Formative research identifying message strategies for a campus bicycle safety campaign using self-determination theory and the social norms approach

2019 ◽  
Vol 133 ◽  
pp. 105295 ◽  
Author(s):  
Andrew Grayson ◽  
Daniel S. Totzkay ◽  
Brandon M. Walling ◽  
Jalyn Ingalls ◽  
Greg Viken ◽  
...  
Keyword(s):  
Social Norms ◽  
Self Determination Theory ◽  
Formative Research ◽  
Self Determination ◽  
Bicycle Safety ◽  
The Social ◽  
Message Strategies

scholarly journals Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective

2020 ◽  
Vol 17 (1) ◽  
pp. 108-121
Author(s):  
Amrita Kaur ◽  
◽  
Mohammad Noman ◽  
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Underlying Mechanism ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Sufficient Evidence ◽  
Quality Outcomes ◽  
Psychological Need ◽  
The Social

There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students’ need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement

scholarly journals What does success mean for autistic men? A narrative exploration of self-determination

2020 ◽  
Vol 5 ◽  
pp. 239694152094552
Author(s):  
Amanda A Webster ◽  
Susanne Garvis
Keyword(s):  
Quality Of Life ◽  
Self Determination Theory ◽  
Self Determination ◽  
Support Programs ◽  
Self Awareness ◽  
Self Reflection ◽  
The Social ◽  
High Level ◽  
Experience Difficulty

Background Studies involving autistic adults have often focused on negative outcomes and quality of life ratings. Aims This study provides a different viewpoint by examining the perspectives of autistic men who consider themselves to be successful. Methods Data were gathered from 10 men who shared their experiences and perceptions regarding their journey to achieve success. Self-determination theory provided a useful lens for examining the men’s narratives and understanding the factors that led to their success. Results Analysis of interviews revealed four main themes: (1) being my own self, (2) a competent professional, (3) solving problems in a neurotypical world, and (4) relating and connecting. These themes reflect the men’s perception of their own self-determination including their autonomy, competence, and relatedness with others. Conclusions The men’s sense of success was derived from their ability to achieve competence in their work, act without help or influence from others and demonstrate a high level of self-awareness and self-reflection. Despite this, many continued to experience difficulty in the social areas of their lives. Implications: These findings suggest that self-determination theory may present an alternative and more positive means of enacting support programs for autistic individuals, and males in particular.

Conceptual Rethinking Self-Determination Theory: The Project of Constructivist SDT

2021 ◽  
Author(s):  
Dmitry Nikolaev
Keyword(s):  
Explanatory Power ◽  
Self Determination Theory ◽  
Self Determination ◽  
Humanistic Psychology ◽  
Personality Psychology ◽  
Healthy Development ◽  
Cognitive Mediation ◽  
The Social ◽  
Constructivist Perspective ◽  
Regulatory Styles

Self-determination theory (SDT) has developed gradually over the last 45 years to become a major theory of human motivation and personality. Philosophical roots of SDT are grounded in organismic theory, SDT assumes that humans are proactive by nature, oriented toward healthy development and are vulnerable to passivity, psychological fragmentation, and interpersonal disharmony, especially when the social surround is not supportive of their inherent growth tendencies. Such a dynamic gives rise to an organismic-dialectic meta-theory. SDT uses the achievements of many other approaches. In the field of psychology of motivation it represents a very successful development of ideas about the cognitive mediation of motivational tendencies developed by J. Rotter, J.A. Atkinson, H. Heckhausen, M.E.P. Seligman, B. Weiner, etc. In the field of personality psychology, SDT is a new, much more empirically grounded stage in the development of the ideas of humanistic psychology. This paper offers a way to rethink SDT from a constructivist perspective. It seems that this approach will allow us to unify the ways of motivation formation using different styles of activity regulation, will make it possible to differentiate various regulatory styles within the style that is called external in traditional SDT and also will provide an opportunity to re-examine the problem of distinguishing between extrinsic and intrinsic motivation. It will eventually expand the explanatory power of the SDT.

scholarly journals Acting One’s Age in Physical Exercise: Do Perceived Age Norms Explain Autonomous Motivation Among Older Adults?

2018 ◽  
Vol 26 (4) ◽  
pp. 521-529 ◽  
Author(s):  
Johan Pelssers ◽  
Emalie Hurkmans ◽  
Jeroen Scheerder ◽  
Norbert Vanbeselaere ◽  
Steven Vos ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Identity ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Exercise Participation ◽  
The Social ◽  
Social Identity Approach

Background: The social identity approach proposes that the more older adults identify with the social group of “older adults,” the more they will conform to what they perceive as being normative exercising for their group. However, so far, it remains unclear why older adults adhere to these norms. Objective: This study evaluated whether perceived exercise norms are associated with higher levels of autonomous motivation according to the self-determination theory and actual exercise participation. Methods: A cross-sectional survey, either by regular mail or online, was conducted among 409 older adults in Flanders (Belgium). Results: Our analyses revealed that older adults who perceived more positive older adult norms for exercising were more autonomously motivated to exercise. In explaining 24% of their exercise motivation, older adults’ perceptions of the exercise norms for older adults predicted 6% of their exercise participation. Conclusion: Our findings suggest that social identity approach and self-determination theory can be meaningfully integrated.

scholarly journals Sesame Credit: Social Compliance Gamification in China

2021 ◽  
Vol 4 (1) ◽  
pp. 7-13
Author(s):  
Alessandro Vieira dos Reis ◽  
Livia Topper Press
Keyword(s):  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Government Official ◽  
Chinese Government ◽  
Social Credit ◽  
The Social ◽  
Interpretative Analysis ◽  
Government Interests

Sesame Creditis the gamified Chinese social credit. It aims at monitoring and controlling the behavior of more than a billion citizens until 2020. Basing itself on the distribution of rewards and punishments to individuals, upon scoring based on the compliance of the aforementioned citizens towards laws and government interests. The present study probes Sesame Credit from data collected from academic papers, Chinese government official documents, as well as media articles.An interpretative analysis is conducted based on the Octalysismethod of gamification and the motivational method known as the Self-Determination Theory. Residing as main conclusions: a) the efficiency of the Sesame Credit depends on extensive and continual monitoring of the population by the Chinese government; b) despite the coercive aspects, such gamification is observed to be as popular in China, due to a millenary tradition of people’s compliance to the social and those of authority obedience

scholarly journals A Three-Pronged Approach to Helping Students Internalize APA Style based in Self-Determination Theory

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Lia M. Daniels ◽  
Kathleen E. Kennedy
Keyword(s):  
Social Sciences ◽  
American Psychological Association ◽  
Self Determination Theory ◽  
Faculty Members ◽  
Research Note ◽  
Self Determination ◽  
Personal Reflection ◽  
Pedagogical Approach ◽  
American Psychological ◽  
The Social

The Publication Manual of the American Psychological Association (APA) is an invaluable resource for students and faculty members in the social sciences. However, many students and researchers fail to recognize the value of APA style in supporting writing excellence. In this research note we describe an innovative pedagogical approach to APA style that is rooted in self-determination theory. We provide preliminary retrospective evidence of internalization through students’ responses to questionnaire items and a student’s personal reflection.

scholarly journals Understanding the Motivational Dynamics Among Unemployed Individuals: Refreshing Insights from the Self-Determination Theory Perspective

2014 ◽  
Author(s):  
Maarten Vansteenkiste ◽  
Anja Van den Broeck
Keyword(s):  
Social Context ◽  
Job Search ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Basic Principles ◽  
Human Motivation ◽  
The Social ◽  
Similarities And Differences

Although the role of motivation has been emphasized in the field of unemployment and job search, the motivational dynamics underlying unemployed individuals’ behavior have not yet received the attention they deserve. In this chapter, we present a motivational perspective grounded in self-determination theory (SDT), a macrotheory focusing on human motivation in the social context. We discuss basic principles of SDT and formulate seven propositions that have direct relevance for the fields of unemployment and job search. In discussing these propositions, we elucidate similarities and differences between SDT and various frameworks in the unemployment and job search literature and cover the available empirical evidence in the realm of SDT in these fields. Given that the literatures on job search and unemployment have been developed fairly independently, we conclude that SDT represents a promising theory to bridge these two fields and may equally provide useful guidelines for practitioners in the field.

Motivational and Social Network Dynamics of Ensemble Music Making

2017 ◽  
Author(s):  
Serena Weren ◽  
Olga Kornienko ◽  
Gary W. Hill ◽  
Claire Yee
Keyword(s):  
Social Network ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theoretical Frameworks ◽  
Social Network Dynamics ◽  
Music Making ◽  
The Social ◽  
Musical Growth ◽  
Motivation To Participate

Whereas musicians may be driven by an intrinsic desire for musical growth, self-determination theory suggests this drive must also be sustained and nurtured by the social environment. Integrating the theoretical frameworks of self-determination theory and social network analysis, the chapter investigates the relationship between participatory motivation and social networks in a collegiate marching band. This study documents that members are predominantly self-determined to participate and are particularly motivated for social reasons. Highly intrinsically motivated members are more integrated into the band’s friendship and advice networks and tend to be motivated by the value that other band members ascribe to the activity. This suggests these members are internalizing those values and seeking others with similar viewpoints. The findings highlight the centrality of the social experience in the band for individual’s motivation to participate in music making and leisure and have implications for sustaining and promoting motivation and well-being in musical ensembles.

Being noticed for the way you are: Social inclusion and high school students with vision impairment

2018 ◽  
Vol 36 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Glenda M Jessup ◽  
Anita C Bundy ◽  
Nicola Hancock ◽  
Alex Broom
Keyword(s):  
High School ◽  
High School Students ◽  
Social Inclusion ◽  
Self Determination Theory ◽  
Negative Influence ◽  
Vision Impairment ◽  
Self Determination ◽  
School Students ◽  
The Social ◽  
Psychological Sense

This study explored the social inclusion in high school of Australian students with vision impairment (VI). We sought to understand how students described school social inclusion, whether they felt included and what influenced these perceptions. As part of a larger mixed methods study, 12 students with VI, who had previously answered the Psychological Sense of School Membership (PSSM) questionnaire, were interviewed about the social aspects of school. These interviews were analysed thematically. Participants described social inclusion as about being noticed and not overlooked by others. While two-thirds of participants reported satisfactory social relationships in high school, one-third, including all those with additional disabilities, reported being teased or rejected by their school peers. Five themes encompassed the varying influences on school social inclusion. These were: (a) putting myself forward; (b) knowing me; (c) having control; (d) having a place to shine; and finally a negative influence (e) peer exclusion and rejection. These themes largely parallel those of competence, autonomy, and relatedness found in self-determination theory. This suggests that staff can enhance the social inclusion of students with VI by facilitating these students’ self-determination. In practice, this would require school staff to focus on enabling students with VI to explore and build on strengths, fully access the curriculum alongside their peers, and have time and opportunity to develop friendships with these peers.

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