled motivation. We present contextual antecedents that were considered satisfying or thwarting of the BPN of those women enrolled in management positions. Insomuch as BPN satisfaction is expected to be related to autonomous motivation and well-being, the current study provides a first insight regarding how sport organizations could promote women managers’ BPN satisfaction and thus increase their autonomous motivation and well-being in such positions.</p>
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Weiger, Welf H., Hauke A. Wetzel, and Maik Hammerschmidt. "Who’s pulling the strings?" European Journal of Marketing 53, no. 9 (September 9, 2019): 1808–32. http://dx.doi.org/10.1108/ejm-10-2017-0777.
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Purpose Firms increasingly rely on content marketing to trigger user engagement in social media brand communities. The purpose of this paper is to examine how three generic types of marketer-generated content (affiliative, injunctive and utilitarian content) drive user engagement by considering distinct motivational paths and the role of users’ preference for intimate (vs broad) social networks. Design/methodology/approach The authors conduct a field survey and a scenario experiment among social media users across different brands from three different product categories. They examine the impact of marketer-generated content on user engagement while considering the moderating role of network intimacy (i.e. the mutual confiding within a user’s social network in terms of small social circles) and the mediating role of user motivations (i.e. autonomous vs controlled motivation for community membership). Findings The findings show that affiliative content (i.e. content that highlights shared values) drives user engagement through autonomous motivation, and utilitarian content (i.e. content that highlights tangible benefits) drives user engagement through controlled motivation. Notably, injunctive content (i.e. content that demands specific user behavior) is not a promising instrument to increase user engagement in social media brand communities when not targeted correctly. Research limitations/implications The authors link three generic content types derived from literature on communal systems to user engagement, demonstrate the motivational underpinnings of their translation into engagement behavior and show that network intimacy can explain why the same content type can impact user engagement through two motivational paths. Practical implications The authors present three types of content that marketers can craft to trigger users to engage with a brand’s social media community and show when this content is most effective and why. By examining the moderating role of network intimacy, this research aims at providing targeting implications to social media marketers. Originality/value This research provides new insights on the effectiveness of marketer-generated content. The authors reveal two motivational paths that compete in explaining the overall effectiveness of different types of marketer-generated content to fuel user engagement. The authors further demonstrate that these relationships depend on the intimacy of a user’s circle of online friends.
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Ridgway, Jason, Louise Hickson, and Christopher Lind. "What Factors Are Associated with Autonomous and Controlled Motivation for Hearing Help-Seekers?" Journal of the American Academy of Audiology 28, no. 07 (July 2017): 644–54. http://dx.doi.org/10.3766/jaaa.16098.
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AbstractHearing impairment is prevalent in older adults. Motivation is important in people’s choice to seek help for their hearing and whether to adopt or not adopt hearing aids.To investigate associations between sociodemographic and audiometric characteristics and autonomous and controlled motivation among a sample of hearing help-seekers.A quantitative approach was taken for this cross-sectional cohort study.A total of 253 adult first-time hearing help-seekers were recruited to the study.Participants provided sociodemographic information and completed questionnaires adapted from self-determination theory that measured autonomous motivation (motivation that originates from within the self and is aligned with personal values and beliefs) and controlled motivation (motivation that stems from external pressures such as rewards or punishment, or conflicted inner feelings such as guilt or shame).Participants with higher autonomous motivation scores were younger, wanted hearing aids more, and reported greater hearing difficulty in everyday life than those with lower scores. Participants with higher controlled motivation scores were more often referred to the service by others and wanted hearing aids more than those with lower controlled motivation scores. Controlled motivation scores were not associated with perceptions of hearing difficulty in everyday life.Relationships among motivation and sociodemographic factors highlight the importance of characterizing autonomous and controlled motivation in first-time hearing help-seekers. Attention to personal characteristics in order to understand motivational processes involved in rehabilitation decisions such as hearing aid adoption may aid in consultations.
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Ivashkevych, Ernest. "Psychological Background of the Connection between Learner’s Autonomy and Motivation." Collection of Research Papers "Problems of Modern Psychology", no. 52 (May 31, 2021): 84–105. http://dx.doi.org/10.32626/2227-6246.2021-52.84-105.
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Koestner, Richard, Nancy Otis, Theodore A. Powers, Luc Pelletier, and Hugo Gagnon. "Autonomous Motivation, Controlled Motivation, and Goal Progress." Journal of Personality 76, no. 5 (October 2008): 1201–30. http://dx.doi.org/10.1111/j.1467-6494.2008.00519.x.
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Beaucage, André, and Guy Bellemare. "La diversité du succès des travailleurs autonomes1." Recherche 48, no. 2 (September 25, 2007): 11–36. http://dx.doi.org/10.7202/016409ar.
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S’appuyant sur les données d’un échantillon de quelque 300 travailleurs autonomes québécois recueillies dans le cadre d’une enquête via l’Internet, les auteurs proposent dans cette étude exploratoire une autre dimension essentielle de l’hétérogénéité des travailleurs autonomes et de l’explication de la longévité de leur expérience. Cette dimension plus subjective se fonde sur la diversité des appréciations que font les répondants de leur expérience, non seulement le degré de satisfaction révélé mais aussi son interprétation. L’analyse du contenu des réponses à une question ouverte révèle cinq profils de travailleurs autonomes différents quant à l’appréciation de leur expérience et quant à leur volonté de la poursuivre ou non. Ces appréciations particulières générées par les avantages intrinsèques du travail autonome sont surtout associées à des aspirations et motivations propres à chaque profil.
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Yuan, Liuliang, and Wei Liu. "The influence of contextual support on persistent sharing willingness of QQ group members." Online Information Review 41, no. 2 (April 10, 2017): 185–201. http://dx.doi.org/10.1108/oir-01-2016-0009.
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Purpose The purpose of this paper is to explore the ways to encourage members in QQ knowledge-communication groups to persistently share knowledge in terms of contexts and autonomous motivations. Design/methodology/approach Based on self-determination theory, three important contextual factors of QQ knowledge-communication groups were selected as exogenous variables and three typical autonomous motivations as mediating variables to construct a knowledge-sharing model. Internet questionnaire surveys and data collection were conducted to test proposed hypotheses by means of structural equation modeling with AMOS. Findings Reciprocity, learning, and altruism have significant positive influence on persistent sharing willingness, and the degree to which each factor influences persistent sharing willingness differs considerably. Autonomy support, perceived usefulness, and relatedness support have no significantly direct influence on persistent sharing willingness, but they indirectly influence the persistent sharing behaviors by the mediating effect of different autonomous motivations. Originality/value This study contributes theoretically and practically. First, the results suggest that a particular motivation in different contexts has a different degree of autonomy. In addition, explanations are offered for the phenomenon that suggest that controlled motivations directly affect autonomous motivations. It was found that the contextual factors of competence support and relatedness support also have influence on different autonomous motivations, and hence encourage knowledge-sharing behaviors. Specific suggestions for QQ group managers and information seekers are proposed.
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Olafsen, Anja Hagen, and Claus Wiemann Frølund. "Challenge accepted! Distinguishing between challenge- and hindrance demands." Journal of Managerial Psychology 33, no. 4/5 (July 2, 2018): 345–57. http://dx.doi.org/10.1108/jmp-04-2017-0143.
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Purpose The purpose of this paper was to test a model that differentiated between two types of job demands in relation to basic psychological need satisfaction, work motivation, and, in turn, employee well-being. In particular, job challenges and job hindrances were hypothesized to relate to this motivational process in different ways. Design/methodology/approach Survey data from a sample of 160 entrepreneurs were used in path analyses to test the hypothesized relations. Findings The results showed that job challenges related positively to autonomy- and competence need satisfaction as well as to autonomous work motivation, while job hindrances related negatively to satisfaction of the needs for autonomy, competence and relatedness. Further, satisfaction of the need for autonomy, competence and relatedness related positively to autonomous work motivation. Finally, all of the three basic psychological needs as well as autonomous work motivation related directly and positively to vitality. Originality/value These results support a view on job challenges and job hindrances as distinct within the job demands-resources model by showing how they are differently related to basic psychological needs, autonomous work motivation and, subsequently, worker well-being.
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Leyton-Román, Marta, Juan L. Núñez, and Ruth Jiménez-Castuera. "The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active." Sustainability 12, no. 10 (May 22, 2020): 4251. http://dx.doi.org/10.3390/su12104251.
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This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity.
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Messineo, Linda, Crispino Tosto, and Mario Allegra. "Exploring Factors Predicting Undergraduate Healthcare Students’ Use of Learning Strategies." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1579–87. http://dx.doi.org/10.12973/eu-jer.10.3.1579.
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<p style="text-align: justify;">The present study aimed to investigate the relationship between students’ academic motivation, implicit beliefs about intelligence and learning strategies among undergraduate healthcare students. First-year students of healthcare degree courses from a university in Southern Italy were surveyed. The study measured psychological constructs by means of Academic Motivation Scale, Motivated Strategies for Learning Questionnaire, and Dweck’s implicit questions about beliefs of intelligence. Two regression models were computed to assess the association between students’ beliefs about intelligence, motivations for studying, and learning strategies. In the first regression model, predicting students’ use of cognitive strategies from implicit intelligence beliefs and motivations for studying, stronger autonomous motivations were significant predictors of cognitive strategies. The second regression model, predicting students’ use of metacognitive strategies from implicit intelligence beliefs and motivations for studying, was not significant. These findings can be useful to plan tailored educational interventions to promote students’ motivation, incremental beliefs about intelligence and their use of learning strategies positively related with academic performance.</p>
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Beluce, Andrea Carvalho, and Katya Luciane de Oliveira. "Students’ Motivation for Learning in Virtual Learning Environments." Paidéia (Ribeirão Preto) 25, no. 60 (April 2015): 105–13. http://dx.doi.org/10.1590/1982-43272560201513.
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The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.
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Banting, Lauren K., James A. Dimmock, and J. Robert Grove. "The Impact of Automatically Activated Motivation on Exercise-Related Outcomes." Journal of Sport and Exercise Psychology 33, no. 4 (August 2011): 569–85. http://dx.doi.org/10.1123/jsep.33.4.569.
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This study examined the effect of motivational primes on participants (N = 171) during a cycling task. Relative to participants primed with a controlled motivational orientation, it was hypothesized that participants primed for autonomous motivation would report greater feelings of enjoyment, effort, and choice in relation to the cycling activity and report greater exercise intentions. Members of the autonomous prime group were expected to exercise for longer, at a greater percentage of their heart rate maximum, and report lower levels of perceived exertion than those in the controlled prime condition. It was found that, relative to participants in the controlled prime group, those who received the autonomous prime enjoyed the exercise more, exercised at a greater percentage of heart rate maximum, and reported a lower rating of perceived exertion. Furthermore, participants experiencing the controlled prime exercised for less time and had lower intentions to exercise than did other participants. Results highlight the importance of automatic processes in activating motivation for exercise.
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Sebire, Simon J., Martyn Standage, and Maarten Vansteenkiste. "Predicting Objectively Assessed Physical Activity From the Content and Regulation of Exercise Goals: Evidence for a Mediational Model." Journal of Sport and Exercise Psychology 33, no. 2 (April 2011): 175–97. http://dx.doi.org/10.1123/jsep.33.2.175.
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Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this work was to examine effects of the content and motivation of adults’ exercise goals on objectively assessed moderate-to-vigorous physical activity (MVPA). After reporting the content and motivation of their exercise goals, 101 adult participants (Mage = 38.79 years; SD = 11.5) wore an ActiGraph (GT1M) accelerometer for seven days. Accelerometer data were analyzed to provide estimates of engagement in MVPA and bouts of physical activity. Goal content did not directly predict behavioral engagement; however, mediation analysis revealed that goal content predicted behavior via autonomous exercise motivation. Specifically, intrinsic versus extrinsic goals for exercise had a positive indirect effect on average daily MVPA, average daily MVPA accumulated in 10-min bouts and the number of days on which participants performed 30 or more minutes of MVPA through autonomous motivation. These results support a motivational sequence in which intrinsic versus extrinsic exercise goals influence physical activity behavior because such goals are associated with more autonomous forms of exercise motivation.
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Moll-Khosrawi, Parisa, Stefan Zimmermann, Christian Zoellner, and Leonie Schulte-Uentrop. "Understanding Why All Types of Motivation Are Necessary in Advanced Anaesthesiology Training Levels and How They Influence Job Satisfaction: Translation of the Self-Determination Theory to Healthcare." Healthcare 9, no. 3 (March 1, 2021): 262. http://dx.doi.org/10.3390/healthcare9030262.
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Studies applying the self-determination theory have shown that intrinsic motivation and autonomous regulation lead to job satisfaction and to better job performance. What has not been worked out clearly yet are the effects of extrinsic motivation and controlled regulation on affect, job performance and job satisfaction. However, it has been described that controlled regulation is often necessary for mundane tasks. In anaesthesiology, routine daily tasks can be perceived as mundane by those who have achieved a certain level of training (e.g., consultants). Therefore, it was hypothesised that consultants have high expressions of all motivational qualities. Furthermore, it was hypothesised that job satisfaction of anaesthesiologists is correlated with autonomous motivation. The hypotheses were tested in a cross-sectional study design within a group of anaesthesiologists. The study participants reported the same pattern throughout the motivational continuum. Consultants reported the highest levels of all motivational qualities, including controlled regulation, as well as the highest levels of job satisfaction. Junior residents reported high levels of amotivation and extrinsic regulation. The lowest levels of identified regulation and job satisfaction were reported by the group of attendings. Job satisfaction was positively correlated with intrinsic motivation and negatively correlated with amotivation. Therefore, our findings from the field of anaesthesiology show that the expressions of high levels of controlled regulation might be necessary for specialists to engage in mundane daily tasks. Intrinsic motivation and autonomous regulation are necessary for job satisfaction and the presence of controlled regulation and extrinsic behavioural regulation have no declining effects. Furthermore, the decrease of amotivation will lead to enhanced job satisfaction and the resulting consequences will be extensive. Junior residents need to be supported with the aim to enhance their feeling of autonomy and competence in order to decrease amotivation and to foster autonomous regulation and hence to increase job satisfaction and well-being. Further special focus should be on attendings to counteract their lacking identification with the job. Hereby, the provision of feedback and professional perspectives might foster the process of re-identification.
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Кибанов and Ardalon Kibanov. "Methodology of Motivation and Stimulation of Organization’s Personnel." Management of the Personnel and Intellectual Resources in Russia 3, no. 1 (February 10, 2014): 5–10. http://dx.doi.org/10.12737/2619.
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Theoretical and methodological issues of motivation and stimulation of labor activity are discussed, including such concepts, as «motive», «incentive», «motivation » and «stimulation». The essence of interrelating and interconditioning processes of motivation and stimulation is defined along with their constituent elements. In-depth meaning of motivational core as a system of incentives and motives, driving labor activity at a given stage of the organizational life, is revealed. Motivational core, as a cohesion of interrelated incentives and motives, is characterized by the following features: several motives, affecting simultaneously the worker; different incentives corresponding to different kinds of resources being at the disposal of management system; consistent robust cause and effect relationship between motives and incentives; motivational core steadiness; can be modernized based on motives and incentives priority changes; ability to autonomous settlement of differences among motives and between incentives and motives. Major drivers of motivational core creation are discussed. The need for personnel motivational core is reasoned and key ways of motivational core managing are highlighted. Motivational core managing helps to lay down priorities and to range incentives in terms of their effect on motives. In the process certain motives are enhanced and others are weakened. Factors of motivation and stimulation effectiveness and of motivational core efficiency are characterized.
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Chen, Weiyun, and Andrew J. Hypnar. "Elementary School Students’ Self-Determination in Physical Education and Attitudes Toward Physical Activity." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 189–209. http://dx.doi.org/10.1123/jtpe.2013-0085.
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Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.
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Suo, Jia, and Xiuying Hou. "A Study on the Motivational Strategies in College English Flipped Classroom." English Language Teaching 10, no. 5 (April 11, 2017): 62. http://dx.doi.org/10.5539/elt.v10n5p62.
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Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students’ motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students’ motivation. The paper makes a study on the motivational strategies to be employed in the flipped classroom.
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Van Doren, Nele, Katrien De Cocker, Tom De Clerck, Arwen Vangilbergen, Ruben Vanderlinde, and Leen Haerens. "The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach." International Journal of Environmental Research and Public Health 18, no. 14 (July 13, 2021): 7457. http://dx.doi.org/10.3390/ijerph18147457.
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Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.
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Mozaffari, Hamed, and Ali Nahvi. "A motivational driver model for the design of a rear-end crash avoidance system." Proceedings of the Institution of Mechanical Engineers, Part I: Journal of Systems and Control Engineering 234, no. 1 (May 23, 2019): 10–26. http://dx.doi.org/10.1177/0959651819847380.
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A motivational driver model is developed to design a rear-end crash avoidance system. Current driver assistance systems use engineering methods without considering psychological human aspects, which leads to false activation of assistance systems and complicated control algorithms. The presented driver model estimates driver’s psychological motivations using the combined longitudinal and lateral time to collision, the vehicle kinematics, and the vehicle dynamics. These motivations simplify both autonomous driving algorithms and human-machine interactions. The optimal point of a motivational multi-objective cost function defines the decision for the autonomous driving. Moreover, the motivations are used as risk assessment factors for driver–machine interaction in dangerous situations. The system is evaluated on 10 human subjects in a driving simulator. The assistance system had no false activation during the tests. It avoided collisions in all the rear-end crash avoidance scenarios, while 90% of human subjects did not.
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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 their certainty of study choice and completed again the AMS-C 28. Additionally, they answered the items about their psychological need satisfaction (autonomy, competence, relatedness) in the current academic year and the items about their satisfaction with the study. The results showed that all forms of academic motivation (as distributed along the SDT motivational continuum) remained highly stable within one academic year. More autonomous motivational orientation related to higher perceived satisfaction of psychological needs. Furthermore, it significantly predicted students' satisfaction with the study and certainty about the study choice. When students' satisfaction of psychological needs in the current academic year was entered into the regression model, it predicted satisfaction with the study and certainty in study choice over and above the students' level of autonomous motivation. The study showed the importance of creating learning environments that respond to students' psychological study needs.
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Manohar, Sanjay G., Rebecca Dawn Finzi, Daniel Drew, and Masud Husain. "Distinct Motivational Effects of Contingent and Noncontingent Rewards." Psychological Science 28, no. 7 (May 10, 2017): 1016–26. http://dx.doi.org/10.1177/0956797617693326.
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When rewards are available, people expend more energy, increasing their motivational vigor. In theory, incentives might drive behavior for two distinct reasons: First, they increase expected reward; second, they increase the difference in subjective value between successful and unsuccessful performance, which increases contingency—the degree to which action determines outcome. Previous studies of motivational vigor have never compared these directly. Here, we indexed motivational vigor by measuring the speed of eye movements toward a target after participants heard a cue indicating how outcomes would be determined. Eye movements were faster when the cue indicated that monetary rewards would be contingent on performance than when the cue indicated that rewards would be random. But even when the cue indicated that a reward was guaranteed regardless of speed, movement was still faster than when no reward was available. Motivation by contingent and certain rewards was uncorrelated across individuals, which suggests that there are two separable, independent components of motivation. Contingent motivation generated autonomic arousal, and unlike noncontingent motivation, was effective with penalties as well as rewards.
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Weinstein, Netta, and Thuy-Vy Nguyen. "Motivation and preference in isolation: a test of their different influences on responses to self-isolation during the COVID-19 outbreak." Royal Society Open Science 7, no. 5 (May 2020): 200458. http://dx.doi.org/10.1098/rsos.200458.
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This multi-wave study examined the extent that both preference and motivation for time alone shapes ill-being during self-isolation. Individuals in the USA and the UK are self-isolating in response to the COVID-19 outbreak. Different motivations may drive their self-isolation: some might see value in it (understood as the identified form of autonomous motivation), while others might feel forced into it by authorities or close others (family, friends, neighbourhoods, doctors; the external form of controlled motivation). People who typically prefer company will find themselves spending more time alone, and may experience ill-being uniformly, or as a function of their identified or external motivations for self-isolation. Self-isolation, therefore, offers a unique opportunity to distinguish two constructs coming from disparate literatures. This project examined preference and motivation (identified and external) for solitude, and tested their independent and interacting contributions to ill-being (loneliness, depression and anxiety during the time spent alone) across two weeks. Confirmatory hypotheses regarding preference and motivation were not supported by the data. A statistically significant effect of controlled motivation on change in ill-being was observed one week later, and preference predicted ill-being across two weeks. However, effect sizes for both were below our minimum threshold of interest.
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Saller, Franziska V. I., Amal Mohammed, and Fahad Al Dhaferi. "Motivational quality and competence perceptions towards healthy diet practice in patients with non-communicable diseases in Central Saudi Arabia." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 1592. http://dx.doi.org/10.18203/2394-6040.ijcmph20210986.
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Background: Saudi Arabia has faced a considerable rise of non-communicable diseases (NCD) over the past decade. Dietary changes are essential for treatment efficacy in various NCD, but local evidence indicates rather poor treatment compliance. Knowledge about the behavioral determinants of patients can help to improve intervention adherence. The self-determination theory proposes autonomy and competence perceptions towards healthy eating to play a determining role in motivation and behavioural regulation. The aim of this study was to explore diet practice, motivation, autonomy and competence perceptions in Saudi patients with NCD.Methods: A questionnaire-based, cross-sectional study was implemented to evaluate relationships between diet habits and autonomy and competence perceptions towards healthy diet practice in patients with cardiovascular disease, diabetes and hypertension in a governmental hospital in Riyadh.Results: 269 patients >18 years participated in the study. Self-reported diet was mediocre, characterized by low fruit and vegetable intake. Hypertensive patients showed substantially poorer diet and, at the same time, higher motivational quality compared to other patient groups (p<0.05). Generally, patients demonstrated moderate motivational quality and high perceived competence, but certain sub-populations with specific commonalities strongly deviated from the norm. Competence perceptions, autonomous, as well as controlled motivation correlated with healthy diet practice (p=0.000).Conclusions: Our results indicate that both, autonomous and controlled motivation influence positive diet practice in NCD patients. We suspect a patient-group-specific exposure to health education to impact motivational quality. The influence of psychological factors on patient health behaviour is still greatly underestimated in clinical dietary interventions in KSA.