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Self-determination Theory (self-determination + theory)
Selected AbstractsIdentity styles and causality orientations: in search of the motivational underpinnings of the identity exploration processEUROPEAN JOURNAL OF PERSONALITY, Issue 5 2005Bart Soenens Abstract This study examines relationships between constructs based on two perspectives on the development of self-governance, namely Self-Determination Theory (SDT; Deci & Ryan, 2000) and Berzonsky's (1990) identity style model. Theoretically predictable relationships are found between the three causality orientations defined by SDT (autonomous, controlled, and impersonal) and the three identity styles proposed by Berzonsky (informational, normative, diffuse,avoidant) in a sample of Belgian late adolescents. An autonomous causality orientation is positively related to an informational identity style and negatively related to a diffuse,avoidant style. A controlled orientation is positively associated with a normative identity style, and an impersonal orientation is positively related to a diffuse,avoidant identity style. Participants' gender does not moderate these relationships. The findings suggest that the causality orientations late adolescents employ may play an important role in how actively and thoroughly they explore identity-relevant issues. Copyright © 2005 John Wiley & Sons, Ltd. [source] Predicting physical activity and outcome expectations in cancer survivors: an application of Self-Determination TheoryPSYCHO-ONCOLOGY, Issue 7 2006Philip M. Wilson Abstract The purpose of this study was to examine the contributions of autonomous and controlled motives drawn from Self-Determination Theory (SDT; Intrinsic Motivation and Self-determination in Human Behavior. Plenum Press: New York, 1985; Handbook of Self-determination Research. University of Rochester Press: New York, 2002) towards predicting physical activity behaviours and outcome expectations in adult cancer survivors. Participants were cancer-survivors (N=220) and a non-cancer comparison cohort (N=220) who completed an adapted version of the Treatment Self-Regulation Questionnaire modified for physical activity behaviour (TSRQ-PA), an assessment of the number of minutes engaged in moderate-to-vigorous physical activity (MVPA) weekly, and the anticipated outcomes expected from regular physical activity (OE). Simultaneous multiple regression analyses indicated that autonomous motives was the dominant predictor of OEs across both cancer and non-cancer cohorts (R2adj=0.29,0.43), while MVPA was predicted by autonomous (,'s ranged from 0.21 to 0.34) and controlled (,'s ranged from ,0.04 to ,0.23) motives after controlling for demographic considerations. Cancer status (cancer versus no cancer) did not moderate the motivation,physical activity relationship. Collectively, these findings suggest that the distinction between autonomous and controlled motives is useful and compliments a growing body of evidence supporting SDT as a framework for understanding motivational processes in physical activity contexts with cancer survivors. Copyright © 2005 John Wiley & Sons, Ltd. [source] Unemployed Individuals' Work Values and Job Flexibility: An Explanation from Expectancy-Value Theory and Self-Determination TheoryAPPLIED PSYCHOLOGY, Issue 2 2010Anja Van den Broeck Changes in the contemporary labour market have resulted in an increasing demand for flexibility in the work context. The present research examines the associations between unemployed individuals' work values and their attitudes towards job flexibility. Consistent with Expectancy-Value Theory, results showed that the general concept of employment value was positively related to all measured types of flexibility, that is, training flexibility, pay flexibility, the flexibility to accept an undemanding job, and the flexibility to accept a job for which one is over-qualified. In line with Self-Determination Theory, holding an intrinsic work value orientation related positively to training and pay flexibility, whereas extrinsic work value orientation was negatively related to these two types of flexibility. Overall, these results indicate that not only the degree of employment value but also the content of unemployed individuals' work value orientations matter in understanding their job flexibility. L'évolution actuelle du marché de l'emploi a provoqué une demande croissante de flexibilité dans le domaine du travail. On étudie dans cette recherche les liens qui existent entre les valeurs professionnelles de chômeurs et leurs attitudes envers la flexibilité. Dans la ligne de la théorie expectation-valence, les résultats montrent que le concept général de valence de l'emploi est relié positivement à toutes les mesures de la flexibilité, c'est-à-dire la flexibilité de la formation, du salaire et de l'acceptation d'un poste sans intérêt ou sous-qualifié. En accord avec la théorie de l'autodétermination, le fait d'accorder une valeur intrinsèque au travail entretient une corrélation positive avec la flexibilité de la formation et du salaire, tandis que la valeur extrinsèque est en relation négative avec ces deux aspects de la flexibilité. En somme, ces résultats indiquent que chez les chômeurs non seulement le niveau de la valence de l'emploi, mais aussi le contenu des valeurs relatives au travail permettent de comprendre leur flexibilité. [source] Goals and Social Relationships: Windows Into the Motivation and Well-Being of "Street Kids",JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2009Esther Usborne Research investigating homeless youth or, as they prefer, "street kids," has primarily described their dysfunction. In order to more thoroughly document their psychological reality and account for variability in their functioning, this study explored the close relationships and personal projects of 50 street kids. Self-determination theory provides a theoretical framework for hypotheses concerning the relationships that social networks and goals have with motivation and subjective well-being. The size of participants' social networks was positively related to internalization and positive well-being. Goal pursuit was also positively related to internalization and positive well-being. These findings,along with descriptive information documenting street kids' motivation, well-being, and family contact,afford us a view beyond their dysfunction, and elucidate factors associated with their optimal functioning. [source] Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skillsMEDICAL EDUCATION, Issue 9 2000Mark Albanese Objectives A recent review of problem-based learning's effect on knowledge and clinical skills updated findings reported in 1993. The author argues that effect sizes (ES) seen with PBL have not lived up to expectations (0.8,1.0) and the theoretical basis for PBL, contextual learning theory, is weak. The purposes of this study were to analyse what constitutes reasonable ES in terms of the impacts on individuals and published reports, and to elaborate upon various theories pertaining to PBL. Design Normal theory is used to demonstrate what various ESs would mean for individual change and a large meta-analysis of over 10 000 studies is referred to in identifying typical ESs. Additional theories bearing upon PBL are presented. Results Effect sizes of 0.8,1.0 would require some students to move from the bottom quartile to the top half of the class or more. The average ES reported in the literature was 0.50 and many commonly used and accepted medical procedures and therapies are based upon studies with ESs below 0.50. Conclusions Effect sizes of 0.8,1.0 are an unreasonable expectation from PBL because, firstly, the degree of changes that would be required of individuals would be excessive, secondly, leading up to medical school, students are groomed and selected for success in a traditional curriculum, expecting them to do better in a PBL curriculum than a traditional curriculum is an unreasonable expectation, and, thirdly, the average study reported in the literature and many commonly used and accepted medical procedures and therapies are based upon studies having lesser ESs. Information-processing theory, Cooperative learning, Self-determination theory and Control theory are suggested as providing better theoretical support for PBL than Contextual learning theory. Even if knowledge acquisition and clinical skills are not improved by PBL, the enhanced work environment for students and faculty that has been consistently found with PBL is a worthwhile goal. [source] Let eating disorder patients decide: Providing choice may reduce early drop-out from inpatient treatmentEUROPEAN EATING DISORDERS REVIEW, Issue 3 2009Walter Vandereycken Abstract Premature drop-out from treatment is a highly prevalent phenomenon among eating disorder (ED) patients. In a specialized inpatient treatment unit a major change was made in the admission strategy in 2001, giving a maximum of personal choice to the patients. A quasi-experimental research was carried out comparing 87 patients treated till 2000 (,old' strategy) with 87 patients treated from 2001 on (,new' strategy). The results indicate that the provision of choice at the beginning of treatment significantly reduced drop-out during the first weeks of inpatient treatment. No differences between both strategies on later drop-out and weight change (in anorexia nervosa patients) during inpatient treatment were found. The results are discussed in the light of the importance placed on dynamics of personal choice, autonomy and volition within the framework of the self-determination theory (SDT). Copyright © 2009 John Wiley & Sons, Ltd and Eating Disorders Association. [source] Personality, cognition, and university students' examination performanceEUROPEAN JOURNAL OF PERSONALITY, Issue 6 2003Pru Phillips A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self-determination theory), and goal-specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good-student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd. [source] Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: an intervention studyINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2009Patricia 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 trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2009Andreas 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] Do Basic Psychological Needs Moderate Relationships Within the Theory of Planned Behavior?JOURNAL OF APPLIED BIOBEHAVIORAL RESEARCH, Issue 1 2007Jemma Harris The effects of basic psychological need satisfaction from the self-determination theory on relationships within the theory of planned behavior (TPB) were examined in a prospective study. It was hypothesized that need satisfaction would moderate the relationship between intention and behavior and between intention and its proximal determinants. Participants (n = 250) completed measures of the TPB and psychological need satisfaction with respect to restrictive dietary behaviors. Moderated multiple regression analyses indicated that each psychological need moderated the effects of subjective norms on intention. Results suggest that individuals with high psychological need satisfaction tend to base their intentions on subjective norms to a greater extent compared with individuals with lower psychological need satisfaction. [source] The Influence of Perceived Loci of Control and Causality in the Theory of Planned Behavior in a Leisure-Time Exercise ContextJOURNAL OF APPLIED BIOBEHAVIORAL RESEARCH, Issue 1 2004Martin S. Hagger The contribution that generalized locus of control and perceived locus of causality made to adolescents' intentions to participate in leisure-time physical activity was examined. A mediational model included constructs from three theoretical approaches: locus of control, self-determination theory (SDT), and the theory of planned behavior. A structural equation model revealed that the effects of generalized locus of control on attitudes, subjective norms, and intentions to participate in physical activity were mediated by intrinsic motives from SDT. Findings provide evidence in support of a motivational sequence in which locus of control influences situation-specific attitudes, subjective norms, and intentions mediated by the context-specific motives from SDT. [source] Determinants of Parents' Sideline-Rage Emotions and Behaviors at Youth Soccer Games,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 6 2008Jay D. Goldstein The present research extended and tested a motivational model of anger and aggression, derived from self-determination theory. It was hypothesized that control-oriented parents would exhibit more ego defensiveness, feel more pressure, and thus report higher levels of sport parental anger and aggression. Conversely, autonomy-oriented parents were predicted to experience less ego defensiveness, feel less pressure, and thus report lower levels of sport parent anger and aggression. Participants were 340 parents of youth soccer players (boys and girls ages 8,16). The majority of participants reported experiencing anger and responded with varying levels of aggression. The results provide strong support for the hypotheses and suggest that control orientation determines parents' ego defensiveness, which in turn leads to anger and aggressive spectator behavior. [source] Intrinsic Need Satisfaction: A Motivational Basis of Performance and Weil-Being in Two Work Settings,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 10 2004Paul P. Baard Studies in 2 work organizations tested a self-determination theory based model in which employees' autonomous causality orientation and their perceptions of their managers' autonomy support independently predicted satisfaction of the employees' intrinsic needs for competence, autonomy, and relatedness, which in turn predicted their performance evaluations and psychological adjustment. Path analysis indicated that the self-determination theory model fit the data very well and that alternative models did not provide any advantage. [source] Self-Regulation and the Problem of Human Autonomy: Does Psychology Need Choice, Self-Determination, and Will?JOURNAL OF PERSONALITY, Issue 6 2006Richard M. Ryan ABSTRACT The term autonomy literally refers to regulation by the self. Its opposite, heteronomy, refers to controlled regulation, or regulation that occurs without self-endorsement. At a time when philosophers and economists are increasingly detailing the nature of autonomy and recognizing its social and practical significance, many psychologists are questioning the reality and import of autonomy and closely related phenomena such as will, choice, and freedom. Using the framework of self-determination theory (Ryan & Deci, 2000), we review research concerning the benefits of autonomous versus controlled regulation for goal performance, persistence, affective experience, quality of relationships, and well-being across domains and cultures. We also address some of the controversies and terminological issues surrounding the construct of autonomy, including critiques of autonomy by biological reductionists, cultural relativists, and behaviorists. We conclude that there is a universal and cross-developmental value to autonomous regulation when the construct is understood in an exacting way. [source] Personal Goals in Social Roles: Divergences and Convergences Across Roles and Levels of AnalysisJOURNAL OF PERSONALITY, Issue 1 2000Kennon M. Sheldon Most contemporary personal goal research aggregates across goals, perhaps masking important differences between goals. We assessed this risk by examining both similarities and differences between the goals that participants pursued in five important social roles. Previous relevant findings (Cantor, Norem, Niedenthal, Langston, & Brower, 1987) and self-determination theory (Deci & Ryan, 1985) were used to predict between-role differences in goal appraisal dimensions. Although theoretically meaningful differences were found across child, employee, romantic, friendship, and student goals, and also across within- and between-subject levels of analysis, all goals were essentially the same in one important way: Making longitudinal progress in them predicted positive change in accompanying role-circumstances and role-satisfaction (excepting friendship goals). This indicates that researchers do not necessarily lose information by aggregating, and affirms that goal-attainment is generally desirable. [source] Why Are You Learning a Second Language?LANGUAGE LEARNING, Issue S1 2003Motivational Orientations, Self-Determination Theory The data for this study were collected in my first year of graduate school for a term paper for a course I was taking from Luc Pelletier. When I began graduate school, Luc also started at the University of Ottawa as a new faculty member, and he taught a course in motivation. I had worked with Richard Clément for a couple of years already as an honors student and as a research assistant and had conducted research on orientations and motivation under his supervision as part of my honors thesis project. Luc was very interested in self-determination theory (SDT) and had worked with Bob Vallerand on an instrument to assess academic motivation from this perspective. Luc and I decided to carry out a study on language learning orientations using SDT and enlisted Richard's and Bob's involvement in the project. As a bilingual institution where all students were required to demonstrate competence in their second language (L2), whether French or English, the University of Ottawa was an ideal setting for this type of research. The project was a first examination of SDT in the language learning context, and to the best of my knowledge it was the only, or at least one of the very few, empirical investigations of intrinsic and extrinsic motivation in the area. It involved the development of a valid and reliable instrument to assess the different subtypes of intrinsic and extrinsic motivation. It also explored the link between these motivational subtypes and various orientations to language learning that had been identified by Clément and Kruidenier (1983), including the travel, friendship, knowledge, and instrumental orientations. The results showed that the instrumental orientation and the SDT external regulation orientation were strongly correlated, and that the travel, friendship, and knowledge orientations were quite highly intercorrelated with identified regulation and intrinsic motivation. Moreover, the instrumental and external regulation orientation scales correlated in similar ways with the hypothesized antecedents of perceived autonomy and competence and the hypothesized consequences of intention to pursue L2 study and anxiety. In addition, the travel, friendship, and knowledge orientations were correlated with the hypothesized antecedents and consequences in a manner similar to intrinsic motivation and identified regulation. These results suggested that Clément and Kruidenier's 4 orientations may be tapping a similar construct as the SDT orientations. My only regret with this study is that I did not include a scale to measure the integrative orientation (Gardner, 1985) to determine its relation with the SDT subtypes. This issue would have to wait until a later study to be addressed. The results of this initial investigation encouraged me to pursue research integrating SDT with other theoretical frameworks of language learning motivation. I believe that the SDT framework has several advantages over some other formulations of learner orientations. SDT offers a parsimonious, internally consistent framework for systematically describing many different orientations in a comprehensive manner. It also offers considerable explanatory power for understanding why certain orientations are better predictors of relevant language learning variables (e.g., effort, persistence, attitudes) than others. Also, by invoking the psychological mechanisms of perceived autonomy, competence, and relatedness, it can account for why certain orientations are evident in some learners and not in others. Moreover, the framework is empirically testable and indeed has stood up well under empirical scrutiny in our studies. Its clear predictions may also be particularly valuable in applying the theory in language teaching and program development. [The present article first appeared in Language Learning, 50 (1), 2000, 57,85] [source] Why Are You Learning a Second Language?LANGUAGE LEARNING, Issue 1 2000Motivational Orientations, Self-Determination Theory As an initial step in extending Deci and Ryan' (1985) self-determination theory to the investigation of motivation in second language (L2) learning, the first goal of our study was to assess the validity and reliability of a scale of intrinsic and extrinsic motivation for L2 learning. The second purpose was to examine the relations between these types of motivationand the four orientations discussed by Clément and Kruidenier (1983). The results generally supported the psychometric integrity of the scale. Moreover, the 7 correlated motivational subscales corresponded with different orientations. The results are discussed with reference to how intrinsic and extrinsic motivation are relevant to theorizing on the role of orientations in L2 motivation. [source] Actualizing Gadow's moral framework for nursing through research,NURSING PHILOSOPHY, Issue 2 2003Daryl 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] Rethinking the Work,Life Interface: It's Not about Balance, It's about Resource AllocationAPPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 2 2010Matthew J. Grawitch This article re-conceptualises the framework surrounding work,life balance. Though previous research has focused primarily on the ways in which work life and non-work life influence each other (mostly negatively), we present an alternative perspective that focuses on personal pursuits and the management of personal resources. We introduce a personal resource allocation (PRA) framework that treats all life demands,whether preferred or required,as forcing individuals to make choices about where, when, and how they expend their personal resources across the life domain. Building on self-regulatory theories, such as control theory, self-determination theory, and conservation of resources theory, we suggest ways in which effective personal resource allocation not only decreases negative outcomes (which has been the emphasis in work,life balance research), but also how effective personal resource allocation can actually contribute to positive outcomes. We conclude by providing some practical implications for individuals and organisations based on the PRA framework and suggest future research opportunities. [source] Three Levels of Exercise MotivationAPPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 3 2009David K. Ingledew The aim was to test a three-level model of motivation, derived from self-determination theory. According to the model, dispositional motives (represented by life goals) influence participatory motives (exercise participation motives), which influence regulatory motives (exercise behavioural regulations), which influence behaviour (exercise participation). The participants were 251 young adults. They completed the Aspirations Index, Exercise Motivations Inventory version 2, Behavioural Regulation in Exercise Questionnaire version 2, and a quantity-frequency measure of exercise participation. The model was tested using partial least squares latent variable modelling. Exercise participation was positively predicted by identified and intrinsic but not predicted by external or introjected behavioural regulations. Behavioural regulations were predicted by participation motives: intrinsic regulation by affiliation and challenge motives; identified regulation by health/fitness and stress management motives; introjected regulation by appearance/weight motive; external regulation by social recognition and appearance/weight motives; all positively. Participation motives were themselves predicted by corresponding life goals. The findings support the three-level model of motivation. Health promotion programmes need to take account of individuals' participatory motives and underlying dispositional motives. [source] Reconciling Humanistic Ideals and Scientific Clinical PracticeCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 3 2003Kennon M. Sheldon A rift currently exists between two camps in clinical psychology: mental health practitioners, who resonate to concepts such as self-actualization and personal growth, and research scientists, who often shun such concepts as overly value-laden or as empirically indefensible. In the present article we first suggest that this gap is bridged by self-determination theory (SDT), which incorporates aspects of humanistic theories and also stands up to rigorous scientific investigation (Deci & Ryan, 1985, 2000). We then demonstrate how self-determination principles may be applied in the context of empirically supported medical and clinical treatments, to promote enhanced client motivation and treatment compliance. We conclude that scientifically supported treatments and the humanistic tenets of SDT actually facilitate one another, such that clinicians who ignore either of the two aspects may shortchange their clients. [source] | ||||||||||||||||||||||||||||