Relevant bibliographies by topics / Self-determination motivation

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  2. Dissertations / Theses
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Academic literature on the topic 'Self-determination motivation'

Author: Grafiati
Published: 24 August 2021
Last updated: 11 February 2022

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Journal articles on the topic "Self-determination motivation"

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MacIntyre, Peter D., Ben Schnare, and Jessica Ross. "Self-determination theory and motivation for music." Psychology of Music 46, no. 5 (August 18, 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 with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.
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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 (February 16, 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 applied, followed by a one-way ANOVA and a post-hoc Bonferroni test. The findings revealed differences between the five profiles for all forms of motivational regulation on the self-determination continuum (large effect sizes). Further examination revealed that the employees’ current work performances differed across motivational profiles (medium effect size). Strongly and poorly motivated as well as autonomously motivated employees reported better subjective work performance compared to unmotivated individuals. In line with self-determination theory, the quantity and shape of motivation can be simultaneously considered in terms of both theoretical and practical implementation.
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Juodkūnė, Inga. "The Teachers’ Personality Traits Influence on Self-determination." Pedagogika 117, no. 1 (March 5, 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 tendency to base one’s actions on intrinsic/extrinsic motives (Vallerand, 2000). The purpose of this study is to analyze the relationship between teachers’ personality traits and global motivational orientation (in SDT context), which consists of internal, external motivation and a motivation. The hypothesis is that teachers’ personality traits predict self-determination. Participants: the sample consisted of 241 Lithuanian teachers: 32 of them (13.3 %) men, 206 (85.5 %) women, 3 (1.2 %) respondents’ gender were undisclosed. The age of respondents varied from 23 up to 75 age (M = 44.5; SD = 10.5). In the study were used two measuring instruments: personality traits questionnaire (NEO – FFI, Costa, McCrae, 2012) and the global motivation scale (GMS – 28; Guay et al., 2003). In the research was used Lithuanian version of Global motivation scale and it’s psycho-metric characteristics (Urbanavičiūtė, Kairys, Juodkūnė, Liniauskaitė; 2013). The relationship between teachers‘personality traits and motivational orientations, self-determination were analyzed using multiple linear regression model. The results show that the hypothesis - teachers’ personality traits predict self-determination, confirmed in part. Personality traits explains 21 % of the test variance. Thee personality traits (openness, extraversion, neuroticism) have the greatest influence to predict overall index of self-determination (SDI). The extraversion and openness have a positive influence on SDI and neuroticism – negative. Agreeableness and consciousness don‘t influence on the index of selfdetermination. The results show that personality traits can predict more accurately the intrinsic motivation rather than external motivation and a motivation. Extraversion, as personal trait, from all file basic personal traits has a biggest influence on self- determination. Extraversion has influence on orientations of inner motivation (To know, To experience and To achieve) and external motivation (regulation and identification). For orientations of external motivation- Introjection and a motivation - extraversion don’t have a direct influence. Openness to experience have a direct influence on inner motivational orientation To know and To experience. For external motivation openness to experience don’t have an influence, but this personal trait can predict a motivation (identified negative direct influence). Agreeableness personal trait predicts one of inner motivation types- To achieve (positive direction of influence), external- Regulation (negative direction of influence) and lack of motivation (positive direction of influence). Personal trait of awareness has influence on prediction of inner motivation, but not on external motivation. Awareness has direct influence on orientations of inner motivation To know and To achieve. Neuroticism has direct influence on general self- determination level, but not on the different orientations of internal and external motivation. Influence of personal traits for teachers self-determination, additional independent variables: respondents age and working experience, help to explain more accurately (higher R2 coefficient). Age and working experience of pedagogical work don’t have influence on prediction of inner motivation, but it makes influence on external motivation (regulation and introjection.) Limitation. Observing all the results of the research, it’s important to mention that main limitation of this research is short version of Big Five questionnaire. Because of that reason, explaining results were questions about what specific characteristics, who belong to one or another trait, have a direct influence to the results. Another important moment is in regression models, without personal traits independent variables were chosen age and working experience of teachers. But, to make a final conclusion about age influence to motivation, would be more objective to lean on results of longitudinal research.
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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 (February 28, 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 development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.
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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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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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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 (April 14, 2005): 331–62. http://dx.doi.org/10.1002/job.322.

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

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Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.
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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. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.
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Dissertations / Theses on the topic "Self-determination motivation"

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Kilpatrick, Marcus Wayne. "Exercise motivation and self-determination : scale development /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Guo, Lan. "Self-determination theory of motivation and performance management systems." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/l_guo_080307.pdf.

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Nyholm, Tobias, Louise Funke, and Aleksandra Fors. "Möten & Motivation : en studie om hur möteskulturen i traditionella projektmiljöer påverkar motivation." Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39882.

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Syftet med denna studie är att undersöka vilka effekter möteskulturen i traditionell projektmiljö har på motivation hos mötesdeltagarna. Möteskultur i traditionella projekt kan vara ostrukturerad eftersom det är upp till varje enskild projektledare att sätta upp riktlinjer för hur möten ska genomföras. Den empiriska undersökningen i form av kvalitativa intervjuer utfördes på Totalförsvarets forskningsinstitut, FOI, och deltagarnas upplevda motivation analyserades utifrån Self Determination Theory. Intervjuresultat visade på en demotiverande upplevelse i flera situationer, både kring möteskulturen och i hur mötesinnehållet hanteras. Författarna fann att motivationen påverkades av agenda och syftet med mötet, närvaro, mötestider, mötesformen samt feedback. Resultatet visade att den undersökta möteskulturen var ostrukturerad vilket ledde till en uppkomst av en submöteskultur med fler mindre informella möten som i sin tur leder till en upplevelse av att arbetsflödet bryts och de intervjuade kände sig mer stressade och mindre produktiva. Eftersom agil projektledningsmetodik brukar framhållas motiverande ur flera aspekter för författarna en diskussion om hur införandet av agila möten kan vara främjande för motivationen i traditionella projektmiljöer.
The purpose of this study was to examine the effects the meeting culture in traditional projects has on the participants’ motivation. The meeting culture in traditional projects can differ in effectiveness since it is dependant on the project manager to arrange, hold and follow up the meeting. The empiric study was conducted in the form of qualitative interviews at the Swedish Defence Research Agency, FOI, and the motivation experienced by participants' was analysed by Self Determination Theory. The results from the interviews showed a demotivating experience in several situations, both regarding the meeting culture and how the meeting content was handled. The authors found that the motivation was affected by the agenda and purpose of the meeting, the attendence, time and form of the meeting and feedback. The results revealed that the examined meeting culture was unstructured which led to an emerging sub-meeting culture of an increasing number of smaller informal meetings. This in turn led to an experience of the work flow being disturbed and the interviewees feeling more stressed and less productive. Since agile project methodology is often regarded as motivating from several aspects, the authors conducted a discussion on how the implementation of agile meetings can be conducive to motivation in traditional project environments.
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Ingnäs, Gustav, and Kasper Heikkilä. "Motivating Millennials : A study on generation Y motivation." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243213.

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This thesis explores generation Y motivators. They are a growing group of young people among the general workforce, and they have different behavior and motivators at work. This paper explores effective motivating factors for this group of employees by studying a company, LinkedIn, which successfully motivates generation Y employees. Data is gathered through several interviews done with LinkedIn employees working at their Dublin office. The data is analyzed with the help of a motivational theory called self-determination theory and its main concepts autonomy, relatedness and competence. Other insights from earlier studies done on generation Y motivation are used to support the analysis as well. The results and analysis are consistent with theory and earlier studies, and can even show some interesting factors generation Y employees value, such as high value for manager flexibility and sharing similar values with the company they work for.
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Mo, Kevin, and Davis Jawan Luangikone. "Employee Motivation in Remote Work : Intrinsic Motivation and Self-Efficacy’s Role in Employee Motivation for Remote Environments." Thesis, Linköpings universitet, Företagsekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176419.

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Information technology (IT) has enabled organizations to implement significant, beneficial traits of virtual organizations into their own structure such as the ability to work remotely. However, due to the COVID-19 pandemic, the business world was forced to shift towards a virtual environment where remote working has become the new norm. Thus, this study seeks to contribute to the understanding of motivation and self-efficacy for workers in this relatively new environment. This is guided by three main research questions: (1) What are the aspects of intrinsic motivations that employees feel affect employee motivation in a remote work environment?, (2) How do employees perceive incentives and other extrinsic motivators within the remote work environment?, and (3) In which possible ways does an employee believe self-efficacy has altered due to remote work? Self-determination theory (SDT) and self-efficacy were utilized as the main theoretical tools to examine the motivation of remote workers within the engineering industry along with inductive reasoning. Data for this qualitative study was gathered through the conduction of seven semi-structured interviews on two engineering companies, which are identified as Sim Co. and Mech Co. It was found that extrinsic motivators within the more autonomy supportive environment—that is remote work—will not be as influential and prominent from the individual’s perspective. Hence, supporting an individual’s perceived locus of causality (PLOC) and intrinsic motivators will be much more beneficial to motivate remote workers. It was also observed that project burnout and personal disinterest continues to conflict with remote workers as the separation between work and personal life may be an issue for the individual. Vicarious experience and physiological and emotional states were primarily affected for the interviewees during the transition to remote work. This led to a change in self-efficacy for the individual along with competence and autonomy. This research has concluded: (1) remote employee motivation is influenced more by intrinsic motivations rather than extrinsic motivations similar to the in-office environment, and (2) self-efficacy judgment was affected in two components by remote work一vicarious experience and physiological and emotional states.
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Gyllkvist, Sofi, and Katrin Marteliusson. "Motivation och Bostadsköp : Self Determination Theory ur ett konsumentperspektiv." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8454.

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Studiens syfte: Vårt syfte är att med hjälp av en enkätundersökning och etablerade motivationsteorier ta reda på vad som motiverar konsumenter inför ett bostadsköp. Metod: Vi har använt oss av en kvantitativ metod och informationen har samlats in med hjälp av en elektronisk enkätundersökning för att sedan kopplas till Self Determination Theory (SDT). Resultat & slutsats: Resultatet analyserades med hjälp av statistikprogrammet SPSS. Faktoranalysen resulterade i 13 faktorer, vilket slutligen gav en bild av 6 olika typer av konsumenter som alla motiveras på olika sätt. Förslag till fortsatt forskning: SDT skulle kunna användas på fler konsumentområden såsom upplevelser, resor eller för att ta reda på varför vi köper olika typer av varor. Uppsatsens bidrag: Vårt examensarbete har bidragit med att identifiera de motiv som driver oss till bostadsköp. Studien har visat att SDT kan vara ett lämpligt verktyg för framtidens fastighetsmäklare och att resultatet kan vara användbart i fastighetsmäklarrollen.
Aim of the study: The aim is to investigate consumers underlying motivation when they buy a house or a unit. This will be based on a survey and established theories of motivation such as Self Determination Theory. Method: We have used a quantitative method and the information was gathered from an electronic survey. Result & Conclusions: The statistical program SPSS was used to analyze the responses of the survey. To find the underlying correlations among the questions, we conducted a factor analysis. It resulted in 13 factors, which were narrowed down to 6 different types of consumers. Suggestions for future research: SDT can be used in different fields of consumer behaviour such as tourism and travelling, or to find out why we buy different types of goods. Contribution of the thesis: This thesis has contributed to the identification of the underlying motives behind buying a home. The study shows that SDT can be a suitable tool in marketing for future real estate agents.
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Morrow, Mary I. "Self-determination theory increasing motivation in middle school students /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MMorrow2008.pdf.

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Elffors, Arvid, and Tobias Traneving. "Motivation på arbetsplatsen : En undersökning om kopplingen mellan handlingsfrihet och motivation hos frontpersonal inom tjänsteföretag." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105075.

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I dagens informationssamhälle blir konkurrensen allt hårdare och servicen gentemot kunden ett allt viktigare konkurrensmedel. Servicen som frontpersonal levererar gentemot kunderna blir extra viktig inom tjänsteföretag då det är en central del av verksamheten. För att frontpersonalen ska vilja göra ett så bra arbete som möjligt och agera serviceinriktat i interaktionen med kunderna är det då viktigt att de är motiverade. Handlingsfrihet är ett verktyg för att motivera sina anställda och innebär, ”Att ge anställda befogenhet att själva fatta beslut och agera efter eget huvud i problematiska situationer”. Det finns många studier som tyder på att handlingsfrihet hos frontpersonalen kan leda till ökad arbetstillfredsställelse som i sin tur kan leda till ökad motivation och bättre arbetsprestation.   Handlingsfrihet behöver dock inte nödvändigtvis leda till en mer motiverad frontpersonal som levererar en bättre service gentemot kunderna. Det är inte passande att ge alla i personalen handlingsfrihet eftersom inte alla vill axla det ansvar som följer med handlingsfriheten. En väl fungerande handlingsfrihet kan leda till ökad servicekvalitet gentemot kunden samtidigt som frontpersonalen upplever ett ökat förtroenden, välmående och motivation. Detta skulle då utgöra en yttre autonomt motiverande faktor vilket är när yttre motivationsfaktorer stämmer överens med individens egna värderingar och denne finner en inneboende glädje samt vilja i att utföra uppgifterna. Samtidigt kan en misslyckad handlingsfrihet även leda till stress och osäkerhet som i sin tur kan resultera i felaktiga beslut, försämrad servicekvalitet och en minskad motivation. Människor är olika och reagerar på olika sätt i olika situationer, vissa kanske stimuleras av ansvarstagande, ökat förtroende och utrymme för kreativitet och frihet i sitt handlingsutrymme samtidigt som andra kan vara intresserade av att ha tydliga riktlinjer för vad som ska göras oavsett situation. Utifrån ovanstående bakgrund har studien följande problemformulering:   Hur påverkar handlingsfrihet frontpersonalens upplevda yttre autonoma motivation inom tjänsteföretag?   Syftet med denna studie är att skapa en fördjupad kunskap om hur handlingsfrihet påverkar frontpersonalens yttre autonoma motivation samt att resultatet ska kunna användas av ledare inom främst tjänstesektorn.   Studien använder sig av en kvalitativ metod med en induktiv ansats som grund. För insamlandet av data har elva semistrukturerade intervjuer genomförts och transkriberat där respondenterna utgörs av kundtjänstpersonal på de fem största bankerna.   Slutsatserna visar att handlingsfrihet kan leda till en ökad yttre autonom motivation. Om det ger en ökad yttre autonom motivation eller inte beror dock till stor del på individens egen inställning till handlingsfrihet. För att kunna avgöra om handlingsfrihet passar för individen kan ledaren identifiera det genom att analysera individernas personlighetsdrag. Detta då det finns ett tydligt samband där de respondenter med högre grad av personlighetsdragen tenderar att skapa en ökad yttre autonom motivation vid mycket handlingsfrihet medan de personer som med en lägre grad av personlighetsdragen istället tenderar att få en minskad motivation av handlingsfrihet.
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DeCaro, Daniel Anthony. "Refining Self-Determination Theory One Construct at a Time: The Self-Determined Motivation Inventory (SDMI)." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1194384499.

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Kirchhoff, Tobias, and Eddie Riffo. "Hierarki eller autonomi, hur yttrar sig motivationen? : En jämförelse av motivation hos ledare och självstyrda." Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41631.

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Denna studie kombinerar enkätundersökning med kvalitativa intervjuer i syftet att identifiera och jämföra motivationsfaktorer för eget ledarskap i självstyrande organisationer kontra formella ledare. I studien ingår åtta respondenter från en självstyrande organisation och för att identifiera vilka drivkrafter och psykologiska behov dessa besitter genomfördes en enkätundersökning. Underlaget för studien baserar sig på MyNeeds, ett analysverktyg utvecklat från Self-Determination Theory. Utifrån denna teori har de identifierat sex psykologiska behov som ofta är omedvetna och genom verktyget kan mätas på individnivå. Analysresultatet från studien har därefter jämförts med data från en kontrollgrupp som tagits fram vid Malmö Universitet genom det samarbete som finns med MyNeeds. I syfte att närmare undersöka hur respondenterna själva ser på sitt ledarskap i en självstyrande organisation och vad de motiveras utav i sin befattning, genomfördes semistrukturerade intervjuer. Resultat av studien visar att det finns skillnader i hur drivkrafterna fördelar sig i jämförelse mellan respondenter och kontrollgrupp, studiens deltagare hade större benägenhet att drivas av ett behov av samhörighet än de formella ledarna som ingick i studiens jämförelseunderlag.
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Books on the topic "Self-determination motivation"

1

M, Ryan Richard, ed. Intrinsic motivation and self-determination in human behavior. New York: Plenum, 1985.

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Deci, Edward L., and Richard M. Ryan. Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7.

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Chambel, Maria José. Self-determination theory in new work arrangements. Hauppauge, New York: Nova Science Publishers, Inc., 2015.

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Standage, Martyn. A self-determination theory approach to understanding motivation in physical activity settings. Birmingham: University of Birmingham, 2003.

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L, Deci Edward, and Ryan Richard M, eds. Handbook of self-determination research. Rochester, NY: University of Rochester Press, 2004.

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Self-Determination Theory: A Family Perspective. Nova Science Publishers, Incorporated, 2016.

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Standage, Martyn. Motivation: Self-Determination Theory and Performance in Sport. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199731763.013.0012.

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Chatzisarantis, Nikos, and Martin S. Hagger. Intrinsic Motivation and Self-Determination in Exercise and Sport. Human Kinetics, 2007.

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(Editor), Martin S. Hagger, and Nikos L. D. Chatzisarantis (Editor), eds. Intrinsic Motivation and Self-Determination in Exercise and Sport. Human Kinetics, 2007.

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Hagger, Martin S., and Nikos L. D. Chatzisarantis, eds. Intrinsic Motivation and Self-Determination in Exercise and Sport. Human Kinetics, 2007. http://dx.doi.org/10.5040/9781718206632.

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Book chapters on the topic "Self-determination motivation"

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Deci, Edward L., and Richard M. Ryan. "Conceptualizations of Intrinsic Motivation and Self-Determination." In Intrinsic Motivation and Self-Determination in Human Behavior, 11–40. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_2.

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Williams, Geoffrey C. "Self-Determination and the Patient-Health Practitioner Relationship." In Human Motivation and Interpersonal Relationships, 335–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6_15.

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Knee, C. Raymond, Ben Porter, and Lindsey M. Rodriguez. "Self-Determination and Regulation of Conflict in Romantic Relationships." In Human Motivation and Interpersonal Relationships, 139–58. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6_7.

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Chang, Rong, Eriko Fukuda, James Durham, and Todd D. Little. "Enhancing Students’ Motivation with Autonomy-Supportive Classrooms." In Development of Self-Determination Through the Life-Course, 99–110. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1042-6_8.

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Ng, Betsy, and Gloria Ho. "Benefits of Travel Motivation in Senior Adults: A Self-Determination Theory Approach." In Self-Determination Theory and Healthy Aging, 197–209. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6968-5_10.

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Deci, Edward L., and Richard M. Ryan. "An Introduction." In Intrinsic Motivation and Self-Determination in Human Behavior, 3–10. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_1.

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Deci, Edward L., and Richard M. Ryan. "Psychotherapy." In Intrinsic Motivation and Self-Determination in Human Behavior, 273–92. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_10.

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Deci, Edward L., and Richard M. Ryan. "Work." In Intrinsic Motivation and Self-Determination in Human Behavior, 293–311. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_11.

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Deci, Edward L., and Richard M. Ryan. "Sports." In Intrinsic Motivation and Self-Determination in Human Behavior, 313–33. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_12.

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Deci, Edward L., and Richard M. Ryan. "Cognitive Evaluation Theory." In Intrinsic Motivation and Self-Determination in Human Behavior, 43–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-2271-7_3.

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Conference papers on the topic "Self-determination motivation"

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Kutun, Bahar, Alke Martens, and Werner Schmidt. "MOTIVATIONAL POWER OF GAMIFICATION: THE EFFECT OF PLAYFUL LEARNING ON PSYCHOLOGICAL NEEDS OF SELF-DETERMINATION THEORY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end117.

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Gamification, i.e. the integration of game design elements into a non-gaming environment, aims to increase users’ engagement and motivation to achieve their goals regarding a given task. It is placed at the border between formal and informal learning approaches. Motivational difficulties are well known in educational settings, especially in Computer Science, where strict formal content meets very playful computer gamers. Hence, we followed the approach of gamification to raise the motivation of learners in the field of Business Process Management (BPM) lifecycle. We developed a board rallye game, based on 16 game design elements. The core of the rallye game is to convey knowledge in a playful way. In order to be able to determine the effects of the rallye game on several aspects, e.g. knowledge transfer and (learning) motivation, we carried out field experiments with 57 students at the Technische Hochschule Ingolstadt and at the Hochschule Augsburg. In this paper the perspective of self-determination theory (SDT), that has found general acceptance in motivational research, is used to understand and analyze the motivational power of gamification.
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Magdalena, Stan Maria, and Plaiasu Adriana Gabriela. "Determinants of learning motivation from the perspective of Self determination theory." In 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2019. http://dx.doi.org/10.1109/ecai46879.2019.9042147.

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Marsono, Mahirunisa Binti, Zakiah Binti Mohamad Ashari, Nurul Farhana Binti Jumaat, Norazrena Binti Abu Samah, Abdul Halim Bin Abdullah, and Dayana Farzeeha Binti Ali. "The Relationship Between Self-Determination Emotional Intelligence Towards Achievement Motivation in Mathematics." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226006.

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Fila, Nicholas D., and Senay Purzer. "Using self-determination theory to understand engineering student motivation during innovation projects." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190579.

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Cregan, Anita, Dana Perlman, and Lorna Moxham. "A Self-Determination Theory perspective on the motivation of pre-registration nursing students." In The 4th Virtual Multidisciplinary Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/quaesti.2016.4.1.271.

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Nikou, Stavros A., and Anastasios A. Economides. "Acceptance of Mobile-Based Assessment from the Perspective of Self-Determination Theory of Motivation." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.136.

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Nikou, Stavros A., and Anastasios A. Economides. "A model for Mobile-based Assessment adoption based on Self-Determination Theory of Motivation." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011111.

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van Minkelen, Peggy, Carmen Gruson, Pleun van Hees, Mirle Willems, Jan de Wit, Rian Aarts, Jaap Denissen, and Paul Vogt. "Using Self-Determination Theory in Social Robots to Increase Motivation in L2 Word Learning." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3319502.3374828.

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Bobková, Marcela, and Ladislav Lovaš. "THE RELATIONSHIP BETWEEN AUTONOMOUS VERSUS EXTERNAL MOTIVATION AND REGULATORY FOCUS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact060.

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"The objective of the study is to investigate the relationship between different forms of motivation mindsets. The integrative model of motivated behavior (Meyer, Becker, & Vandenberghe, 2004) indicates relations between the forms of motivation identified in the self-determination theory (Deci & Ryan, 1985) and the regulatory focus theory (Higgins, 1997, 1998). A concept of goal regulation proposes relations between autonomous versus external motivation and promotion versus prevention focus. The research involved 288 university students. Participants rated their motivation for three personal goals on scales assessing self-concordance (Sheldon & Elliot, 1999). The regulatory focus was assessed by the Regulatory Focus Questionnaire (RFQ, Higgins et al., 2001). It was found that autonomous motivation was significantly positively related to promotion focus. Furthermore, autonomous motivation predicted promotion focus. Between external motivation and prevention focus a significant relationship was not confirmed. However, external motivation significantly negatively correlated with promotion focus."
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Zhang, Jianhong, JianGang Du, JianHua Liu, and Qi Zheng. "Structural Equation Model Analysis of Impact Factors on Scientific Research Motivation - Perspective on Self-Determination Theory." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998097.

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Reports on the topic "Self-determination motivation"

1

Yelverton, Rita. Motivation and Engagement Across the Kindergarten Transition: A Self Determination Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2025.

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Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.191.

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