To see the other types of publications on this topic, follow the link: Self-Determination Needs.
Journal articles on the topic 'Self-Determination Needs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Self-Determination Needs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Osaka, Eiko, Atsuko Aono, Sachi Hamano, and Ai Takeshi. "Women’s sexual needs and self-determination." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): SS—088—SS—088. http://dx.doi.org/10.4992/pacjpa.82.0_ss-088.
Full text
2
Bartholomew, Kimberley J., Nikos Ntoumanis, Richard M. Ryan, Jos A. Bosch, and Cecilie Thøgersen-Ntoumani. "Self-Determination Theory and Diminished Functioning." Personality and Social Psychology Bulletin 37, no. 11 (June 23, 2011): 1459–73. http://dx.doi.org/10.1177/0146167211413125.
Full textAbstract:
Drawing from self-determination theory, three studies explored the social-environmental conditions that satisfy versus thwart psychological needs and, in turn, affect psychological functioning and well-being or ill-being. In cross-sectional Studies 1 and 2, structural equation modeling analyses supported latent factor models in which need satisfaction was predicted by athletes’ perceptions of autonomy support, and need thwarting was better predicted by coach control. Athletes’ perceptions of need satisfaction predicted positive outcomes associated with sport participation (vitality and positive affect), whereas need thwarting more consistently predicted maladaptive outcomes (disordered eating, burnout, depression, negative affect, and physical symptoms). In addition, athletes’ perceptions of psychological need thwarting were significantly associated with perturbed physiological arousal (elevated levels of secretory immunoglobulin A) prior to training. The final study involved the completion of a diary and supported the relations observed in the cross-sectional studies at a daily level. These findings have important implications for the operationalization and measurement of interpersonal styles and psychological needs.
3
Landry, Rodrigue, Réal Allard, and Kenneth Deveau. "Self-determination and bilingualism." Theory and Research in Education 7, no. 2 (June 25, 2009): 203–13. http://dx.doi.org/10.1177/1477878509104325.
Full textAbstract:
This article focuses on additive bilingualism for minority group children, more specifically the development of strong literacy skills in English and in the children's language. The personal autonomization language learning (PALL) model is presented. It specifies eight testable hypotheses. Self-determination theory (SDT) is central in the PALL model. It is argued that autonomy support in both languages is related to basic needs satisfaction (autonomy, competence, relatedness: ACR) which is in turn related to internally regulated motivation for learning the language. Owing to the strong social attraction of English, the model proposes that favouring the learning of the minority language and basic needs satisfaction in that language foster additive bilingualism because of the strong interlinguistic transfer of minority language competencies and of an internal motivational orientation. Self-determination to learn the minority language and minority literacy skills seems to transfer across languages. Research results support the model; these are summarized and educational implications are discussed.
4
Savolainen, Reijo. "Self-determination and expectancy-value." Aslib Journal of Information Management 70, no. 1 (January 15, 2018): 123–40. http://dx.doi.org/10.1108/ajim-10-2017-0242.
Full textAbstract:
Purpose The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs). Design/methodology/approach The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities. Findings SDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking. Research limitations/implications As the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking. Originality/value Drawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.
5
Szulawski, Michał, Izabela Kaźmierczak, and Monika Prusik. "Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory." PLOS ONE 16, no. 9 (September 8, 2021): e0256558. http://dx.doi.org/10.1371/journal.pone.0256558.
Full textAbstract:
Despite the vast body of studies within self-determination theory, the impact of factors which influence performance in experimental paradigm is still underresearched. The aim of the two studies presented in this paper was to investigate the impact of basic psychological needs on performance with the simultaneous presence of external incentives. Study 1 tested whether the satisfaction of competence and relatedness during task performance (while external incentives were present) can impact individual’s performance. Study 2, on the other hand, investigated whether the basic psychological needs and provision of external incentives can impact an individual’s performance. Moreover, in both studies the mechanisms behind the need–performance relationship was checked. Our results showed that out of the three basic needs, competence had the strongest positive impact on performance, which was partially mediated by the subjective evaluation of the levels of difficulty and intrinsic motivation. The weak relationship between relatedness and task performance was fully mediated by the level of intrinsic motivation.
6
Patrick, Heather, and Geoffrey C. Williams. "Self-determination in medical education." Theory and Research in Education 7, no. 2 (June 25, 2009): 184–93. http://dx.doi.org/10.1177/1477878509104323.
Full textAbstract:
Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination theory (SDT) offers a unique perspective for understanding how the medical education environment can promote better integration of cognitive and psychological development through supporting the basic psychological needs for autonomy, competence, and relatedness, thus facilitating internalization of autonomous self-regulation for medical practice. Herein, we examine research applying SDT to medical education and offer suggestions that may facilitate both practitioners' and patients' well-being.
7
Zhou, Lihua, Xiao-Wen Li, Jiong Yang, and Ning Ren. "Can mental health problems predict dispositional self-determination? Needs satisfaction as mediator." Social Behavior and Personality: an international journal 45, no. 4 (May 7, 2017): 537–50. http://dx.doi.org/10.2224/sbp.5831.
Full textAbstract:
Motivational self-determination and its role in relation to various health-related variables in Western countries have been the focus of many researchers. However, little is known about dispositional self-determination and the influence of mental health problems among the Chinese. We examined dispositional self-determination among Chinese first-year college students and tested whether or not mental health problems could predict self-determination through needs satisfaction. Data were collected from 496 students at 2 time periods. Results showed that there was no difference in dispositional self-determination among the various demographic groups. However, participants whose university experience met their expectations reported a higher degree of self-determination than did those who had found it did not meet their expectations. Structural equation modeling results revealed that mental health problems at Time 1 could negatively predict self-determination at Time 2. This relationship was partially mediated by needs satisfaction measured at Time 2. Practical implications and limitations are discussed.
8
Nonnemacher, Stacy L., and Linda M. Bambara. "“I'm Supposed to Be In Charge”: Self-Advocates' Perspectives on Their Self-Determination Support Needs." Intellectual and Developmental Disabilities 49, no. 5 (October 1, 2011): 327–40. http://dx.doi.org/10.1352/1934-9556-49.5.327.
Full textAbstract:
Abstract In this qualitative interview study, we explored the perceptions of adults with intellectual disability regarding interpersonal or social supports needed to express their own self-determination. Specifically, 10 adults, all members of a self-advocacy group, were asked to discuss their understanding of the term self-determination and ways in which support staff have either supported or inhibited their self-determination. Ten themes characterizing supportive and impeding staff actions were identified. The need for greater exploration of environmental and social influences on self-determination is emphasized.
9
Van den Broeck, Anja, D. Lance Ferris, Chu-Hsiang Chang, and Christopher C. Rosen. "A Review of Self-Determination Theory’s Basic Psychological Needs at Work." Journal of Management 42, no. 5 (March 9, 2016): 1195–229. http://dx.doi.org/10.1177/0149206316632058.
Full textAbstract:
Self-determination theory (SDT) conceptualizes basic psychological needs for autonomy, competence, and relatedness as innate and essential for ongoing psychological growth, internalization, and well-being. We broadly review the literature on basic psychological need satisfaction at work with three more specific aims: to test SDT’s requirement that each basic psychological need should uniquely predict psychological growth, internalization, and well-being; to test whether use of an overall need satisfaction measure is appropriate; and to test whether the scale used to assess basic psychological needs influenced our results. To this end, we conducted a meta-analytic review of 99 studies with 119 distinct samples examining the antecedents and consequences of basic need satisfaction. We conclude with recommendations for addressing issues arising from our review and also identify points for future research, including the study of need frustration and culture, integrating the basic needs with other motivation theories, and a caution regarding the measures and methods used.
10
Sheldon, Kennon M., Neetu Abad, and Jessica Omoile. "Testing Self-Determination Theory via Nigerian and Indian adolescents." International Journal of Behavioral Development 33, no. 5 (July 15, 2009): 451–59. http://dx.doi.org/10.1177/0165025409340095.
Full textAbstract:
We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive associations with life-satisfaction independent of the amount of need-satisfaction. Finally, perceived maternal and paternal autonomy-support both predicted life-satisfaction. Support was also found for two demographic hypotheses: older students perceived less autonomy-support from parents and teachers, and Indian students reported greater life-satisfaction than Nigerian students.
11
Breitborde, Nicholas J. K., Cindy Woolverton, R. Brock Frost, and Nicole A. Kiewel. "Self-Determination Theory and First-Episode Psychosis: A Replication." Advances in Psychiatry 2014 (September 8, 2014): 1–5. http://dx.doi.org/10.1155/2014/240125.
Full textAbstract:
Self-determination theory (SDT) posits that human well-being depends on the satisfaction of three basic psychological needs: autonomy, competence, and relatedness. Although many scholars have suggested that SDT may be relevant to psychotic disorders, only one empirical study of SDT in individuals with psychosis has been completed to date by Breitborde and colleagues (2012). This study revealed that individuals with first-episode psychosis reported lower satisfaction of the three basic psychological needs as compared to individuals without psychosis. Moreover, greater satisfaction of basic psychological needs was modestly associated with lower general symptoms (e.g., anxiety and depression), greater social functioning, and better quality of life. Thus, the goal of this project was to replicate Breitborde et al.’s (2012) investigation of basic psychological need satisfaction among individuals with first-episode psychosis. Our results supported the conclusion that individuals with first-episode psychosis report lower autonomy, competence, and relatedness than individuals without psychosis. Moreover, our results comport with the finding that greater need satisfaction was associated with less severe symptomatology and better social functioning and quality of life. In total, the findings lend further credence to the hypothesis that SDT may help to inform the development of improved clinical services for individuals with psychotic disorders.
12
Maralani, Farnaz Mehdipour, and Afzal Sadat Hoseini. "Investigate the Origin of the Components of Self-Determination Theory in Naturalism Thought." Journal of Social Science Studies 3, no. 2 (May 10, 2016): 198. http://dx.doi.org/10.5296/jsss.v3i2.9446.
Full textAbstract:
<p class="Normal1">The need for competence sense, autonomy and relatedness are the needs if are supplied have a significant impact in the individual’s mental health. For a true understanding of the needs, the need to identifying is its thinking base. In this paper in the descriptive- analysis method, this intellectual infrastructure is proposed as naturalism and the origins and theoretical foundations self-determination on the basis of intellectual self-deploy, so it can be done if naturalism raising children are investigated on the basis of the infrastructure intellectual needs and as a result of it, if a child be educated by naturalism method can be effective on physiological and basis needs and as a result on self-determination of child. The naturalism doctrine can provide essential context to satisfy the basic psychological needs and thus self- determination. According to the doctrine of naturalism, intervention in nature must be appropriate to the stage of development that the child is at that stage, and it does not exceed, the intervention must be improved, not changer. Leave children to be free and the nature guide him the way he should go. Monitor his actions away. Give him tool feedback, not the executive one.</p>
13
Kachanoff, Frank J., Michael J. A. Wohl, Richard Koestner, and Donald M. Taylor. "Them, Us, and I: How Group Contexts Influence Basic Psychological Needs." Current Directions in Psychological Science 29, no. 1 (November 9, 2019): 47–54. http://dx.doi.org/10.1177/0963721419884318.
Full textAbstract:
Here, we integrate two influential psychological theories: social-identity theory and self-determination theory. Whereas social-identity theory considers how social identities impact the self, self-determination theory elucidates the psychological necessity of feeling related, competent, and autonomous. In this article, we outline and provide justification for a unified theoretical framework that considers how perceptions of personal relatedness, competence, and autonomy are influenced by perceptions that one’s social group is related, competent, and autonomous.
14
Simpson, Brad. "The Many Meanings of National Self-Determination." Current History 113, no. 766 (November 1, 2014): 312–17. http://dx.doi.org/10.1525/curh.2014.113.766.312.
Full text
15
Merrill, David. "Hegel's System of Needs: The Elementary Relations of Economic Justice." Hegel Bulletin 19, no. 1-2 (1998): 51–72. http://dx.doi.org/10.1017/s0263523200001282.
Full textAbstract:
The Philosophy of Right is not usually taken to contain a prescriptive ethics. Yet to establish as much regarding the elementary relations of the economy is the task of this essay. The project is cast into three parts. It begins with Hegel's account in the ‘Introduction’ of the free self prior to the exposition of the modes of just conduct or philosophy of right proper. It is an account of freedom not yet realized — without any particular content. Yet, the point is established that the philosophy of justice will be based on a twofold notion of self-determination. Most of the ‘Introduction’ concerns the argument that freedom or valid conduct has to do with pure self-determination, the self determining itself. The claim is also made that philosophy establishes its own legitimacy through its conceptual self-determination. Part two deals with the question of how freedom can be realized in civil society where the individual's governing orientation is particularity. The characteristic features of civil society do not encourage the expectation that freedom can be realized there. One, particularity itself appears to be rooted in a natural necessity which seems to preclude any possibility of freedom. Two, the inherently social character of civil society seems to rule out the exercise of a freedom that is about the self's relation to itself in self-determination. Three, the pursuit of particularity characteristic of civil society seems inherently antisocial and thus not a suitable mode of conduct for ethics. However, the argument will be made that the theory can conceive of the relations of particularity in a way that makes the free self inherently social and particularity both social and free from natural determinations.
16
Zhang. "Sustained Participation in Virtual Communities from a Self-Determination Perspective." Sustainability 11, no. 23 (November 20, 2019): 6547. http://dx.doi.org/10.3390/su11236547.
Full textAbstract:
Customers’ participation and contribution are vital to the sustainability of virtual communities (VCs) platform while people have many options to freely surf on the Internet. Sustained participation, instead of initial participation, is more meaningful to virtual communities’ sustained development. From the perspective of self-determination theory, this paper explores the effect of community artifacts on sustained participations through users’ satisfaction of psychological need and virtual community identification. With empirical studies in two types of virtual community platforms (interest-based and relational-based), our results reveal several important findings. Firstly, this study finds that virtual co-presence and deep profiling can increase users’ satisfaction of inner psychological needs. But the use of persistent labeling does not affect the user’s satisfaction of psychological needs. In addition, self-presentation is positively related to relational-based community, and rather has no impact on interest-based community. Secondly, this study finds that there exists a positive relationship between users’ satisfied psychological needs and virtual community identification. Finally, virtual community identification significantly impacts sustained participation. This paper offers a new perspective on the psychological mechanism of sustained participation and yields important implications for the managerial practice.
17
De La Cruz, Manuel, Jorge Zamarripa, and Isabel Castillo. "The Father in Youth Baseball: A Self-Determination Theory Approach." International Journal of Environmental Research and Public Health 18, no. 9 (April 26, 2021): 4587. http://dx.doi.org/10.3390/ijerph18094587.
Full textAbstract:
This study based on the self-determination theory aims to examine the relationship among the aspirations that fathers have about their children’s youth baseball practice, the children’s basic psychological needs (satisfaction and frustration), and their intentions to either continue or drop out of baseball practice in a sample of children from Hermosillo, Mexico. A cross-sectional study was carried out involving 533 fathers (M = 44.30, SD = 5.18) and 533 children (M = 13.09, SD = 1.68). The results showed that the intrinsic aspirations of fathers were positively correlated to the satisfaction of the children’s psychological needs, whereas the extrinsic aspirations of fathers were positively correlated with the frustration of the children’s psychological needs. Satisfaction of basic psychological needs was positively correlated with the intention to continue and negatively correlated with dropout; on the contrary, frustration of basic psychological needs was negatively correlated with the intention to continue and positively with dropout. In conclusion, the fathers’ pursuit of intrinsic aspirations for their children in the youth baseball context satisfies the children’s basic psychological needs, and in turn, their intention to continue practicing increases. Conversely, when a father pursues extrinsic aspirations for his son in youth baseball, the child will feel his basic psychological needs frustrated, and he will have a greater intention to drop out. Overall, this study extends the existing sport-scientific literature by confirming the impact of parents’ aspirations on their children’s basic psychological needs and intention to continue being baseball players.
18
Ozcan, Deniz, and Huseyin Uzunboylu. "Determination of educational needs and self-efficacy perceptions of special education teachers." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 228–43. http://dx.doi.org/10.18844/cjes.v12i4.2903.
Full textAbstract:
The purpose of this study is to analyse the need for curriculum development of special education teachers who work at special education centres and schools with resource rooms with regard to different variables and determine their perceptions of self-efficacy. In this study, a general survey model was employed that allows a general opinion about the universe. The population of the study consists of a total of 84 special education teachers who work at special education centres and schools with resource rooms that function under the Primary and Secondary Education Office of the TRNC Ministry of National Education. ‘Needs Analysis Survey’ and ‘Teacher’s Self-Efficacy Scale’ are employed to collect data. The results reveal that teachers urgently need an education curriculum to be developed. Moreover, teachers’ perception of efficacy is at an intermediate level.
Keywords: Curriculum development, needs analysis, self-efficacy perceptions.
19
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 (October 2007): 645–63. http://dx.doi.org/10.1123/jsep.29.5.645.
Full textAbstract:
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) between the ages of 19 and 83 completed a questionnaire on motivational aspects of dragon boating. Competence, relatedness, and autonomy all significantly predicted self-determined motivation, but self-determined motivation only partially mediated their relationship with positive and negative affect. These findings demonstrate the importance of all three needs in adult activity motivation and suggest that the relationships between needs, self-determination, and outcomes may be complex.
20
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 (June 27, 2017): 4686–708. http://dx.doi.org/10.1177/0886260517717492.
Full textAbstract:
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 motivation to work. In support of self-determination theory, this study revealed that workplace bullying indirectly disengages employees from their work by denying them of their autonomy and relatedness needs and thwarting their motivation to perform work in a fulfilling way.
21
Utami, Wikan Budi. "ANALISA PENGARUH MOTIVASI KERJA TERHADAP PRESTASI KERJA DOSEN PADA SEKOLAH TINGGI ILMU EKONOMI AAS." JURNAL ILMIAH EKONOMI ISLAM 3, no. 2 (September 29, 2017): 125. http://dx.doi.org/10.29040/jiei.v3i2.106.
Full textAbstract:
The purpose of this study is to determine the relationship between work motivation with the performance of lecturer at the College of Economics AAS (STIE-AAS). The motivation factor used in this research is based on the five human needs according to Maslow, namely physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs. The population in this study are lecturers STIE-AAS who actively teach at the time this research is done. This research was conducted in the even semester of academic year 2015/2016 in March-April 2016. The technique of determining the sample in this study is to use purposive sampling. The sample in this research is: STIE-AAS lecturer who in the even semester of Academic Year 2015/2016 actively teaches. The type of instrument used in this study, namely questionnaires. To test whether the list of questionnaires that are made, valid (valid) and reliable (reliable) then used two test tools of the test validity and reliability test. This t test is used to examine the influence of each independent variable (physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs) to the dependent variable (STIE-AAS lecturer work achievement). The statistical test F aims to examine the effects of all independent or independent variables (physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs) together with dependent or dependent variables (STIE-AAS lecturer work achievement). This test is done by SPSS 17. Test R2 (Coefficient of determination) is done to find out how much influence the variable of physiological needs, the need of sense of security, social needs, self-esteem needs, and self-actualization needs towards the work performance variable of STIE-AAS lecturer. From the result of t test, it is known that the need for security and self-esteem need to be partially significant to the performance of STIE-AAS lecturers. While the physiological needs, social needs and self-actualization needs no significant effect on the performance of lecturers STIE-AAS. From the results of F test, it is known that physiological needs, safety needs, social needs, self-esteem needs, and self-actualization needs simultaneously have a significant effect on the performance of STIE-AAS lecturers. From result of test of R2 obtained coefficient value of determination equal to 0,639 which mean 63,9% achievement of lecturer work influenced by factors which resear in this research.
22
López-Rodríguez, Vicente A., and Antonio Hidalgo. "Security needs: some considerations about its integration into the Self-determination Theory (SDT)." Dirección y Organización, no. 52 (April 1, 2014): 46–58. http://dx.doi.org/10.37610/dyo.v0i52.446.
Full textAbstract:
According to Self-determination Theory (SDT), there are only three psychological needs - competence, autonomy and relatedness - truly fundamental and essential for human being’s health and well-being, which can be satisfied by individuals while engaging in a wide variety of behaviors that may differ among individuals and be differentially manifest in different cultures. However, a number of questions have been raised about SDT’s contention that there are only those three basic psychological needs. The present study discusses the possibility that the security need should be considered as a basic need and its relation to the accepted three basic psychological needs. Using the Cultural Theory framework the degree of satisfaction of the basic needs, depending on the type of culture, is also presented.Keywords: Security needs, basic psychological needs, risks, self-determination, Cultural Theory.Las necesidades de seguridad: algunas consideraciones sobre su integración en la Teoría de la Auto-determinación (TAD)Resumen: De acuerdo con la Teoría de la Autodeterminación (SDT, por sus siglas en inglés) solamente existen tres necesidades psicológicas – competencia, autonomía y asociación – verdaderamente fundamentales y esenciales para la salud y el bienestar de los seres humanos, las cuales pueden ser satisfechas por los individuos en una gran variedad de comportamientos que pueden diferir entre los individuos y manifestarse de distinta manera en diferentes culturas. Sin embargo, han surgido una serie de cuestionamientos sobre la afirmación de la Teoría de la Autodeterminación de que sólo existen esas tres necesidades básicas. El presente estudio discute la posibilidad de que la necesidad de seguridad debe ser considerada como una necesidad básica y su relación con las tres necesidades psicológicas aceptadas.Palabras clave: Necesidades de seguridad, necesidades psicológicas básicas, riesgos, autodeterminación, Teoría Cultural.
23
Raley, Sheida K., Kathryn M. Burke, Mayumi Hagiwara, Karrie A. Shogren, Michael L. Wehmeyer, and Jennifer A. Kurth. "The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings." Intellectual and Developmental Disabilities 58, no. 1 (February 1, 2020): 82–90. http://dx.doi.org/10.1352/1934-9556-58.1.82.
Full textAbstract:
Abstract There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support.
24
Alesi, Marianna, Manuel Gómez-López, Carla Chicau Borrego, Diogo Monteiro, and Antonio Granero-Gallegos. "Effects of a Motivational Climate on Psychological Needs Satisfaction, Motivation and Commitment in Teen Handball Players." International Journal of Environmental Research and Public Health 16, no. 15 (July 29, 2019): 2702. http://dx.doi.org/10.3390/ijerph16152702.
Full textAbstract:
The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.
25
Riggenbach, Annina, Liesbet Goubert, Stijn Van Petegem, and Rémy Amouroux. "Topical Review: Basic Psychological Needs in Adolescents with Chronic Pain—A Self-Determination Perspective." Pain Research and Management 2019 (January 6, 2019): 1–12. http://dx.doi.org/10.1155/2019/8629581.
Full textAbstract:
This topical review outlines the resilience pathway to adaptive functioning in pediatric pain within a developmental perspective. Self-Determination Theory proposes that the satisfaction of one’s basic psychological needs (for autonomy, relatedness, and competence) is crucial for understanding human flourishing and healthy development. However, the role of the basic psychological needs received little attention in a pediatric-pain population. Yet, we propose that need satisfaction may be a resilience factor and need frustration a risk factor, for living with chronic pain. In this topical review, we first discuss two major models that have been developed to understand pain-related disability: the fear-avoidance model of pain and the ecological resilience-risk model in pediatric chronic pain. Both models have been used with children and adolescents but do not include a developmental perspective. Therefore, we introduce Self-Determination Theory and highlight the potentially moderating and mediating role of the basic needs on pain-related disability in children and adolescents. Taken together, we believe that Self-Determination Theory is compatible with the fear-avoidance model of pain and the ecological resilience-risk model in pediatric chronic pain and may deepen our understanding of why some adolescents are able to live adaptively in spite of chronic pain.
26
Mumbardó-Adam, Cristina, Eva Vicente Sánchez, David Simó-Pinatella, and Teresa Coma Roselló. "Understanding practitioners’ needs in supporting self-determination in people with intellectual disability." Professional Psychology: Research and Practice 51, no. 4 (August 2020): 341–51. http://dx.doi.org/10.1037/pro0000292.
Full text
27
Zepeda, Lydia, Anna Reznickova, and Willow Saranna Russell. "CSA membership and psychological needs fulfillment: an application of self-determination theory." Agriculture and Human Values 30, no. 4 (February 23, 2013): 605–14. http://dx.doi.org/10.1007/s10460-013-9432-z.
Full text
28
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.
Full textAbstract:
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.
29
Bégin, Catherine, Annie Fecteau, Marilou Côté, Alexandra Bédard, Caroline Senécal, and Carole Ratté. "Disordered eating behaviors through the lens of self-determination theory." Europe’s Journal of Psychology 14, no. 3 (August 31, 2018): 571–80. http://dx.doi.org/10.5964/ejop.v14i3.1577.
Full textAbstract:
This study aimed to verify a conceptual model of eating regulation based on the Self-Determination Theory. This model suggests that basic psychological needs satisfaction is related to general self-determined motivation and autonomous regulation toward eating, which in turn are associated with less disordered eating behaviors and attitudes and better satisfaction with life. Two hundred thirty-nine women without an eating disorder completed self-reported questionnaires. The hypothesized model was tested with a serial multiple mediation analysis using PROCESS macro. The overall indirect effect of basic psychological needs satisfaction on life satisfaction through the three mediators, i.e. general motivation, regulation of eating behaviors, and eating behaviors and attitudes, was significant. Results are coherent with the Self-Determination Theory and add to past research by suggesting that basic psychological needs satisfaction might be a key target when addressing women’s disordered eating behaviors and attitudes.
30
Pirkkalainen, Henri, Ekaterina Olshannikova, Thomas Olsson, and Jukka Huhtamäki. "Examining Serendipitous Encounters and Self-Determination in Twitter-Enabled Innovation." Advances in Human-Computer Interaction 2021 (May 17, 2021): 1–12. http://dx.doi.org/10.1155/2021/6665449.
Full textAbstract:
Serendipity refers to unexpected encounters with ideas or insights and their intentional application to achieve favorable outcomes. Despite extensive prior studies, the concept lacks theoretical logic and empirical validation regarding the role of an intentional act in the relationship between serendipitous encounters and their favorable outcomes. Drawing from self-determination theory, we develop a model that highlights the role of needs satisfaction in explaining this relationship. Positioning the empirical context to fortunate discoveries of information and social connections in professional use of Twitter, we validate the model by a cross-sectional survey study of 473 users. The model builds on the observation that individuals’ serendipitous encounters are associated with Twitter-enabled innovation, that is, a contextualized form of task innovation. The study findings support the research model revealing that serendipitous encounters are positively associated with needs satisfaction and that needs satisfaction is positively associated with Twitter-enabled innovation. In other words, fortunate discoveries of new information and contacts increase Twitter users’ intent to utilize the platform in new ways to accomplish work when the three key psychological needs of autonomy, competence, and relatedness are satisfied.
31
Cheak-Zamora, Nancy C., Anna Maurer-Batjer, Beth A. Malow, and Ann Coleman. "Self-determination in young adults with autism spectrum disorder." Autism 24, no. 3 (September 27, 2019): 605–16. http://dx.doi.org/10.1177/1362361319877329.
Full textAbstract:
This study examined rates of and contributing factors to self-determination among young adults with autism spectrum disorder. Caregivers of young adults with autism spectrum disorder, 16–25 years, from five Autism Treatment Network sites completed surveys about their young adults’ transition experiences including the American Institutes for Research Self-Determination measure. Data were analyzed using univariate and multivariate analysis. Caregivers ( n = 479) reported their young adults with autism spectrum disorder as having moderate overall self-determination ( x = 38; standard deviation = 9.04) with low capacity ( x = 15.3; standard deviation = 5.67) and high opportunities at home ( x = 23.1; standard deviation = 4.59). Young adults with autism spectrum disorder with intellectual disability or severe autism spectrum disorder symptomology experience significant disparities in overall self-determination compared to those without intellectual disability and less frequent symptom expression and severity. Barring severity indicators, there were few significant predictors of self-determination. Findings show a breakdown in self-determination skill-building. Young adults with autism spectrum disorder with intellectual disability or severe symptomology experienced significant disparities in self-determination. These findings show that current promotion of self-determination is not meeting the needs of young adults with autism spectrum disorder. Future interventions must identify what supports young adults with autism spectrum disorder need to capitalize on these opportunities to be independent and exert autonomy in their daily lives.
32
Koon, Lyndsie, Sean Mullen, and Wendy Rogers. "Self-Determination Through Technology: Understanding Physical Activity Engagement for Older Adults." Innovation in Aging 4, Supplement_1 (December 1, 2020): 849–50. http://dx.doi.org/10.1093/geroni/igaa057.3118.
Full textAbstract:
Abstract Despite the known health benefits of exercise, only 30% of older adults (65-75 years) and 18.5% (85 years+) meet the recommendations for exercise. Barriers include difficulty accessing facilities, and lack of motivation and social support. Research results indicate that exercise adoption and adherence is higher among older adults when basic psychological needs are met. Technologies (e.g., exergames, activity trackers) have the potential to satisfy the three basic needs as indicated by the Self-Determination Theory. Technology may satisfy a user’s need for autonomy by offering different activities to choose from (biking versus resistance training) or intensity and duration options. They may promote competence by allowing for individualized goal setting and tracking. Technologies have the potential to promote relatedness through virtual instruction, subsequently removing the accessibility barrier. The application of this theory provides design guidelines for exercise technologies and a greater understanding of how technology may motivate exercise behavior for older adults
33
Randjelovic, Kristina, Snezana Stojiljkovic, and Milica Milojevic. "Personal factors of burnout syndrome in teachers in the framework of self-determination theory." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 260–81. http://dx.doi.org/10.2298/zipi1302260r.
Full textAbstract:
Teachers perform numerous professional roles that can serve as the source of prolonged stress and lead to the occurrence of burnout syndrome. This research was aimed at studying the personal factors of burnout, using self-determination theory as a starting point. We used a sample of 200 teachers to study the following: the level of satisfaction of basic psychological needs at work, the prominence of self-orientations and the presence of burnout syndrome. We also studied whether these variables were significant burnout predictors, as well as whether there was a difference in the pattern of personal burnout predictors in primary school and university teachers. The following instruments were used: the scale of satisfaction of basic psychological needs at work, the ego function questionnaire, the scale of burnout syndrome in teachers. The results point to a relatively moderate satisfaction of all psychological needs, a higher level of integrated self-regulation as well as the medium presence of ego-invested and impersonal orientations. On the whole, teachers showed low burnout. Significant burnout predictors include an integrated self and the need for autonomy (university teachers) and an impersonal self (primary school teachers). This implies that teachers whose psychological needs are satisfied and who have an integrated self are less susceptible to burnout. The findings are discussed from the viewpoint of the self-determination theory, their educational implications and the possibility of preventing work burnout in education workers.
34
Szulawski, Michał. "Non‑Financial Methods of Motivation at Work – The Self‑Determination Theory Perspective." Kwartalnik Ekonomistów i Menedżerów 44, no. 2 (April 1, 2017): 69–82. http://dx.doi.org/10.5604/01.3001.0010.5939.
Full textAbstract:
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 the development of the desired forms of motivation through the three universal needs.
35
Selivanova, Julia, Marina Konovalova, and Elena Shchetinina. "Relationship of indicators of socio-psychological adaptation and characteristics of personal self-determination in students with special needs." E3S Web of Conferences 210 (2020): 19016. http://dx.doi.org/10.1051/e3sconf/202021019016.
Full textAbstract:
The article examines the correlation between the indicators of social and psychological adaptation of students with special needs and the characteristics of their personal self-determination. The average indicators of the primary scales in the questionnaire of social and psychological adaptation of students with special needs were calculated. The study established positive interrelationships between adaptability and meaningful indicators of personal self-determination, such as orientation towards maximum involvement in activities and emotional richness of life, confidence in one's abilities and the possibility to control the events of one's life. Self-acceptance as a component of socio-psychological adaptation positively correlates to the target indicators of personal self-determination, such as the meaningfulness of life, the presence of a goal in life and satisfaction with the results of self-determination. Internal control positively correlates to satisfaction with the results of self-determination. External (in relation to the personality) control as a component of socio-psychological adaptation negatively correlates to the assessment of energy, involvement, internal control, risk-taking as ways to overcome life's problems, and also to current life as an emotionally intense period of life. Submissiveness as a component of socio-psychological adaptation is negatively interconnected with the idea of a person's ability to control everything that is happening. Escapism (avoiding problems) negatively correlates to living an emotionally rich life, active participation and control as ways to overcome difficulties.
36
Crick, Kent A., Lisa M. Larson, and Matthew T. Seipel. "Non-Tenure Track Faculty Satisfaction: A Self-Determination Model." Journal of Career Assessment 28, no. 3 (August 28, 2019): 425–45. http://dx.doi.org/10.1177/1069072719870681.
Full textAbstract:
Full-time non-tenure track faculty, commonly referred to as NTT faculty, are increasingly utilized in higher education and shoulder much of the teaching load within academic institutions. Self-determination theory (SDT) has shown promise as a conceptual frame for characterizing the relationship between environmental support factors and NTT faculty satisfaction. Full-time NTT faculty were sampled nationwide ( N = 3,527) to investigate an SDT-based model positing basic psychological needs (i.e., volitional autonomy and relatedness) as mediators between six environmental support indices and NTT faculty satisfaction (i.e., teaching/service and global satisfaction). Structural equation model results showed volitional autonomy and relatedness fully mediated the relationships between the six environmental supports and both indices of faculty satisfaction. Results highlight the utility of basic psychological needs in understanding the relationships between the environment and NTT faculty satisfaction. Implications, future directions, and limitations are also presented.
37
Kaplan, Haya. "Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory." SAGE Open 11, no. 2 (April 2021): 215824402110156. http://dx.doi.org/10.1177/21582440211015680.
Full textAbstract:
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 structural equation modeling analysis, results indicated that support in teachers’ needs by workshop facilitators predicted a sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors’ support and in turn predicted teachers’ sense of competence, investment in the school, and sense of self-actualization. The findings have implications regarding the conditions needed to improve the functioning of beginning teachers of various cultural groups and highlight the importance of an environment that supports teachers’ needs during their induction.
38
Pugh, Donna, and Daniel J. West. "Advance Directives and the Self-Determination Act: A Patient's Perspective." OMEGA - Journal of Death and Dying 30, no. 4 (January 1, 1995): 249–56. http://dx.doi.org/10.2190/4wvf-11uv-h7cb-kgfw.
Full textAbstract:
Advance Directives were created by Congress in an attempt to better serve the needs of patients in long term care and acute care settings. The Patient Self-Determination Act of 1990 was an excellent concept to further patient rights, but the Act did not present necessary guidelines to insure uniform implementation. Healthcare providers were given flexibility in designing and implementing policies and procedures to operationalize the Act. However, key Professionals are not actively participating in the implementation. Examined are patients' perspectives and ideas on how professionals should be actively involved in meeting the consumers needs, wants, and desires. A model on how to effectively implement the Patient Self-Determination Act of 1990 is discussed.
39
Kumar, Vijay, and Amrita Kaur. "Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective." International Journal of Doctoral Studies 14 (2019): 581–95. http://dx.doi.org/10.28945/4415.
Full textAbstract:
Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.
40
Engström, Jon, and Mattias Elg. "A self-determination theory perspective on customer participation in service development." Journal of Services Marketing 29, no. 6/7 (September 14, 2015): 511–21. http://dx.doi.org/10.1108/jsm-01-2015-0053.
Full textAbstract:
Purpose – The purpose of this paper is to explore what motivates patients to participate in service development and how participation may influence their well-being. Health-care providers are increasingly adopting practices of customer participation in such activities to improve their services. Design/methodology/approach – This paper builds on an analysis of data from a service development project in which lung cancer patients contributed by sharing their ideas and experiences through diaries. Out of the 86 lung cancer patients who were invited to participate, 20 agreed to participate and 14 fully completed the task. The study builds on participants’ contributions, in-depth interviews with six participants and the reasons patients gave for not participating. Findings – This paper identifies a number of motives: non-interest in participating, restitution after poor treatment, desire for contact with others, volunteerism, desire to make a contribution and the enjoyment of having a task to complete. A self-determination theory perspective was adopted to show how the need to satisfy basic human needs for autonomy, competence and relatedness determines if and how patients participate. Participation may have important benefits for patients, especially an improved sense of relatedness. Practical implications – Service providers must be prepared to meet different patient needs in service development, ranging from the need to express strong distress to expressing creativity. By understanding the dynamics of motivation and well-being, organizers may achieve better results in terms of improved services and in patient well-being. Originality/value – This study makes a significant contribution to the study of customer participation in service development, especially in relation to health care, by offering a self-determination-based typology for describing different styles of patient participation.
41
Ping-ying, HU. "The correlation between need satisfaction and learning motivation: A self-determination theory perspective." International Journal of Learning and Teaching 9, no. 1 (July 22, 2017): 319–29. http://dx.doi.org/10.18844/ijlt.v8i5.1888.
Full textAbstract:
Abstract
To examine the relationship between need satisfaction and learning motivation, a survey was conducted in an engineering college in China. Collected data were processed and analyzed via SPSS software; then a confirmatory factor analysis was performed with SEM method. Outcomes of the research indicated that: 1) satisfaction of autonomy and relatedness contributed to autonomous motivation; 2) satisfaction of competence and relatedness helped shift controlled motivation to autonomous motivation; 3) unexpectedly, satisfaction of competence had negative effect on autonomous regulation, as did satisfaction of autonomy on controlled regulation. The outcomes imply that learners’ psychological needs should be satisfied according to their pre-existing types of motivation, and that studies on motivation based on Self-determination Theory (SDT) should take cultural factors into consideration
Keywords: SDT, basic psychological needs, self-determined motivation, correlation
42
Posatskyi, Oleksandr, and Olesya Rygel. "PROFESSIONAL SELF-DETERMINATION OF SCHOOL STUDENTS IN EARLY ADOLESCENCE." Problems of the humanitarian sciences. Psychology Series, no. 47 (April 26, 2021): 90–99. http://dx.doi.org/10.24919/2312-8437.47.229349.
Full textAbstract:
Abstract. The article discusses the issues of a stable idea of themselves, about their capabilities, their preferences, this, in turn, is called "self-determination". This topic of professional self-determination of a schoolboy has always gained attention. The choice of profession depends in the future, what kind of person you will become, how the environment reacts to you, or realize yourself as a "person". Currently, "self-determination" can be considered as a psychological neoplasm of adolescence. As already mentioned, the term "self-determination" is used in different meanings. We can assert this in family, religious, professional, moral self-determination. The changes that are taking place in our country in the labor market require some modernization to solve the problem of professional self-determination of a modern student. Therefore, at the school level, this problem still remains open with vocational guidance and the choice of profession. Therefore, it is a task to correct the needs of the economy and society, to enjoy the profession. To solve these problems is called part of the propaganda, but it cannot be argued that professional enlightenment is based only on propaganda. The planned work, which is carried out at the school on campaigning and propaganda, should be carried out in accordance with the previously conceived professional organization, on the basis of such approaches it is possible to carry out appropriate work with schoolchildren and direct to sobriety of consciousness in the direction of choosing a profession. Enlightenment is based on the needs of this profession in society. Thus, it is necessary to introduce certain preparatory courses, where students are prepared for the choice of profession, take into account the skills and abilities, help to obtain an initial qualified category from a certain profession. Also, an acquaintance with the profession is carried out in order to learn it well and understand it.
43
Thibault-Landry, Anaïs, Richard Egan, Laurence Crevier-Braud, Lara Manganelli, and Jacques Forest. "An Empirical Investigation of the Employee Work Passion Appraisal Model Using Self-Determination Theory." Advances in Developing Human Resources 20, no. 2 (February 13, 2018): 148–68. http://dx.doi.org/10.1177/1523422318756636.
Full textAbstract:
The Problem Employee work passion theory offers an appraisal-based approach that explains how work passion is formulated in individuals. Self-determination theory postulates that the satisfaction of three basic psychological human needs (competence, relatedness, and autonomy) is essential for individuals to flourish and thrive at work. The role of basic psychological need satisfaction in the employee work passion appraisal process is yet to be examined. The Solution We investigated the relations between employees’ cognitive appraisals of their work environment characteristics (work cognitions), their basic psychological need satisfaction, and their work intentions. Our study provided empirical evidence showing that employees’ cognitive appraisals of work characteristics such as job autonomy, task variety, meaningful work, and performance expectations were positively related to basic psychological need satisfaction, which, in turn, positively impacted their work intentions, thus indicating the subjective experience of work passion. The Stakeholders Results suggest that organizational leaders, supervisors, and human resource development (HRD) practitioners could develop interventions that promote specific workplace characteristics and are aimed at contributing to the fulfillment of employees’ basic psychological needs. In so doing, employees and stakeholders could benefit from the individual and organizational outcomes that flow from employees experiencing greater work passion.
44
Baluku, Martin Mabunda, Richard Balikoowa, Edward Bantu, and Kathleen Otto. "Applying self-determination theory to explaining differences in career commitment between self-employed and salaried employees." Journal of Entrepreneurship in Emerging Economies 12, no. 5 (March 20, 2020): 593–619. http://dx.doi.org/10.1108/jeee-05-2019-0051.
Full textAbstract:
Purpose Based on self-determination theory, this study aims to examine the impact of satisfaction of basic psychological needs (BPNs) on the commitment to stay self- or salary-employed. Not only the entry of individuals but also their commitment to remain self-employed is important. Enterprises established by the self-employed can only survive longer if the owners are willing to continue in self-employment. Design/methodology/approach The study was conducted among a cross-country sample drawn from Germany, Kenya and Uganda. An online survey was conducted among self- and salary-employed individuals in Germany. In Uganda and Kenya, cross-sectional samples were recruited through their workplaces and business forums. These processes yielded 869 responses (373 self-employed and 494 salary-employed). Differences in the impact of BPNs on the commitment to self-employed or salaried-employment across countries were examined using PROCESS macro 2.16. Findings The findings revealed that the self-employed exhibit higher commitment to their current form of employment than the salary-employed. The satisfaction of needs for autonomy and competence were associated with higher levels of commitment to self-employment than to salary-employment across the three countries. The need for relatedness was also strongly associated with commitment to self-employment much more than to salary-employment for Ugandan and Kenyan participants; but not for the German participants. Originality/value Persistence in self-employment is essential not only for individuals to remain employed but also as a pathway to achieving career success. However, research has paid limited attention to persistence in self-employment. This research contributes to the understanding of antecedents for commitment to self-employment across countries, and therefore what should be done to enable particularly young individuals to stay self-employed. Moreover, the study also examines whether these antecedents have similar effects among individuals in salaried-employment.
45
Neubauer, Andreas B., and Andreas Voss. "The Structure of Need Fulfillment." European Journal of Psychological Assessment 34, no. 4 (July 2018): 220–28. http://dx.doi.org/10.1027/1015-5759/a000326.
Full textAbstract:
Abstract. Self-Determination Theory predicts that fulfillment of the three psychological needs for autonomy, competence, and relatedness predicts well-being. Fulfillment of these needs has long been considered a uni-dimensional construct consisting of need satisfaction and (reverse coded) need dissatisfaction. Recent research suggests that satisfaction and dissatisfaction should be separated. We tested whether need satisfaction and dissatisfaction can be distinguished psychometrically and whether they have unique effects in predicting well-being. We used data from a daily-diary study of 135 participants over the course of 42 days. A six factor solution (with one satisfaction and one dissatisfaction factor per need) for the Balanced Measure of Psychological Needs scale (BMPN) fitted the data best at both the between-person and the within-person level of analysis. We concluded that (a) the BMPN can be used to reliably assess satisfaction and dissatisfaction of the three needs specified by Self-Determination Theory; (b) need satisfaction and dissatisfaction can and should be separated psychometrically; (c) these findings hold at both the between-person and the within-person level of analysis; (d) all three needs predict well-being at the within-person level, but only competence and relatedness predict well-being at the between-between-person level; and (e) need satisfaction and dissatisfaction predict unique variance in well-being.
46
Cmar, Jennifer L., and Kasey Markoski. "Promoting Self-Determination for Students with Visual Impairments: A Review of the Literature." Journal of Visual Impairment & Blindness 113, no. 2 (March 2019): 100–113. http://dx.doi.org/10.1177/0145482x19839796.
Full textAbstract:
Introduction: Self-determination is a highly valued but under-researched component of the expanded core curriculum for students with visual impairments. In this study, the authors present results of a literature review on self-determination for children and youths with visual impairments (i.e., those who are blind or have low vision). Method: Self-determination studies were identified through searches of electronic databases for articles published from 2003 to 2016. Two researchers reviewed the articles and rated them in terms of quality indicators for research in special education. Results: Eleven articles, using correlational, qualitative, group experimental or quasi-experimental, and single-case research designs, met inclusion criteria for this literature review. Adherence to the quality indicators varied from 33% to 100%. Discussion: Students with visual impairments need age-appropriate opportunities to develop self-determination skills in school, home, and community settings. Short-term, focused programs and interventions may be promising methods for teaching self-determination skills; however, more research needs to be conducted to establish evidence-based practices in this area. Implications for practitioners: Practitioners can facilitate development of self-determination skills by supporting students in making decisions affecting their lives, encouraging involvement of students in the education and transition planning processes, and promoting self-advocacy.
47
Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.
Full textAbstract:
Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.
48
Święcicka, Małgorzata. "Provision of structure in educational context: Perspective of self-determination theory." Educational Psychology 58, no. 16 (December 31, 2019): 73–84. http://dx.doi.org/10.5604/01.3001.0013.6362.
Full textAbstract:
The aim of the article is to analyze the concept of a parent’s provision of structure as proposed in the Self-Determination Theory (SDT). Basic assumptions and thesis of SDT concerning autonomous motivation are discussed. According to SDT, autonomous motivation develops by internalization of initially externalized motivation. Parents can facilitate this process by responding to a child's basic psychological needs: autonomy, relatedness and competence. The need for competence is satisfied by providing a structure, which allows children to feel in control of their environment. Parental structure promotes development of autonomous motivation only when parental support is present. In the article the concept of providing a structure is linked to other similar constructs: scaffolding, control and setting limits, to show the specificity of the SDT perspective.
49
Mărincaș, Antonia, Daniela Dumulescu, Sebastian Pintea, and Nicolae-Adrian Opre. "THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 66, no. 1 (June 30, 2021): 77–90. http://dx.doi.org/10.24193/subbpsyped.2021.1.04.
Full textAbstract:
"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "
50
Cooper, Danielle, and Whitney O. Peake. "Commentary: Family Member Well-Being in the Kinship Enterprise: A Self-Determination Perspective." Entrepreneurship Theory and Practice 42, no. 2 (December 26, 2017): 340–45. http://dx.doi.org/10.1177/1042258717749238.
Full textAbstract:
Nordstrom and Jennings (2017) provide an in-depth view of the Hutterite Brethren community to theorize family business practices and their association with familial well-being. Drawing from self-determination theory, we extend their model to provide additional theoretical development regarding the role of task and enterprise practices in satisfying basic needs (autonomy, competence, and relatedness), promoting motivation, and fostering family member well-being. Although the Hutterite community’s practices likely facilitate high levels of competence and relatedness, there is potential for autonomy need deficits. As such, we address areas for future research regarding need fulfillment and well-being in family businesses.