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Autonomous Motivation (autonomous + motivation)

Distribution by Scientific Domains
Medical Sciences37%

Selected Abstracts

What kind of motivation drives medical students' learning quests?

MEDICAL EDUCATION, Issue 9 2004
Dejano T Sobral
Aims, To describe the patterns of medical students' motivation early in the undergraduate programme and to examine their relationships with learning features and motivational outcomes. Methods, The Academic Motivation Scale (AMS) was administered after the first medical year to 297 students of both sexes from consecutive classes within a 4-year timeframe. Measures of learner orientation and reflection in learning were also obtained. Academic achievement and peer tutoring experience were recorded during a 2-year follow-up. Quantitative approaches included analysis of variance, correlational and classificatory analyses of the data. Results, The profile of the students' responses revealed higher levels of autonomous motivation than of controlled motivation although such measures were positively related. Correlation analysis showed significant association of autonomous motivation with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring experience, and intention to continue with studies. Classificatory analysis identified 4 student groups with distinct patterns of motivation. Analysis of variance revealed significant and consistent differences in learning features and outcomes among such groups. Conclusions, The findings indicate that medical students portray distinct patterns of autonomous and controlled motivation that seem to relate to the learners' frame of mind towards learning as well as the educational environment. Autonomous motivation had closer relationships than controlled motivation with measures of self-regulation of learning and academic success in the context of a demanding medical programme. [source]

Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: an intervention study

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2009
Patricia L. Hardré
Management style is treated in a variety of ways across the training and development literature. Yet few studies have tested the training-based malleability of management style in a for-profit, authentic work context. The present research tested whether or not training intervention would help managers adopt a more autonomy-supportive motivating style toward employees and whether or not the employees of these managers would, in turn, show greater autonomous motivation and workplace engagement. Using an intervention-based experimental design, 25 managers from a Fortune 500 company received training consistent with self-determination theory on how to support the autonomy of the 169 employees they supervised. Five weeks after the managers in the experimental group participated in the training, they displayed a significantly more autonomy-supportive managerial style than did nontrained managers in a control group. Further, the employees they supervised showed, 5 weeks later, significantly more autonomous motivation and greater workplace engagement than did employees supervised by control-group managers. We discuss the malleability of managers' motivating styles, the benefits to employees when managers become more autonomy supportive, and recommendations for future training interventions and research. [source]

Predicting autonomous and controlled motivation to transfer training

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2009
Andreas Gegenfurtner
In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training. [source]

Goal Striving Within Agentic and Communal Roles: Separate but Functionally Similar Pathways to Enhanced Well-Being

JOURNAL OF PERSONALITY, Issue 3 2008
Kennon M. Sheldon
ABSTRACT Do agency and communion strivings provide functionally similar but predictively independent pathways to enhanced well-being? We tested this idea via a year-long study of 493 diverse community adults. Our process model, based on self-determination and motive disposition theories, fit the data well. First, the need for achievement predicted initial autonomous motivation for agentic (work and school) role-goals and the need for intimacy predicted felt autonomy for communal (relationship and parenting) goals. For both agentic and communal goals, autonomous motivation predicted corresponding initial expectancies that predicted later goal attainment. Finally, each type of attainment predicted improved adjustment or role-satisfaction over the year. Besides being similar across agency and communion, the model was also similar across race and gender, except that the beneficial effects of communal goal attainment were stronger for high need for intimacy women and Blacks. Implications for agency/communion theories, motivation theories, and theories of well-being are discussed. [source]

What kind of motivation drives medical students' learning quests?

MEDICAL EDUCATION, Issue 9 2004
Dejano T Sobral
Aims, To describe the patterns of medical students' motivation early in the undergraduate programme and to examine their relationships with learning features and motivational outcomes. Methods, The Academic Motivation Scale (AMS) was administered after the first medical year to 297 students of both sexes from consecutive classes within a 4-year timeframe. Measures of learner orientation and reflection in learning were also obtained. Academic achievement and peer tutoring experience were recorded during a 2-year follow-up. Quantitative approaches included analysis of variance, correlational and classificatory analyses of the data. Results, The profile of the students' responses revealed higher levels of autonomous motivation than of controlled motivation although such measures were positively related. Correlation analysis showed significant association of autonomous motivation with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring experience, and intention to continue with studies. Classificatory analysis identified 4 student groups with distinct patterns of motivation. Analysis of variance revealed significant and consistent differences in learning features and outcomes among such groups. Conclusions, The findings indicate that medical students portray distinct patterns of autonomous and controlled motivation that seem to relate to the learners' frame of mind towards learning as well as the educational environment. Autonomous motivation had closer relationships than controlled motivation with measures of self-regulation of learning and academic success in the context of a demanding medical programme. [source]

Actualizing Gadow's moral framework for nursing through research,

NURSING PHILOSOPHY, Issue 2 2003
Daryl Sharp Minicucci PhD RN CS NPP
Abstract The purpose of this paper is to describe how Sally Gadow's perspectives on existential advocacy as the moral framework for the nurse,patient relationship were synthesized with a general theory of motivation, self-determination theory (SDT), to inform the design of a study in which the influence of interpersonal care on the process of tobacco dependence treatment was explored. Consistent with the tenets of existential advocacy, participants who perceived their care providers as interpersonally sensitive and bringing more of their whole selves to the care encounter reported more autonomous motivation and felt competence for stopping smoking. The integration of existential advocacy with SDT, which led to the empirical work in which Gadow's ideas were actualized and her model supported, is described. Study findings are discussed in light of Gadow's philosophical views, and implications for nursing highlighted. [source]