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Journal articles on the topic 'Motivation, Self-Determination Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along

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Kestler-Peleg, Miri, Merav Shamir-Dardikman, Doron Hermoni, and Karni Ginzburg. "Breastfeeding motivation and Self-Determination Theory." Social Science & Medicine 144 (November 2015): 19–27. http://dx.doi.org/10.1016/j.socscimed.2015.09.006.

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Gagné, Marylène, and Edward L. Deci. "Self-determination theory and work motivation." Journal of Organizational Behavior 26, no. 4 (2005): 331–62. http://dx.doi.org/10.1002/job.322.

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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 (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 t

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Basińska, Beata A. "Work Motivation Profiles and Work Performance in a Group of Corporate Employees: A Two-Step Cluster Analysis." Roczniki Psychologiczne 23, no. 3 (2021): 227–45. http://dx.doi.org/10.18290/rpsych20233-3.

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Few studies have applied a person-centered approach to work motivation using cluster or profile analyses. Thus, little is known about which configurations of work motivations characterize professionals. The aim of this study is to establish the structure of work motivation profiles under the framework of self-determination theory and to examine the relationship between work motivation and subjective work performance. The study involved 147 corporate employees who completed the Multidimensional Work Motivation Scale and self-rated their work performance. The two-step cluster analysis was applie

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Djordjic, Visnja, and Tatjana Tubic. "Self-determination theory and understanding of student motivation in physical education instruction." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 128–49. http://dx.doi.org/10.2298/zipi1001128d.

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Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Tw

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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 (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 showe

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Menard, Philip, Gregory J. Bott, and Robert E. Crossler. "User Motivations in Protecting Information Security: Protection Motivation Theory Versus Self-Determination Theory." Journal of Management Information Systems 34, no. 4 (2017): 1203–30. http://dx.doi.org/10.1080/07421222.2017.1394083.

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Vallerand, Robert J., Brian P. O'Connor, and Marc Hamel. "Motivation in Later Life: Theory and Assessment." International Journal of Aging and Human Development 41, no. 3 (1995): 221–38. http://dx.doi.org/10.2190/ylfm-dgue-hrl2-vwlg.

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A framework that has been found useful in research on young adults, Deci and Ryan's self-determination theory [1, 2], is suggested as a promising direction for research on motivation in later life. The theory proposes the existence of four types of motivation (intrinsic, self-determined extrinsic, nonself-determined extrinsic, and amotivation) which are assumed to have varying consequences for adaptation and well-being. A previously published French measure of motivational styles which is known to be reliable and valid was translated into English and was tested on seventy-seven nursing home re

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Takahashi, Chika, and Seongah Im. "Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency." Studies in Second Language Learning and Teaching 10, no. 4 (2020): 673–96. http://dx.doi.org/10.14746/ssllt.2020.10.4.2.

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This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s sel

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Andrews, Christina. "Integrating public service motivation and self-determination theory." International Journal of Public Sector Management 29, no. 3 (2016): 238–54. http://dx.doi.org/10.1108/ijpsm-10-2015-0176.

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Purpose – The purpose of this paper is to present a framework integrating theoretical insights, empirical research and practical advice emerging from public service motivation (PSM) and self-determination theory (SDT). It aims at demonstrating that, while PSM shows the relevance of public values for motivation, SDT explains how context affects it. Taking the two theoretical approaches as complementary to one another and by pointing out their “static” and “dynamic” features, the framework provides a theoretical foundation for organizational practices aimed at enhancing motivation in the public

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Tanaka, Mitsuko. "Examining kanji learning motivation using self-determination theory." System 41, no. 3 (2013): 804–16. http://dx.doi.org/10.1016/j.system.2013.08.004.

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Sansone, Carol, and Yun Tang. "Intrinsic and extrinsic motivation and self-determination theory." Motivation Science 7, no. 2 (2021): 113–14. http://dx.doi.org/10.1037/mot0000234.

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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 (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 positi

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Szulawski, Michał. "Non‑Financial Methods of Motivation at Work – The Self‑Determination Theory Perspective." Kwartalnik Ekonomistów i Menedżerów 44, no. 2 (2017): 69–82. http://dx.doi.org/10.5604/01.3001.0010.5939.

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The article describes the implications of the self‑determination theory in non‑ ‑financial methods of motivating workers in companies. The self‑determination theory and the related research suggest that in order to develop intrinsic motivation and integrated forms of extrinsic motivation at work, the three universal needs of autonomy, competence and relatedness have to be fulfilled. The article gives examples of work organization and work situations where the needs are not satisfied, and presents the ways of communication between the managers and coworkers and work organization, which support

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

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Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications A

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Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh, and Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula." Career Development and Transition for Exceptional Individuals 40, no. 3 (2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theor

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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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Jones, Denise, Paul Feigenbaum, and Dennis F. Jones. "Motivation (Constructs) Made Simpler: Adapting Self-Determination Theory for Community-Based Youth Development Programs." Journal of Youth Development 16, no. 1 (2021): 7–28. http://dx.doi.org/10.5195/jyd.2021.1001.

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Motivation is a key factor for enhancing psychological engagement among underserved youth. However, the abundance of motivational constructs complicates the translation of theory into practice by community-based youth development programs. This paper simplifies the translation process, presenting an actionable motivation model derived from Ryan and Deci’s (2000) self-determination theory (SDT) and its sub-construct, organismic integration theory (OIT). This model was developed by Youth Enrichment Services (YES), a Pittsburgh-based nonprofit that cultivates long-term relationships, academic and

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Kaplan, Haya. "Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory." SAGE Open 11, no. 2 (2021): 215824402110156. http://dx.doi.org/10.1177/21582440211015680.

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Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers’ psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal functioning in workshops, schools, and in teaching. Questionnaires were administered to 261 Bedouin Arab and Jewish beginning teachers. Based on struct

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Goodboy, Alan K., Matthew M. Martin, and San Bolkan. "Workplace Bullying and Work Engagement: A Self-Determination Model." Journal of Interpersonal Violence 35, no. 21-22 (2017): 4686–708. http://dx.doi.org/10.1177/0886260517717492.

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This study modeled motivational mechanisms that explain the negative effects of workplace bullying on work engagement. Guided by self-determination theory, workplace bullying was predicted to decrease worker engagement indirectly, due to the denial of employees’ basic psychological needs and their intrinsic motivation to work. From a sample of 243 full-time employees, serial multiple mediation models revealed that the indirect relationships between workplace bullying and work engagement (i.e., vigor, dedication, absorption) were serially mediated by basic psychological needs and intrinsic moti

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Cahyorinartri, Niken. "MOTIVASI MAHASISWA BERORGANISASI DI KAMPUS." JURNAL PSIKOLOGI INSIGHT 2, no. 2 (2019): 27–38. http://dx.doi.org/10.17509/insight.v2i2.14158.

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The aim of this study is to describe the student’s motivation in participating in student organizations at Universitas Jenderal Achmad Yani. This study uses self-determination theory to explain the motivation of students to involve in student organizations. Self-determination theory explained that human motivations were important sources in the development of personality and self-regulation. The motivation involved the reasons and the purposes in performing an action. Motivation moves from extrinsic motivations to intrinsic motivations. The method of this study was quantitative descriptive res

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Cuevas, Ricardo, Luis Miguel García-López, and Jaime Serra-Olivares. "Sport education model and self-determination theory." Kinesiology 48, no. 1 (2016): 30–38. http://dx.doi.org/10.26582/k.48.1.15.

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Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures

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Seeck, Hannele M. J., Matti A. Vartiainen, Jussi Kulla, and Pinja Kankare. "CEO motivation through the lens of self-determination theory." Academy of Management Proceedings 2017, no. 1 (2017): 13816. http://dx.doi.org/10.5465/ambpp.2017.13816abstract.

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Ivanova, Nadezhda A., Anton V. Artemov, Vladimir L. Volokhovskiy та Sophia V. Dubik. "Оnline gaming motivation according to Self-Determination Theory (SDT)". Vestnik of Saint Petersburg University. Series 16. Psychology. Education, № 2 (червень 2016): 47–58. http://dx.doi.org/10.21638/11701/spbu16.2016.206.

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Wilson, Philip M., Diane E. Mack, and Kimberly P. Grattan. "Understanding motivation for exercise: A self-determination theory perspective." Canadian Psychology/Psychologie canadienne 49, no. 3 (2008): 250–56. http://dx.doi.org/10.1037/a0012762.

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Howard, Joshua, Marylène Gagné, Alexandre J. S. Morin, and Anja Van den Broeck. "Motivation profiles at work: A self-determination theory approach." Journal of Vocational Behavior 95-96 (August 2016): 74–89. http://dx.doi.org/10.1016/j.jvb.2016.07.004.

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Vlachopoulos, Symeon P., Costas I. Karageorghis, and Peter C. Terry. "Motivation Profiles in Sport: A Self-Determination Theory Perspective." Research Quarterly for Exercise and Sport 71, no. 4 (2000): 387–97. http://dx.doi.org/10.1080/02701367.2000.10608921.

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Stone, Dan N., Edward L. Deci, and Richard M. Ryan. "Beyond Talk: Creating Autonomous Motivation through Self-Determination Theory." Journal of General Management 34, no. 3 (2009): 75–91. http://dx.doi.org/10.1177/030630700903400305.

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Ünlü, Ali, and Ulrich Dettweiler. "Motivation Internalization and Simplex Structure in Self-Determination Theory." Psychological Reports 117, no. 3 (2015): 675–91. http://dx.doi.org/10.2466/14.pr0.117c25z1.

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Tomik, Rajmund, and Magdalena Ardenska. "Motivation Of Student Athletes: A Self Determination Theory Perspective." Medicine & Science in Sports & Exercise 52, no. 7S (2020): 689. http://dx.doi.org/10.1249/01.mss.0000682684.71584.d4.

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Mikhailova, Alla G. "Self-determination impact on motivation in the conditions of professional education." Historical and social-educational ideas 13, no. 1 (2021): 123–33. http://dx.doi.org/10.17748/2075-9908-2021-13-1-123-133.

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Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional

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Sarcevic, Dusana. "Academic motivation in early adolescence based on self-determination theory." Zbornik Instituta za pedagoska istrazivanja 47, no. 2 (2015): 222–48. http://dx.doi.org/10.2298/zipi1502222s.

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This paper has tested the most frequently used instrument for assessing academic motivation in adolescents, which measures seven aspects of motivation in accordance with the self-determination theory. In the first version of this questionnaire, four factors were singled out in the Serbian sample. Based on the first version, the second one was made under the name AMS, containing 32 items with five-degree categories of answers ranging from total disagreement to total agreement. The AMS questionnaire was administered on the convenient sample of 1.106 respondents aged 10 to 15 of both genders (51%

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Colares, Ana Carolina Vasconcelos, Mariana Camilla Coelho Silva Castro, João Estevão Barbosa Neto, and Jacqueline Veneroso Alves da Cunha. "Teacher motivation in stricto sensu postgraduation: an analysis based on self-determination theory,." Revista Contabilidade & Finanças 30, no. 81 (2019): 381–95. http://dx.doi.org/10.1590/1808-057x201909090.

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ABSTRACT The objective of this research was to analyze the motivational factors that lead accounting sciences professors to teach on stricto sensu postgraduate courses, based on self-determination theory. Research on motivation in education in the area of accounting sciences mostly concerns student motivation. Thus, there are few studies related to teacher motivation, especially in the area of accounting sciences and in stricto sensu postgraduate programs. Teacher motivation is directly linked to the teaching-learning process and student motivation, so it is important to identify what motivate

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Krajcsák, Zoltán. "The interdependence between the extended organizational commitment model and the self-determination theory." Journal of Advances in Management Research 17, no. 1 (2019): 1–18. http://dx.doi.org/10.1108/jamr-02-2019-0030.

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Purpose The purpose of this paper is to discover the relationship between the extended organizational commitment model (EOCM) and self-determination theory (SDT). The author shows that specific dimensions of commitment can be associated with the forms of regulation and motivation. Design/methodology/approach Using literature analysis, the author sets the theoretical relationships between commitment and regulation (and motivation). The interrelated relationships are illustrated qualitatively by presenting case studies. Findings Like the regulation-based motivation scale, the dimensions of organ

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Sun, Haichun, Weidong Li, and Bo Shen. "Learning in Physical Education: A Self-Determination Theory Perspective." Journal of Teaching in Physical Education 36, no. 3 (2017): 277–91. http://dx.doi.org/10.1123/jtpe.2017-0067.

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The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affec

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Milne, Helen M., Karen E. Wallman, Andrew Guilfoyle, Sandy Gordon, and Kerry S. Courneya. "Self-Determination Theory and Physical Activity among Breast Cancer Survivors." Journal of Sport and Exercise Psychology 30, no. 1 (2008): 23–38. http://dx.doi.org/10.1123/jsep.30.1.23.

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The study aim was to examine constructs of autonomy support and competence as well as the motivation continuum from the self-determination theory (SDT) as a framework for understanding physical activity (PA) motivation and behavior in breast cancer survivors. Questionnaires assessing demographics, medical factors, PA, motivation continuum, perceived autonomy support, and competence were completed by 558 breast cancer survivors. Results showed that lymphedema (X2 = 7.9, p < .01) and income (X2 = 4.6, p < .05) were associated with meeting PA guidelines. Moreover, survivors meeting PA guide

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Rocha, Vânia, Marina Guerra, Marina Lemos, Júlia Maciel, and Geoffrey Williams. "Motivation to Quit Smoking after Acute Coronary Syndrome." Acta Médica Portuguesa 30, no. 1 (2017): 34. http://dx.doi.org/10.20344/amp.7926.

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Introduction: Self-Determination Theory explores the process through which a person acquires motivation to initiate new behaviours related to health and to maintain them over time. This study aimed to determine the overall fit of Self-Determination Theory Model for Health Behavior to the data obtained from a sample of smokers hospitalized with acute coronary syndrome, and to identify the predictors of smoking status six months after clinical discharge.Material and Methods: The sample included 110 participants, regular smokers, hospitalized due to acute coronary syndrome. Questionnaires were ad

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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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Nikou, Stavros A., and Anastasios A. Economides. "A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination." Future Internet 13, no. 5 (2021): 116. http://dx.doi.org/10.3390/fi13050116.

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Motivation is an important issue to consider when designing learning activities, including mobile learning and assessment. While previous research provides evidence for the motivational impact of mobile learning, not many pedagogical frameworks exist for the design of mobile-assisted learning and assessment. The current study is grounded in the Self-Determination Theory of motivation and proposes a pedagogical framework for mobile-assisted formative assessment, aiming at enhancing student motivation. For a preliminary evaluation of the framework, fifty-one students from a public European high

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O'Rourke, Daniel J., Ronald E. Smith, Frank L. Smoll, and Sean P. Cumming. "Parent-Initiated Motivational Climate, Self-Esteem, and Autonomous Motivation in Young Athletes: Testing Propositions from Achievement Goal and Self-Determination Theories." Child Development Research 2012 (September 13, 2012): 1–9. http://dx.doi.org/10.1155/2012/393914.

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Interactions with parents are known to have a significant impact on children's self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global

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Bin Madasa, Abdul Karim, Ramiaida Bt Darmi, and Hazleena Bt Baharun. "EXPLORING MOTIVATIONAL FACTORS IN TESLTHROUGH THE LENS OF THE SELF-DETERMINATION THEORY." Humanities & Social Sciences Reviews 5, no. 1 (2016): 46. http://dx.doi.org/10.18510/hssr.2017.514.

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The prominent role of the English language has led to the teachingof the language as a second languageworldwide at tertiary level as a requirement to be assured of better prospects in a student’s life. English language teaching (ELT)has been anever-ending topic as it is seen as an uphill task for teachers due to the motivation factor in the acquisition of the language among the learners.Hence, one of the most valuable concepts used in relation to the success and failure in second language acquisition is motivation. It is apparently one of the most important constructs of individual differences

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Mihaylov, Anastas. "MOTIVATION IN LEARNING MUSICAL INSTRUMENT IN THE CONTEXT OF SELF-DETERMINATION THEORY." Knowledge International Journal 28, no. 3 (2018): 1063–67. http://dx.doi.org/10.35120/kij28031063a.

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The relation between motivation and education is a subject of numerous different researches. In spite of that there is a lack of overall concept giving a solid theoretical foundation for building motivation of learning musical instrument. The aim of the article is to fill the gap presenting an overview of a Self-determination theory (SDT) as an approach to building a stable motivation in music education. As a contemporary macro theory of motivation SDT examines the nature and sources of human motivation. Article describes the key components of the theory- notion of basic psychological needs, t

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McDonough, Meghan H., and Peter R. E. Crocker. "Testing Self-Determined Motivation as a Mediator of the Relationship between Psychological Needs and Affective and Behavioral Outcomes." Journal of Sport and Exercise Psychology 29, no. 5 (2007): 645–63. http://dx.doi.org/10.1123/jsep.29.5.645.

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Self-determination theory suggests that when psychological needs for autonomy, competence, and relatedness are met, participants experience more self-determined types of motivation and more positive outcomes. Limited research has examined this mediational role of self-determined motivation in adult physical activity participants, and very few studies have included assessments of relatedness. This study tested the hypothesis that self-determined motivation would mediate the relationship between psychological need fulfilment and affective and behavioral outcomes. Adult dragon boaters (N = 558) b

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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 (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 motiva

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Kaczmarek, Łukasz D., Piotr Haładziński, Lech Kaczmarek, Błażej Bączkowski, Michał Ziarko, and Stephan U. Dombrowski. "Validation of the voluntary participation in online surveys scale." Polish Psychological Bulletin 43, no. 3 (2012): 210–14. http://dx.doi.org/10.2478/v10059-012-0023-4.

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A comprehensive understanding of participants’ motives to complete web-based surveys has the potential to improve dataquality. In this study we tested the construct validity of a scale developed to measure motivation to participate in webbasedsurveys. We expected that 7 different motivations observed in our previous study will form a 3-factor structure, aspredicted by Self-Determination Theory. This web-based questionnaire study comprised 257 participants completing theVoluntary Participation in Online Studies Scale. Their responses to 21 items underwent a principal component analysisand confi

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Cavusoglu, Ceyda, and Hakan Karatas. "Academic Procrastination of Undergraduates: Self-determination Theory and Academic Motivation." Anthropologist 20, no. 3 (2015): 735–43. http://dx.doi.org/10.1080/09720073.2015.11891780.

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Tassell, Natasha, and Ross Flett. "Motivation in humanitarian health workers: a self-determination theory perspective." Development in Practice 21, no. 7 (2011): 959–73. http://dx.doi.org/10.1080/09614524.2011.590889.

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Müller, Florian H., and Johann Louw. "Learning Environment, Motivation and Interest: Perspectives on Self-Determination Theory." South African Journal of Psychology 34, no. 2 (2004): 169–90. http://dx.doi.org/10.1177/008124630403400201.

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Evans, Paul. "Self-determination theory: An approach to motivation in music education." Musicae Scientiae 19, no. 1 (2015): 65–83. http://dx.doi.org/10.1177/1029864914568044.

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