scholarly journals Self-Determination in Positive Education

2021 ◽  
pp. 225-249
Author(s):  
Michael L. Wehmeyer ◽  
Sung Hyeon Cheon ◽  
Youngsun Lee ◽  
Matthew Silver
Keyword(s):  
Problem Solving ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Goals ◽  
Student Agency ◽  
Positive Education ◽  
Student Ownership ◽  
Teacher Skills ◽  
Theoretical Perspectives ◽  
Causal Agency Theory

AbstractOne of the constructs that has been widely researched in positive psychology is self-determination, which refers generally to acting volitionally, based upon one’s own preferences, interests, and values. This chapter overviews conceptualizations of self-determination in the context of theories of agentic human behaviour, motivational psychology, and disability. Two primary theoretical perspectives on self-determination, Self-Determination Theory and Causal Agency Theory, are discussed, and their relative contributions to understanding the development of self-determination examined. Three education-based interventions that have been derived from these theoretical perspectives are described, as well as the evidence supporting their implementation: an intervention to increase teacher skills and knowledge to be autonomy-supportive; a schoolwide intervention that emphasizes autonomy, competency, and relationships; and a teaching model that enables teachers to teach students to self-regulate problem-solving leading to setting and attaining educational goals. To create schools that benefit all students, we need to focus on promoting student agency, student ownership over learning, and meaningfulness and purpose.

scholarly journals Design and Development of a Video Game to Assess Problem-Solving Competence in Chemistry Education

2019 ◽  
Author(s):  
Amany Annaggar ◽  
Rüdiger Tiemann
Keyword(s):  
Problem Solving ◽  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Chemistry Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Scientific Content ◽  
3D Game ◽  
Problem Solving Model

<p>The aim of this study is to present how to implement the constructive learning theory and self-determination theory into a video game. This video game is designed as a new kind of teaching tool for chemistry concepts and as an assessment tool for domain-specific problem-solving competence, by applying a problem-solving model and the factors of self-determination theory through game elements. These types of video games are designed not only to have fun and motivate students, but also to help the teachers and educators to assess their students according to their weaknesses and strengths in each particular phase of the competence. Thus, educators could improve their teaching strategy or use the tools to improve weak areas. Based on this idea, we developed ALCHEMIST. ALCHEMIST targeted the 9th-grade students in the German chemistry curriculum. The scientific content is about acids, bases, and indicators, and is designed and based on the problem-solving model to access this competence of the students. The 3D game framework was chosen for this game since it makes the game efficient, interactive and drives it into more virtual reality. The designing process was complicated, as it includes multidisciplinary work across psychology, design, scientific content, development and programming, which makes it challenging. To cover these points, we followed a game design model, adding some steps to cover the educational needs and the aim of the game.</p><p>In order to make the game more effective and interactive, and to drive it into a more virtual world, the 3D game framework was chosen for this game since for this age group a 3D educational game is expected to be more effective (Gunter et al, 2008; Terzidou et al, 2012) . Moreover, the use of avatars in the 3D virtual environment establishes non-verbal communication (NVC) features, which can foster collaboration interactions, and enhance the student’s ability to apply abstract knowledge later in reality (Dede, 1992; Tsiatsos and Terzidou, 2010). The log file provided shows the player points and gameplay path which indicates the performance levels for each problem set. Also, it can help teachers to evaluate each particular phase of problem-solving competence. After the success of the development of our game-based theoretical background, it will be tested and validated by experts in chemistry education. This validation process should examine if the problem-solving model is correctly applied and test the significance of the game design, scientific content and the game’s objective.</p><p>It may also be of interest to develop such video games with scientific content and educational background in other fields. It also would be a success for the scientist to apply the scientific content through a fantasy 3D video game to the students at different ages to have fun, to learn, and to assess their competencies.</p>

scholarly journals Work Motivation: Directing, Energizing, and Maintaining Effort (and Research)

2012 ◽  
pp. 504-519 ◽  
Author(s):  
Adam M. Grant ◽  
Jihae Shin
Keyword(s):  
Goal Setting ◽  
Temporal Dynamics ◽  
Work Motivation ◽  
Self Determination Theory ◽  
Expectancy Theory ◽  
Job Design ◽  
Self Determination ◽  
Theoretical Perspectives ◽  
New Directions ◽  
Setting Theory

This chapter provides an overview of contemporary research on work motivation. We start by identifying the central premises, controversies, and unanswered questions related to five core theoretical perspectives on work motivation: expectancy theory, equity theory, goal-setting theory, job design, and self-determination theory. We then discuss four current topics and new directions: collective motivation and organizing, temporal dynamics, creativity, and the effects of rewards.

Building Supportive, Inclusive Workplaces Where Neurodivergent Thinkers Thrive: Approaches in Managing Diversity, Inclusion, and Building Entrepreneurship in the Workplace

2021 ◽  
pp. 21-30
Author(s):  
Jan Coplan ◽  
Lee Crocker ◽  
Jeanette Landin ◽  
Tamara Stenn
Keyword(s):  
Problem Solving ◽  
Work Environment ◽  
Unemployment Rate ◽  
Well Being ◽  
Self Determination Theory ◽  
Developmental Differences ◽  
Self Determination ◽  
Shareholder Returns ◽  
Managing Diversity ◽  
The Individual

Companies with differently-abled employees outperform their competitors, averaging 28% higher revenue plus higher shareholder returns (Hyland & Connolly, 2018). However, individuals with intellectual and developmental differences have an 85% unemployment rate (Moss, 2019). The disconnect between talent and opportunity is due to job misalignment and neurodiverse individuals’ unique needs (Armstrong, 2010). Self Determination Theory (SDT) shows how individuals who have more control over their work environment and interactions enjoy more significant states of well-being (Deci and Ryan, 2000). Intrapreneurs work in a team and project-based environment, which mimics the entrepreneur’s experience and leads to greater well-being (Shir, Nikolaev & Wincent, 2019). Building successful neurodivergent intrapreneurs requires instruction in thinking awareness, coaching, and teambuilding methods. A hybrid academic and workplace collaboration creates an innovative, self-directed problem-solving approach that benefits the individual and the organization. This approach appears through collaborations with Landmark College and Ernst & Young (EY), SAP software, and DXC Technology – global neurodiverse individuals’ employers.

scholarly journals Design and Development of a Video Game to Assess Problem-Solving Competence in Chemistry Education

2019 ◽  
Author(s):  
Amany Annaggar ◽  
Rüdiger Tiemann
Keyword(s):  
Problem Solving ◽  
Video Games ◽  
Video Game ◽  
Game Design ◽  
Chemistry Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Scientific Content ◽  
3D Game ◽  
Problem Solving Model

<p>The aim of this study is to present how to implement the constructive learning theory and self-determination theory into a video game. This video game is designed as a new kind of teaching tool for chemistry concepts and as an assessment tool for domain-specific problem-solving competence, by applying a problem-solving model and the factors of self-determination theory through game elements. These types of video games are designed not only to have fun and motivate students, but also to help the teachers and educators to assess their students according to their weaknesses and strengths in each particular phase of the competence. Thus, educators could improve their teaching strategy or use the tools to improve weak areas. Based on this idea, we developed ALCHEMIST. ALCHEMIST targeted the 9th-grade students in the German chemistry curriculum. The scientific content is about acids, bases, and indicators, and is designed and based on the problem-solving model to access this competence of the students. The 3D game framework was chosen for this game since it makes the game efficient, interactive and drives it into more virtual reality. The designing process was complicated, as it includes multidisciplinary work across psychology, design, scientific content, development and programming, which makes it challenging. To cover these points, we followed a game design model, adding some steps to cover the educational needs and the aim of the game.</p><p>In order to make the game more effective and interactive, and to drive it into a more virtual world, the 3D game framework was chosen for this game since for this age group a 3D educational game is expected to be more effective (Gunter et al, 2008; Terzidou et al, 2012) . Moreover, the use of avatars in the 3D virtual environment establishes non-verbal communication (NVC) features, which can foster collaboration interactions, and enhance the student’s ability to apply abstract knowledge later in reality (Dede, 1992; Tsiatsos and Terzidou, 2010). The log file provided shows the player points and gameplay path which indicates the performance levels for each problem set. Also, it can help teachers to evaluate each particular phase of problem-solving competence. After the success of the development of our game-based theoretical background, it will be tested and validated by experts in chemistry education. This validation process should examine if the problem-solving model is correctly applied and test the significance of the game design, scientific content and the game’s objective.</p><p>It may also be of interest to develop such video games with scientific content and educational background in other fields. It also would be a success for the scientist to apply the scientific content through a fantasy 3D video game to the students at different ages to have fun, to learn, and to assess their competencies.</p>

Extending the understanding of bridge employment: a critical analysis

2018 ◽  
Vol 47 (7) ◽  
pp. 1345-1361 ◽  
Author(s):  
Bishakha Mazumdar ◽  
Amy M. Warren ◽  
Kathryne E. Dupré
Keyword(s):  
Psychological Contract ◽  
Contract Theory ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Bridge Employment ◽  
Content Type ◽  
Theoretical Perspectives ◽  
Psychological Contract Theory ◽  
Employment Experience

Purpose Few studies aim to uniquely conceptualize the experiences of bridge employees after they enter the workforce. Supported by the psychological contract theory and the self-determination theory, the purpose of this paper is to contribute to the understanding of the bridge employment experience by examining how the expectations of bridge employees shape their experiences. Design/methodology/approach This paper first reviews the extant literature on bridge employment. It then discusses the psychological contract theory and the self-determination theory, and examines the expectations of bridge employees through the theoretical perspectives of these two theories, to examine experiences in bridge employment. Findings Discord in the bridge employment relationship may be attributed to a lack of understanding of the implicit expectations of bridge employees. More specifically, unmet expectations may be detrimental to the bridge employment experience, and ultimately jeopardize both employer and employee outcomes. Research limitations/implications This paper examines expectations and experiences of bridge employees from a theoretical perspective. Theoretical tenets are utilized to analyze how and why implicit expectations may influence bridge employees in ways that result in detrimental outcomes for both employers and employees. Practical implications This paper sheds light on why bridge employment arrangements may result in adverse outcomes. Specifically, when there is a lack of understanding between bridge employees’ expectations and experiences, both individual and organizational outcomes may be impaired. An improved understanding of the bridge employment experience will likely result in an enhanced working relationship between bridge employees and employers, and minimize misunderstandings about this cohort of the workforce. Originality/value Using the guidelines of the psychological contract theory and the self-determination theory, we develop a model to examine how expectation of bridge employees may affect the experiences and ultimately, the outcomes of bridge employment. The authors also identify factors uniquely applicable to bridge employees. This is the first paper that examines the experiences of bridge employees through such theoretical perspectives.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

Modeling Self-Determination Theory Motivation Data by Using Unfolding IRT

2020 ◽  
pp. 1-9
Author(s):  
Philipp A. Freund ◽  
Annette Lohbeck
Keyword(s):  
Ideal Point ◽  
Self Determination Theory ◽  
Self Determination ◽  
Dominance Model ◽  
Irt Model ◽  
Autonomous Behavior ◽  
Location Parameters ◽  
Unfolding Models ◽  
Using Data ◽  
Item Location

Abstract. Self-determination theory (SDT) suggests that the degree of autonomous behavior regulation is a characteristic of distinct motivation types which thus can be ordered on the so-called Autonomy-Control Continuum (ACC). The present study employs an item response theory (IRT) model under the ideal point response/unfolding paradigm in order to model the response process to SDT motivation items in theoretical accordance with the ACC. Using data from two independent student samples (measuring SDT motivation for the academic subjects of Mathematics and German as a native language), it was found that an unfolding model exhibited a relatively better fit compared to a dominance model. The item location parameters under the unfolding paradigm showed clusters of items representing the different regulation types on the ACC to be (almost perfectly) empirically separable, as suggested by SDT. Besides theoretical implications, perspectives for the application of ideal point response/unfolding models in the development of measures for non-cognitive constructs are addressed.

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

Control in Flexible Working Arrangements

2015 ◽  
Vol 14 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Cornelia Gerdenitsch ◽  
Bettina Kubicek ◽  
Christian Korunka
Keyword(s):  
Self Determination Theory ◽  
Digital Natives ◽  
Self Determination ◽  
Structured Interviews ◽  
Similar Extent ◽  
Decision Latitude ◽  
Media Technologies ◽  
Exploratory Approach ◽  
Flexible Working ◽  
Temporal And Spatial

Supported by media technologies, today’s employees can increasingly decide when and where to work. The present study examines positive and negative aspects of this temporal and spatial flexibility, and the perceptions of control in these situations based on propositions of self-determination theory. Using an exploratory approach we conducted semi-structured interviews with 45 working digital natives. Participants described positive and negative situations separately for temporal and spatial flexibility, and rated the extent to which they felt autonomous and externally controlled. Situations appraised positively were best described by decision latitude, while negatively evaluated ones were best described by work–nonwork conflict. Positive situations were perceived as autonomous rather than externally controlled; negative situations were rated as autonomously and externally controlled to a similar extent.

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