27 results on '"Self-Determination Theory (SDT)"'
Search Results
2. Using necessary condition analysis in managerial psychology research: introduction, empirical demonstration and methodological discussion.
- Author
-
Ding, Haien and Kuvaas, Bård
- Subjects
PSYCHOLOGICAL research ,SELF-determination theory ,JOB involvement ,BASIC needs ,PSYCHOLOGY - Abstract
Purpose: In this paper, the authors aim to present a novel methodological tool – necessary condition analysis (NCA) to aid managerial psychology researchers in properly testing necessity statements. Design/methodology/approach: The authors employ NCA to analyze whether three basic psychological needs for autonomy, competence and relatedness are necessary for work engagement. Findings: The authors illustrate the value and application of NCA by revealing that basic psychological needs for autonomy, competence and relatedness are necessary for work engagement, as proposed by self-determination theory (SDT). Originality/value: The authors illustrate the importance of the sufficiency-necessity distinction and the relevance of a necessity logic in managerial psychology. They also discuss NCA's methodological implications for managerial psychology research, theory and practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. How and when workplace ostracism influences employee deviant behavior: A self-determination theory perspective
- Author
-
Jian Luo, Shuang Li, Lizhu Gong, Xueying Zhang, and Siwei Wang
- Subjects
basic psychological needs ,deviant behavior ,perceived inclusive climate ,workplace ostracism ,self-determination theory (SDT) ,Psychology ,BF1-990 - Abstract
Drawing on self-determination theory, this study examines the relationship between workplace ostracism and deviant behavior by focusing on the mediating role of basic psychological needs and the moderating role of perceived inclusive climate. Findings based on the analysis of 247 valid survey samples suggest that (1) workplace ostracism has a significant positive impact on employees’ deviant behavior; (2) basic psychological needs mediate the relationship between workplace ostracism and employees’ deviant behavior; and (3) employees’ perceived inclusive climate weakens the negative effect of workplace ostracism on basic psychological needs. This study develops new perspectives for workplace ostracism research, extends the factors that influence employees’ deviant behavior, and expands the boundary conditions of organizational difference in self-determination theory. Moreover, these empirical results provide important theoretical guidance to decrease employees’ deviant behavior in organizations.
- Published
- 2022
- Full Text
- View/download PDF
4. A Self-Determination Theory and Acceptance and Commitment Therapy-based intervention aimed at increasing adherence to physical activity
- Author
-
Dalit Lev Arey, Asaf Blatt, and Tomer Gutman
- Subjects
Self-Determination Theory (SDT) ,Acceptance and Commitment Therapy (ACT) ,exercise adherence ,physical activity intervention ,motivation to exercise ,field study ,Psychology ,BF1-990 - Abstract
The purpose of the present study was to evaluate the effectiveness of a physical activity (PA) intervention program designed to enhance levels of engagement in PA. Despite robust evidence supporting the beneficial effects of PA on overall health, only about 22% of individuals engage in the recommended minimum amount of PA. Recent surveys suggested that most individuals express intentions to be physically active, though the psychological state of amotivation dismissed these struggles. In the current study, we pilot-tested a new intervention program, aimed at enhancing engagement in PA among sedentary individuals. The intervention was based on two behavioral change and motivational psychological frameworks: Self-Determination Theory (SDT) and Acceptance and Commitment Therapy (ACT). During a 14-week intervention program, 94 sedentary Israeli college students (Mage = 24.4, SD = 1.42, Females = 89) were randomly assigned into one of three groups: SDT and ACT-based intervention, traditional intervention, and a non-treatment group. Prior to and following the intervention, participants completed the Behavioral Regulation in Exercise Questionnaire-3 (BREQ-3) to examine motivation to exercise and the International Physical Activity Measurement IPAQ to evaluate their training frequency. Results showed that the SDT and ACT-based intervention group exhibited a significant increase in motivation to exercise between time 1 and time 2, while the other two groups (i.e., the traditional intervention program and the non-treatment group) showed insignificant differences in motivation to exercise. Furthermore, neither of the groups showed significant differences in their training frequency per week. However, those in the SDT and ACT-based groups reported an increase in activity intensity from time 1 to time 2 compared to the two other groups. Further, exercise psychology consultants and scholars can use the intervention protocol and utilize these findings to improve PA behaviors and promote health in the general population. Limitations, future directions, and implications are discussed in detail.
- Published
- 2022
- Full Text
- View/download PDF
5. Effects of Threat and Motivation on Classical Musicians’ Professional Performance Practice During the COVID-19 Pandemic
- Author
-
Guadalupe López-Íñiguez, Gary E. McPherson, and Francisco J. Zarza Alzugaray
- Subjects
basic psychological needs ,COVID-19 ,motivation ,music practice ,professional musician ,self-determination theory (SDT) ,Psychology ,BF1-990 - Abstract
In the past 2 years our world has experienced huge disruptions because of COVID-19. The performing arts has not been insulated from these tumultuous events with the entire music industry being thrown into a state of instability due to the paralyzing effects of the COVID-19 pandemic. In this study, we examined how classical professional musicians’ ability to cope with uncertainty, economic struggles, and work-life interplay during COVID-19 was influenced by various factors that affect a crucial part of the development and sustainment of music careers: musicians’ practice. We analyzed responses to an online survey of 309 classical performing musicians from 41 countries in Europe and Latin America across three pandemic stages: immediately before the pandemic, during the pandemic, and when vaccines were being made available and lockdowns were being reduced or lifted. Structural equation modeling indicates relationships between perceptions of threat at the peak of the pandemic and the musicians Self- or External-Based Motivation for the three periods in which respondents were asked to reflect. Findings suggest that musicians who are more internally self-motivated seemed to be more resilient to the pandemic threats and more capable of managing their practicing routines, whereas more externally motivated musicians experienced a reduction in their dedicated time to practice during lockdown. We suggest pedagogical and policy implications, as well as future lines of research that are oriented toward supporting professional musicians in assessing and understanding their motivational drives so that they can cope with situations that disrupt their professional lives.
- Published
- 2022
- Full Text
- View/download PDF
6. The Antecedents and Consequences of Metacognitive Knowledge in Mathematics Learning: A Self-Determination Perspective
- Author
-
Yun Tang, Xiaohan Wang, Yu Fang, and Jian Li
- Subjects
mathematics learning ,self-regulated learning (SRL) ,metacognitive knowledge ,self-determination theory (SDT) ,academic performance ,Psychology ,BF1-990 - Abstract
Grounded in the self-determination theory and the metacognitive and affective model of self-regulated learning, this study investigated the longitudinal relationship of self-determined motivation as the antecedent and academic performance as the consequence of metacognitive knowledge (MK) in mathematics learning. Two waves of data were collected from senior high school students (N = 327) in the second semester in Grades 10 and 11. A longitudinal mediation model was analyzed using structural equation modeling. Results revealed that autonomous motivation was positively related to MK of competence-enhancing strategies and negatively related to MK of avoidance strategies. Furthermore, mathematics performance was positively predicted by MK of cognitive/metacognitive strategies and negatively predicted by MK of avoidance strategies. This study expands the understanding of MK and elaborates on the dynamics between MK, self-determined motivation, and mathematics performance. Especially, this study differentiates the MK of adaptive and maladaptive strategies and examines their motivational antecedents and academic effects. Our findings also suggest that autonomous motivation has longitudinal benefits on MK.
- Published
- 2021
- Full Text
- View/download PDF
7. Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19
- Author
-
Sabine Fabriz, Julia Mendzheritskaya, and Sebastian Stehle
- Subjects
higher education ,self-determination theory (SDT) ,COVID-19 ,teaching and learning settings ,online learning ,Psychology ,BF1-990 - Abstract
The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.
- Published
- 2021
- Full Text
- View/download PDF
8. Investigating student engagement in Malaysian higher education: a self-determination theory approach.
- Author
-
Adi Badiozaman, Ida Fatimawati binti, Leong, Hugh, and Jikus, Olivia
- Subjects
- *
STUDENT engagement , *HIGHER education , *UNIVERSITIES & colleges , *AUTONOMY (Psychology) , *CLASSROOM environment , *PSYCHOLOGY - Abstract
Often, student engagement in higher education (HE) is viewed from a structural perspective, which reduces the role of student agency. This mixed methods study thus focuses on investigating what engages students in HE through the lens of self-determination theory (SDT), in order to better understand the internal processes of engagement in individual students. In Phase 1, through a survey distributed to 838 students in four higher education institutions in Malaysia, it was revealed that perceived sense of autonomy, competence and belonging provided a crucial framework for understanding what is important for student engagement in HE. Further analysis revealed significant differences between what students believed as important for engagement, and what they actually do (actions), affirming how engagement is invariably a joint product of student motivation and the availability of support in the HE context. Conclusions from this study highlighted the importance of establishing the basic psychological needs of SDT, namely; competency, autonomy and relatedness in HE in order to create a supportive and conducive learning environment in HE for enhancing and sustaining student engagement. Implications and limitations of the findings are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction
- Author
-
Jennifer Blackwell, Peter Miksza, Paul Evans, and Gary E. McPherson
- Subjects
vitality ,rapport ,studio instruction ,self-determination theory (SDT) ,music performance ,Psychology ,BF1-990 - Abstract
Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality – through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students’ experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students’ vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships.
- Published
- 2020
- Full Text
- View/download PDF
10. Rewards that undermine customer loyalty? A motivational approach to loyalty programs.
- Author
-
Kim, Kyongseok and Ahn, Sun Joo (Grace)
- Subjects
REWARD (Psychology) ,CUSTOMER loyalty ,INTRINSIC motivation ,CUSTOMER loyalty programs ,SELF-determination theory ,RETAIL industry ,EXTRINSIC motivation ,AUTONOMY (Psychology) ,PSYCHOLOGY - Abstract
Guided by the framework of self-determination theory (SDT), this study examined the effects of external rewards on undermining customers' intrinsic motivation to engage in a retail loyalty program. Two experiments revealed that participants who received a salient, controlling reward (i.e., a promise of reward with an explicit requirement and deadline, without options of choice) reported lower intrinsic motivation to use the loyalty program than participants who received a nonsalient, autonomy-supportive reward (i.e., a promise of reward with a less explicit requirement and no deadline, with options of choice). However, the undermined intrinsic motivation of those who received the salient, controlling reward was enhanced when they were given verbal feedback acknowledging their potential negative feelings associated with using the loyalty program. These findings provide important practical implications for designing a more effective loyalty program. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
11. Effects of Threat and Motivation on Classical Musicians' Professional Performance Practice During the COVID-19 Pandemic
- Author
-
Guadalupe López-Íñiguez, Gary E. McPherson, and Francisco J. Zarza Alzugaray
- Subjects
motivation ,music practice ,self-determination theory (SDT) ,basic psychological needs ,COVID-19 ,professional musician ,Psychology ,General Psychology ,BF1-990 - Abstract
In the past 2 years our world has experienced huge disruptions because of COVID-19. The performing arts has not been insulated from these tumultuous events with the entire music industry being thrown into a state of instability due to the paralyzing effects of the COVID-19 pandemic. In this study, we examined how classical professional musicians’ ability to cope with uncertainty, economic struggles, and work-life interplay during COVID-19 was influenced by various factors that affect a crucial part of the development and sustainment of music careers: musicians’ practice. We analyzed responses to an online survey of 309 classical performing musicians from 41 countries in Europe and Latin America across three pandemic stages: immediately before the pandemic, during the pandemic, and when vaccines were being made available and lockdowns were being reduced or lifted. Structural equation modeling indicates relationships between perceptions of threat at the peak of the pandemic and the musicians Self- or External-Based Motivation for the three periods in which respondents were asked to reflect. Findings suggest that musicians who are more internally self-motivated seemed to be more resilient to the pandemic threats and more capable of managing their practicing routines, whereas more externally motivated musicians experienced a reduction in their dedicated time to practice during lockdown. We suggest pedagogical and policy implications, as well as future lines of research that are oriented toward supporting professional musicians in assessing and understanding their motivational drives so that they can cope with situations that disrupt their professional lives.
- Published
- 2021
12. First and Second Graders’ Reading Motivation and Reading Comprehension Were Not Adversely Affected by Distance Learning During COVID-19
- Author
-
Almut E. Thomas
- Subjects
Natural experiment ,Coronavirus disease 2019 (COVID-19) ,business.industry ,Reading motivation ,media_common.quotation_subject ,Distance education ,achievement ,COVID-19 ,Education (General) ,reading comprehension ,Education ,Digital media ,Reading comprehension ,self-determination theory (SDT) ,Reading (process) ,elementary school ,Mathematics education ,L7-991 ,Psychology ,business ,media_common - Abstract
Many assume that school shutdowns in the wake of the COVID-19 pandemic have significantly impaired students’ achievement and self-determined motivation. Of greatest concern given the sudden shift to distance learning are students with inadequate access to digital media and insufficient experience organizing learning processes independently—for example, first and second graders. This study used a quasi-experiment with 206 elementary students to investigate differences in reading comprehension and self-determined reading motivation of students who attended grades one and two during or before the pandemic. Surprisingly, the results revealed no differences in reading comprehension and reading motivation between the groups, contradicting the assumption that the pandemic-driven shift to distance learning would inevitably impair young students’ achievements and self-determined motivation.
- Published
- 2021
13. Exploring Factors Associated With the Motivation of Clinical Pharmacists: A Focus on the South African Context
- Author
-
Lucille Crafford, Anouk Wouters, Elmien Bronkhorst, Andries G. S. Gous, Rashmi A. Kusurkar, IOO, and Other Research
- Subjects
Work motivation ,Medical education ,Medicine (General) ,Amotivation ,pharmacist ,Self-determination Theory (SDT) ,Pharmacist ,Academic Motivation Scale (AMS) ,Context (language use) ,Computer-assisted web interviewing ,General Medicine ,Work experience ,Clinical pharmacy ,R5-920 ,motivation ,clinical pharmacy ,Medicine ,Pharmacy practice ,Psychology ,Original Research - Abstract
Introduction: Pharmacy practice in many middle to low-income countries has slowly transitioned from being product-focused to a more patient-focused clinical practice. Lack of motivation is one of the factors contributing to the scarcity of pharmacists in the wards. As little is known about motivation in clinical pharmacists, this study aimed to obtain insight into the quantity and quality of their work motivation and factors associated with it.Methods: Self-determination Theory, used as the framework, describes autonomous motivation as being generated from within or through personal endorsement and controlled motivation as originating from external factors. An online questionnaire including the Academic Motivation Scale to measure autonomous motivation, controlled motivation and amotivation, was sent to clinical pharmacy graduates from 2000 to 2020 across South Africa, followed by interviews to explain some results. Independent t-test was used to analyze differences in motivation of clinical pharmacists to perform clinical services based on personal and environmental factors. Interview data were transcribed and analyzed to explain significant quantitative findings.Results: Higher amotivation was found in graduates who are currently not practicing in dedicated clinical pharmacist positions, as well as in graduates who do not receive additional financial benefits for clinical services. We found no significant differences in the work motivation of clinical pharmacists based on their gender, age, current practice setting, work experience and additional training received. The interviews revealed that relatedness and autonomy are the most important factors for clinical pharmacists' work motivation.Discussion: Overall participants had a high mean autonomous motivation, a high mean controlled motivation and low mean amotivation. In line with Self-determination Theory literature, considering the basic psychological needs for relatedness and autonomy could assist with designing interventions, like creating a supportive work environment, to optimize motivation. This could improve professional wellbeing, service implementation and prevent possible adverse events. Future research is necessary to understand barriers and facilitators of clinical pharmacists' work motivation.
- Published
- 2021
14. Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning
- Author
-
Sehoya Cotner, Levesque-Bristol Chantal, FangFang Zhao, Lorelei E. Patrick, and Gillian H. Roehrig
- Subjects
media_common.quotation_subject ,inquiry-based learning ,Perspective (graphical) ,Education (General) ,Self-Determination Theory (SDT) ,laboratory activities ,Education ,student perceptions ,Feeling ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Inquiry-based learning ,L7-991 ,Set (psychology) ,Psychology ,Competence (human resources) ,Curriculum ,Self-determination theory ,Autonomy ,media_common - Abstract
Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students’ learning outcomes and improve students’ learning experiences, but students sometimes struggle with open-inquiry activities. This study aims to investigate students’ perceptions of inquiry-based learning in a set of laboratory activities, specifically from a psychological (i.e., Self-Determination Theory) perspective. Students’ ratings of the level of inquiry in these activities indicate that students’ perceptions of inquiry align with the instructor-intended amount of inquiry in each exercise. Students’ written responses, explaining their ratings, indicate that students’ perceptions of the amount of inquiry in a given lab exercise relate to their feeling of freedom (or autonomy), competence, and relatedness (or support), during the inquiry-based learning activities. The results imply that instructors implementing inquiry-based learning activities should consider student motivation, and Self-Determination Theory can be a useful diagnostic tool during teaching development. publishedVersion
- Published
- 2021
15. Construct Validation of Self-Determination Theory in Second Language Scale: The Bifactor Exploratory Structural Equation Modeling Approach
- Author
-
Abdullah Alamer
- Subjects
Predictive validity ,convergent validity ,langauge learning ,Discriminant validity ,Construct validity ,construct validation ,confirmatory factor analyses (CFA) ,Brief Research Report ,exploratory structural equation modeling (ESEM) ,Structural equation modeling ,bifactor exploratory structural equation modeling ,BF1-990 ,Convergent validity ,self-determination theory (SDT) ,Scale (social sciences) ,Psychology ,General Psychology ,Self-determination theory ,Reliability (statistics) ,Cognitive psychology ,discriminant validity - Abstract
The present study aimed to assess the construct validity of the Self-Determination Theory in Second Language Scale (SDT-L2; Alamer, 2021). The study involved 266 undergraduate students learning English as a second language (L2) in Saudi Arabia. The factorial structure of the SDT-L2 was examined using the advanced bifactor-Exploratory Structural Equation Modeling (ESEM) method. The scale provided adequate composite reliability and the bifactor ESEM provided unique details about the multidimensionality of the scale which accounted for the specific constructs (i.e., intrinsic, identified, introjected, and external regulations) and the general constructs (i.e., autonomous motivation and controlled motivation), and allowed for assessment of convergent and discriminant validity. Predictive validity was established by showing that autonomous motivation significantly predicted L2 performance, while controlled motivation did not. Overall, the study demonstrated the usefulness of the bifactor ESEM for construct validation purposes and the results showed that SDT-L2 is a valid scale to assess students’ L2 motivation based on SDT perspective.
- Published
- 2021
16. Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students' Learning Experience During COVID-19
- Author
-
Fabriz, Sabine, Mendzheritskaya, Julia, and Stehle, Sebastian
- Subjects
ddc:150 ,self-determination theory (SDT) ,higher education ,online learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,teaching and learning settings ,Psychology ,COVID-19 ,BF1-990 ,Original Research - Abstract
The sudden impact of the COVID-19 pandemic challenged universities to provide students with online teaching and learning settings that were both immediately applicable and supportive of quality learning. This resulted in a broad variety of synchronous and asynchronous online settings of teaching and learning. While some courses balanced both kinds, others offered either predominantly synchronous or asynchronous teaching and learning. In a survey study with students (N=3,056) and teachers (N=396) from a large German university, we explored whether a predominance of synchronous or asynchronous teaching and learning settings in higher education was associated with certain student experiences and outcomes. Additionally, we examined how well these two types of teaching and learning settings support students’ basic psychological needs for autonomy, competence, and relatedness proposed by self-determination theory (SDT). Data were collected after the first online semester due to the COVID-19 pandemic. The results imply that from the students’ perspective, the teaching methods involved in the two settings of teaching and learning differ with regard to their potential to support social interaction and to support basic psychological needs as proposed by SDT. Students who studied mostly in synchronous settings reported more peer-centered activities such as feedback in comparison to students in mostly asynchronous settings. In contrast, teachers perceived fewer differences between teaching methods in synchronous and asynchronous settings, especially regarding feedback activities. Further, students in mostly synchronous settings reported greater support of their basic psychological needs for competence support and relatedness as well as a greater overall satisfaction with the online term compared to students in mostly asynchronous settings. Across all students, greater fulfillment of psychological needs and higher technology acceptance coincided with outcomes that are more favorable. Implications for the post-pandemic classroom are drawn.
- Published
- 2021
17. Student Vitality, Teacher Engagement, and Rapport in Studio Music Instruction
- Author
-
Gary E. McPherson, Paul G. Evans, Peter Miksza, and Jennifer Blackwell
- Subjects
rapport ,media_common.quotation_subject ,lcsh:BF1-990 ,Context (language use) ,Vitality ,vitality ,050105 experimental psychology ,03 medical and health sciences ,0302 clinical medicine ,music performance ,Immediacy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Psychology ,0501 psychology and cognitive sciences ,studio instruction ,General Psychology ,Original Research ,media_common ,05 social sciences ,Music lesson ,lcsh:Psychology ,Feeling ,Expression (architecture) ,self-determination theory (SDT) ,Criticism ,Social psychology ,030217 neurology & neurosurgery ,Studio - Abstract
Vitality is the feeling of being alive, vigorous, and energetic, and is an important indicator of overall motivation and wellbeing. Studio music instruction holds rich potential for creating feelings of vitality through close relationships, the potential for developing skills, and a shared endeavor of artistic expression. But they also have the potential to deplete vitality – through controlling teaching, a poor quality relationship, or harsh criticism from the teacher. The purpose of this study was to investigate relationships among student and teacher behavior, rapport, and students’ experiences of subjective vitality in the context of university-level applied performance lessons. Participants were six undergraduate instrumental music majors and their teachers located at universities in the United States and Australia, who were selected because they provided the highest (three participants) and lowest (three participants) scores on a measure of subjective vitality completed immediately following a studio music lesson. A lesson was recorded for each student-teacher participant pair, coded for the frequencies of 35 lesson behaviors, described with a qualitative contextual commentary, and rated for evidence of rapport and physical proximity. Clear differences emerged between the high and low vitality lessons with regard to questioning, feedback, modeling, student performance, and student talk. Teachers of high vitality students spent most or all of the lesson within close proximity to their student, and showed stronger rapport than teachers of low vitality students. The findings suggest that students’ vitality may depend on important differences in styles of teacher-student engagement and the quality of student-teacher relationships.
- Published
- 2020
18. Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory
- Author
-
Salvador Bueno, M. Dolores Gallego, and F. José Racero
- Subjects
student ,media_common.quotation_subject ,Applied psychology ,lcsh:Technology ,LISREL ,lcsh:Chemistry ,0502 economics and business ,General Materials Science ,Instrumentation ,Competence (human resources) ,lcsh:QH301-705.5 ,Self-determination theory ,Open Source Software (OSS) ,media_common ,Fluid Flow and Transfer Processes ,Data collection ,business.industry ,lcsh:T ,Process Chemistry and Technology ,05 social sciences ,General Engineering ,050301 education ,Usability ,Self-Determination Theory (SDT) ,lcsh:QC1-999 ,Computer Science Applications ,Test (assessment) ,lcsh:Biology (General) ,lcsh:QD1-999 ,Behavioral Intention to Use ,lcsh:TA1-2040 ,Conceptual model ,secondary school ,050211 marketing ,Technology acceptance model ,Technology Acceptance Model (TAM) ,Psychology ,business ,lcsh:Engineering (General). Civil engineering (General) ,0503 education ,lcsh:Physics - Abstract
This study focuses on students&rsquo, behavioral intention to use Open Source Software (OSS). The article examines how students, who were trained in OSS, are motivated to continue using it. A conceptual model based on Self-Determination Theory and the Technological Acceptance Model (TAM) was defined in order to test the behavioral intention to use OSS, comprising six constructs: (1) autonomy, (2) competence, (3) relatedness, (4) perceived ease of use, (5) perceived usefulness and (6) behavioral intention to use. A survey was designed for data collection. The participants were recent secondary school graduates, and all of them had received mandatory OSS training. A total of 352 valid responses were used to test the proposed structural model, which was performed using the Lisrel software. The results clearly confirmed the positive influence of the intrinsic motivations, autonomy and relatedness, to improve perceptions regarding the usefulness and ease of use of OSS, and, therefore, on behavioral intention to use OSS. In addition, the implications and limitations of this study are considered.
- Published
- 2020
19. The Impact of Gamification-Induced Users' Feelings on the Continued Use of mHealth Apps: A Structural Equation Model With the Self-Determination Theory Approach
- Author
-
Jun Liang, Tong Wang, Xu Zheng, Kai An, Wei Wang, Lingye Fan, Jianbo Lei, and Mei Ju
- Subjects
expectation confirmation model of information system continuance (ECM-ISC) ,PLS-SEM ,media_common.quotation_subject ,Emotions ,Applied psychology ,Health Informatics ,Intention ,Affect (psychology) ,Structural equation modeling ,Humans ,gamification ,Set (psychology) ,Competence (human resources) ,mHealth ,media_common ,Original Paper ,continued use ,Models, Theoretical ,Mobile Applications ,mHealth app ,Telemedicine ,continuance intention ,Feeling ,self-determination theory (SDT) ,Continuance ,Psychology ,Autonomy - Abstract
Background Continued use of mHealth apps can achieve better effects in health management. Gamification is an important factor in promoting users’ intention to continue using mHealth apps. Past research has rarely explored the factors underlying the continued use of mobile health (mHealth) apps and gamification’s impact mechanism or path on continued use. Objective This study aimed to explore the factors influencing mHealth app users’ intention to continue using mHealth apps and the impact mechanism and path of users’ feelings induced by gamification on continued mHealth app use. Methods First, based on the expectation confirmation model of information system continuance, we built a theoretical model for continued use of mHealth apps based on users’ feelings toward gamification. We used self-determination theory to analyze gamification’s impact on user perceptions and set the resulting feelings (competence, autonomy, and relatedness) as constructs in the model. Second, we used the survey method to validate the research model, and we used partial least squares to analyze the data. Results A total of 2988 responses were collected from mHealth app users, and 307 responses were included in the structural equation model after passing the acceptance criteria. The intrinsic motivation for using mHealth apps is significantly affected by autonomy (β=.312; P Conclusions This study explored the impact path of users’ feelings induced by gamification on the intention of continued mHealth app use. We confirmed that perceived usefulness, confirmation, and satisfaction in the classical continued use theory for nonmedical information systems positively affect continuance intention. We also found that the path and mechanism of users' feelings regarding autonomy, competence, and relatedness generated during interactions with different gamification elements promote the continued use of mHealth apps.
- Published
- 2021
20. Motivated to Share? Using the Person–Environment Fit Theory to Explain the Link between Public Service Motivation and Knowledge Sharing
- Author
-
Myung H. Jin, Geunpil Ryu, and Jaeyong Lee
- Subjects
Public organization ,Knowledge management ,public service motivation (PSM) ,Geography, Planning and Development ,TJ807-830 ,person-supervisor fit (P–S fit) ,Management, Monitoring, Policy and Law ,TD194-195 ,Renewable energy sources ,person-group fit (P-G fit) ,person-job fit (P-J fit) ,Public service motivation ,0502 economics and business ,050602 political science & public administration ,GE1-350 ,person-job fit (P–J fit) ,Link (knot theory) ,Empirical evidence ,Hierarchy ,person-group fit (P–G fit) ,Environmental effects of industries and plants ,knowledge sharing (KS) ,Renewable Energy, Sustainability and the Environment ,Mechanism (biology) ,business.industry ,05 social sciences ,0506 political science ,Knowledge sharing ,Environmental sciences ,person-environment fit (P-E fit) ,self-determination theory (SDT) ,person-environment fit (P–E fit) ,Person–environment fit ,person-supervisor fit (P-S fit) ,Psychology ,business ,050203 business & management - Abstract
Despite the growing evidence that public service motivation (PSM) is an important source of employee outcomes, there is still a dearth of empirical evidence on whether it stirs one’s willingness to share learned knowledge with other members of an organization. The authors explore the mediating role of workers’ perceived fit in a given setting as a causal mechanism through which PSM promotes knowledge-sharing indirectly. Findings based on the primary data of 1048 occupationally diverse employees working in 33 local governments in South Korea show that PSM has a positive impact on knowledge sharing, person–group (P–G) fit, and person–job (P–J) fit, and P–G fit and P–J fit plays a mediating role in improving knowledge sharing, respectively, while person–supervisor (P–S) fit does not. This study interprets these results as suggesting that P–S it should be considered independently from environmental factors in the public organization, as it is derived from the interrelationship between employees and supervisors that began in the hierarchy of the organization, and thus is difficult to be related to other factors. Based on literature review and empirical analysis, this study presents theoretical and policy implications.
- Published
- 2021
21. Technology-Based Motivation Support for Seniors’ Physical Activity—A Qualitative Study on Seniors’ and Health Care Professionals’ Views
- Author
-
Åsa Revenäs, Ann Christin Johansson, and Maria Ehn
- Subjects
Male ,020205 medical informatics ,Health Personnel ,Health, Toxicology and Mutagenesis ,physical activity ,lcsh:Medicine ,02 engineering and technology ,Unified theory of acceptance and use of technology ,Article ,03 medical and health sciences ,Technical support ,0302 clinical medicine ,motivation ,Health care ,behavioral change techniques (BCTs) ,ComputingMilieux_COMPUTERSANDEDUCATION ,0202 electrical engineering, electronic engineering, information engineering ,Humans ,030212 general & internal medicine ,Exercise ,Qualitative Research ,ComputingMilieux_MISCELLANEOUS ,Aged ,Medical education ,business.industry ,lcsh:R ,Public Health, Environmental and Occupational Health ,Behavior change methods ,Focus Groups ,Focus group ,senior ,technical support ,Content analysis ,self-determination theory (SDT) ,unified theory of acceptance and use of technology (UTAUT) ,Female ,Thematic analysis ,business ,Psychology ,Qualitative research - Abstract
This paper investigates seniors&rsquo, and health care professionals&rsquo, (HCPs) perceptions on needed contributions and qualities of digital technology-based motivation support for seniors&rsquo, physical activity (PA). Seniors and HCPs expressed their views in focus groups, which were analyzed separately by inductive content analysis. Similarities and differences in seniors&rsquo, and HCPs&rsquo, views were identified through thematic analysis of qualitative results from both focus groups. This article&rsquo, s main findings are that both seniors and HCPs believed digital technology should support and make PA more enjoyable in ways to strengthen seniors&rsquo, control and well-being. However, seniors emphasized support for social interaction, while HCPs also requested support for increasing seniors&rsquo, insight into PA and for facilitating their dialogue with seniors. Conclusions to be drawn are that seniors and HPCs shared overall views on digital technology&rsquo, s main contributions but had different perspectives on how those contributions could be obtained. This highlights the importance of the early identification of user groups and exploration of their different needs when developing new solutions. Moreover, seniors&rsquo, perceptions included aspects relevant for personal motivation, technology acceptance, and PA behavioral change according to self-determination theory, unified theory of acceptance and use of technology, and behavioral change techniques for increasing PA.
- Published
- 2019
22. Proposing a TAM-SDT-Based Model to Examine the User Acceptance of Massively Multiplayer Online Games
- Author
-
M. Dolores Gallego, Manuela Linares, Salvador Bueno, and Linares Barbero, Manuela
- Subjects
Technology ,Juegos ,Health, Toxicology and Mutagenesis ,media_common.quotation_subject ,Applied psychology ,lcsh:Medicine ,online games ,emotions ,Article ,Structural equation modeling ,e-Sports ,Video games ,Videojuegos ,Game design ,technology acceptance model (TAM) ,0502 economics and business ,massively multiplayer online games (MMOG) ,self-determination theory (SDT) ,Interpersonal Relations ,Ingeniería de sistemas / Diseño y métodos ,Role Playing ,Competence (human resources) ,media_common ,Internet ,Motivation ,business.industry ,lcsh:R ,05 social sciences ,Public Health, Environmental and Occupational Health ,050301 education ,Usability ,Video Games ,purl.org/pe-repo/ocde/ford#2.02.04 [https] ,050211 marketing ,Continuance ,Technology acceptance model ,Games ,business ,Construct (philosophy) ,Psychology ,0503 education ,Autonomy - Abstract
Indexado en Scopus This study is focused on the massively multiplayer online games’ acceptance. In general, while specialized literature reveals that the online gaming industry has grown strongly in recent years, little evidence is identified on its user acceptance. In this manner, the present study is an at-tempt to fill this gap. Concretely, two aims are defined: (1) proposing an acceptance model to predict the continuance usage of massively multiplayer online games, and (2) knowing how this continuance usage encourages social well-being. The model proposed employing the structural equation modeling with partial least squares (PLS-SEM) methodology. This PLS-SEM model has been defined using a combination of the technology acceptance model (TAM) and the self-determination theory (SDT), comprising eight constructs: (1) autonomy and competence, (2) relatedness, (3) achievement and challenge, (4) flow experience, (5) perceived enjoyment, (6) social well-being, (7) perceived ease of use, and (8) continuance intention. The findings reveal that continuance intention impacts on social well-being. Moreover, the pivotal role of flow experience for continuance intention has been demonstrated. Additionally, continuance intention has been impacted by the perceived enjoyment, showing that it is a key construct for the acceptance of massively multiplayer online games. Thus, two contributions are highlighted. First, these results provide the gaming industry and software developer companies with considerations on gamers’ motivations in the online game design, in order to stimulate and incentivize its use. Second, the present study can be useful for academicians and practitioners to understand the online gamers’ emotions and well-being, showing some light over their psychology and mental health. Finally, limitations and future directions are exposed. info:eu-repo/semantics/publishedVersion Revisión por pares
- Published
- 2021
23. The personality, motivational, and need-based background of problematic Tinder use
- Author
-
Mária Benyó, Éva Gál, Bernadett Berkes, Gábor Orosz, Edina Nikoletti, István Tóth-Király, and Beáta Bőthe
- Subjects
Adult ,Male ,need satisfaction ,050103 clinical psychology ,Adolescent ,Full-Length Report ,media_common.quotation_subject ,Tinder ,Medicine (miscellaneous) ,050109 social psychology ,Personal Satisfaction ,Need satisfaction ,Models, Psychological ,Factor structure ,Structural equation modeling ,Young Adult ,Surveys and Questionnaires ,medicine ,Personality ,Humans ,0501 psychology and cognitive sciences ,Big Five personality traits ,media_common ,Aged ,Motivation ,Mental Disorders ,05 social sciences ,problematic Tinder use ,General Medicine ,Boredom ,Middle Aged ,Big Five Inventory (BFI) ,Confirmatory factor analysis ,Self Concept ,need frustration ,Psychiatry and Mental health ,Clinical Psychology ,Cross-Sectional Studies ,self-determination theory (SDT) ,Female ,Tinder-use motivations ,medicine.symptom ,Psychology ,Factor Analysis, Statistical ,Social psychology ,Social Media - Abstract
Background and aims Tinder is a geo-located online dating application, which is present in almost 200 countries and has 10 million daily users. The aim of the present research was to investigate the motivational, personality, and basic psychological need-related background of problematic Tinder use. Methods After qualitative pretest and item construction, in Study 1 (N = 414), confirmatory factor analysis was conducted to corroborate the different motivational factors behind Tinder use. In Study 2 (N = 346), the associations between Big Five traits, Tinder motivations, and problematic Tinder use were examined with structural equation modeling (SEM). In Study 3 (N = 298), the potential role of general self-esteem, relatedness need satisfaction, and frustration in relation to Tinder-use motivations and problematic Tinder use was examined with SEM. Results In Study 1, a 16-item first-order factor structure was identified with four motivational factors, such as sex, love, self-esteem enhancement, and boredom. In Study 2, problematic Tinder use was mainly related to using Tinder for self-esteem enhancement. The Big Five personality factors were only weakly related to the four motivations and to problematic Tinder use. Counterintuitively, Study 3 showed that instead of global self-esteem, relatedness need frustration was the strongest predictor of self-esteem enhancement Tinder-use motivation which, in turn, was the strongest predictor of problematic Tinder use. Discussion Four motivational factors were identified as predictors of problematic use with need frustration being a relevant background variable instead of general personality traits.
- Published
- 2018
24. How can the health belief model and self-determination theory predict both influenza vaccination and vaccination intention ? A longitudinal study among university students
- Author
-
Marie Izaute, Estelle Fall, Nadia Chakroun-Baggioni, Université de Lorraine (UL), Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne [2017-2020] (UCA [2017-2020])-Centre National de la Recherche Scientifique (CNRS), and Maladies chroniques, santé perçue, et processus d'adaptation (APEMAC)
- Subjects
Male ,Longitudinal study ,Health Knowledge, Attitudes, Practice ,[SHS.PSY]Humanities and Social Sciences/Psychology ,Intention ,Seasonal influenza ,0302 clinical medicine ,Health belief model ,030212 general & internal medicine ,Longitudinal Studies ,Applied Psychology ,ComputingMilieux_MISCELLANEOUS ,education.field_of_study ,Influenza vaccine ,Vaccination ,General Medicine ,Self Efficacy ,Influenza Vaccines ,[SCCO.PSYC]Cognitive science/Psychology ,Female ,France ,Self-efficacy ,0305 other medical science ,Psychology ,Psychological Theory ,Social psychology ,Clinical psychology ,Adult ,Adolescent ,Universities ,Population ,Decision Making ,Extended Health Belief Model (HBM) ,Seasonal flu ,Models, Psychological ,03 medical and health sciences ,Young Adult ,Influenza, Human ,Humans ,education ,Students ,Self-determination theory ,Motivation ,030505 public health ,Public Health, Environmental and Occupational Health ,General Chemistry ,Autonomous motivation ,Self-Determination theory (SDT) ,Personal Autonomy ,Follow-Up Studies - Abstract
International audience; Background and objectiveSeasonal influenza is frequent among students and often responsible for impaired academic performance and lower levels of general health. However, the vaccination rate in this population is very low. As the seasonal influenza vaccine is not compulsory in France, it is important to improve the vaccination uptake by identifying predictors of both intention and behaviour. This study investigated the effect of decisional balance, motivation and self-efficacy on vaccination acceptance using the Extended Health Belief Model (HBM) and Self-Determination Theory (SDT).Design and Main Outcome MeasuresUniversity students were invited to fill in an online survey to answer questions about their influenza vaccination intention, and HBM and SDT constructs. A one-year longitudinal follow-up study investigated vaccination behaviour.ResultsAutonomous motivation and self-efficacy significantly influenced the intention to have the influenza vaccine, and vaccine behaviour at one-year follow-up. Intention predicted a significant proportion of variation (51%) in behaviour, and mediated the effect of these predictors on vaccination behaviour.ConclusionThese results suggest that motivation concepts of the Self-Determination Theory can be adequately combined with the Health Belief Model to understand vaccination behaviour.
- Published
- 2017
25. Enhancing Motivation to Learn among Arab Pre-service Teachers in Arab and Mixed Colleges
- Author
-
Basma Jarjoura
- Subjects
Program evaluation ,self-determination theory (sdt) ,arab colleges ,Personal autonomy ,autonomous motivation ,Semitic languages ,Special education ,Education ,Pre service ,Motivation to learn ,Language fluency ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,arab minority ,mixed colleges ,lcsh:L ,Psychology ,Competence (human resources) ,lcsh:Education - Abstract
This ongoing research attempts to get insights on the Arab pre-service teachers’ motivation to learn from a self-determination theory (SDT) perspective, and shed light on what is happening within the confines of the Arab colleges and mixed colleges - pedagogically and socially. The theoretical model consists of two levels: a. a micro level in which the effect of each of the following variables on students’ autonomous and controlled motivation was examined in each college type separately: socio-demographic characteristics, Hebrew fluency, students’ choices of college type and Special Education Department (CCSE), autonomy support, relatedness, competence, program evaluation and attitudes toward teaching, and b. a macro level in which the effect of the college type on the relationship between all the above variables and the two types of motivation was examined. The present paper combines both the micro and macro-levels in order to provide a thorough analysis the determinants of students’ motivation and examine issues that have not received enough attention. For this purpose, quantitative approach was used. Finally, the present study’s intermediate results could assist in designing effective policy guidelines to the pedagogical supervisors and policy makers.
- Published
- 2015
26. The relationships between academic self-efficacy, intrinsic motivation, and perceived competence
- Author
-
Reidar Säfvenbom, Ole Boe, and Robert Buch
- Subjects
military competence ,Self-efficacy ,media_common.quotation_subject ,05 social sciences ,050301 education ,cadets ,Goal theory ,Pleasure ,Military policy ,self-determination theory (SDT) ,Perception ,0502 economics and business ,Psychology ,self-efficacy ,intrinsic motivation ,0503 education ,Social psychology ,Competence (human resources) ,050203 business & management ,Self-determination theory ,media_common - Abstract
This study investigated the moderating role of intrinsic motivation for military studies on the relationship between academic self-efficacy and change in perceived military competence. We present two concurrent hypotheses based on theoretical interaction effects of intrinsic motivation. Data from 245 cadets from three military academies revealed a positive relationship between self-efficacy and an increase in perceived military competence only for cadets with lower levels of intrinsic motivation. This suggests that, with lower intrinsic motivation, beliefs about one’s capabilities to organize and take courses of action to attain certain goals may make a crucial difference in cadets’ compliance to exert effort to increase their military competence. In contrast, self-efficacy seems less important for increased perception of military competence in cadets with higher intrinsic motivation. These cadets probably increase their military competence mainly as a result of the pleasure they gain when engaging in educational activities. Implications for theory and practice are discussed.
- Published
- 2015
27. Silver gaming: Serious fun for seniors?
- Author
-
Loos, Eugène, Zonneveld, Annemiek, Zhou, J., Salvendy, G., UU LEG Research USG Public Matters Organization and Management, UU LEG Research USG Public Matters, UU LEG Research USG Public Matters Organization and Management, UU LEG Research USG Public Matters, and Persuasive Communication (ASCoR, FMG)
- Subjects
media_common.quotation_subject ,Digital games ,Applied psychology ,050801 communication & media studies ,Self-determination theory (SDT) ,computer.software_genre ,Theoretical Computer Science ,Entertainment ,03 medical and health sciences ,0302 clinical medicine ,0508 media and communications ,Competence ,Taverne ,030212 general & internal medicine ,Competence (human resources) ,Autonomy ,Self-determination theory ,media_common ,Multimedia ,05 social sciences ,Meaningful play ,Seniors ,Exergames ,Older adults ,Psychology ,computer ,Qualitative research ,Computer Science(all) - Abstract
This exploratory qualitative study provides insight into the role that exergames play for seniors. 15 participants (aged 53–78) engaged in playing Your Shape Fitness Evolved 2 on the Xbox 360 Kinect, after which we conducted a semi-structured interview with each participant. We found that in all cases, the innate psychological needs of autonomy and competence (Self Determination Theory) were met. Playing the exergame served not only as a therapeutic instrument with a capability to exert a positive effect on physical and social wellbeing, it also brought entertainment, providing excitement and fun.
- Published
- 2016
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.