Using Self-Determination Theory to Explain Sport Persistence and Dropout in Adolescent Athletes

2010 ◽  
Vol 13 (2) ◽  
pp. 677-684 ◽  
Author(s):  
Tomás García Calvo ◽  
Eduardo Cervelló ◽  
Ruth Jiménez ◽  
Damián Iglesias ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Knowledge Base ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Theoretical Framework ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Soccer Players ◽  
Adolescent Athletes ◽  
External Regulation

Motivational characteristics are influential in shaping adolescents' desire to persist in sport or to discontinue their sport participation. Self-determination theory (Deci & Ryan, 2000) was utilized as the theoretical framework for this study. This theory examines whether sustained participatory involvement, defined as continued participation in the sport through the next year, was influenced by individuals' self-determined motivation and by the fulfillment of the three basic psychological needs of autonomy, competence, and relatedness. Four hundred ninety two soccer players between the ages of 13 and 17 years comprised the sample. Results indicated sport dropout was explained by higher levels of amotivation, external regulation, and introjected regulation and by lower satisfaction of relatedness and autonomy needs. The findings of this study contribute to the knowledge base on sport dropout as they supported many of self-determination theory.

“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability

2018 ◽  
Vol 35 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Krystn Orr ◽  
Katherine A. Tamminen ◽  
Shane N. Sweet ◽  
Jennifer R. Tomasone ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Disability ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mapping Technique ◽  
Need Thwarting ◽  
Age Range

This study was guided by self-determination theory to explore the sport experiences of youth with a physical disability and the role of peers within this context. Interviews were conducted with eight youths using a relational mapping technique and analyzed using a deductive thematic approach. Sport peers were broadly defined by the youth as individuals from a large age range and of all abilities. Youth perceived their sport peers to have dynamic roles throughout their participation in sport. The perceived roles of these sport peers included supporting and thwarting basic psychological needs, and influencing the youths’ processing of sport internalization. Findings focus on the complexity of peer need-thwarting and need-supporting interactions in sport for youth with physical disabilities. Overall, peers have a multifaceted role in the sport experiences of youth identifying with a physical disability and may, in some cases, thwart youths’ basic psychological needs.

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.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

Listen and you will see the person through the dementia

2022 ◽  
Vol 7 (2) ◽  
pp. 88-97
Author(s):  
Rita Estrada
Keyword(s):  
Communication Skills ◽  
Psychological Assessment ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Supportive Psychotherapy ◽  
Psychological Need ◽  
Person Centered Care ◽  
Centered Care

Dementia is an ever-increasing health and social problem, with a growing number of people being affected worldwide. As dementia progresses, dependency on others increases, requiring the presence of caregivers. Caregivers tend to focus on the diagnosis itself – dementia – which makes it difficult to see the person in their uniqueness. The person is there, and can be seen by listening, which requires time and communication skills. The voices of older adults living with several types of dementia, collected while working as a psychologist in a nursing home, are presented in the first person to bring forward the person they are. These excerpts of interactions illustrate the basic psychological need of relatedness, which is built through interaction, stories, and touch, and the needs of competence and autonomy. The framework of this paper encompasses validation therapy, person-centered care, and self-determination theory. Two conclusions emerge: Seeing the person through the dementia enables an adequate psychological assessment and a helpful supportive psychotherapy, and it also makes us acknowledge and help satisfy the three basic psychological needs of relatedness, competence, and autonomy.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Florian H. Müller ◽  
Almut E. Thomas ◽  
Matteo Carmignola ◽  
Ann-Kathrin Dittrich ◽  
Alexander Eckes ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Basic Needs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Theory Approach ◽  
German Version ◽  
Motivational Regulation

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

scholarly journals Exercise Experience of Elderly Medicaid Beneficiaries with Osteoarthritis Based on Self-Determination Theory

2021 ◽  
Vol 21 (3) ◽  
pp. 117-128
Author(s):  
Yang-Heui Ahn ◽  
Jihea Choi
Keyword(s):  
Behavior Change ◽  
Interpretative Phenomenological Analysis ◽  
Exercise Intervention ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Common Chronic Disease ◽  
External Regulation ◽  
Internalization Process ◽  
Medicaid Beneficiaries

Background: Osteoarthritis is the most common chronic disease among elders, and it crucially requires self-management. This study aimed to qualitatively examine exercise experiences of elderly Medicaid beneficiaries with osteoarthritis receiving exercise intervention based on self-determination theory (SDT).Methods: Eight elders who received a community-based exercise intervention were interviewed three times. Using the interview transcriptions and field notes, researchers conducted an interpretative phenomenological analysis based on SDT to explore the motivational process of exercise compliance.Results: Three meaningful profiles (non-compliant, intermitter, and compliant) were identified along with satisfaction with needs (autonomy, competence, and relatedness) that motivate exercise compliance based on SDT. Compliance of exercise is primarily initiated by external regulation and followed by the internalization process of recognizing and accepting the value of the behavior.Conclusions: The concepts of SDT could be used to explore factors associated with motivation and gradual behavior change among elderly Medicaid beneficiaries with osteoarthritis. Autonomy, competence, relatedness, external regulation, and identified regulation control may be applied to establish a strategy that promotes behavior change by satisfying the psychological needs and internalizing the behavior of these elders.

scholarly journals Do medical specialists cope with stressors through fulfillment of basic psychological needs of self-determination theory

2021 ◽  
Vol 12 ◽  
pp. 245-256
Author(s):  
Stéphanie van der Burgt ◽  
Anne de la croix ◽  
Gerda Croiset ◽  
Marike Broekman ◽  
Saskia Peerdeman ◽  
...  
Keyword(s):  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Medical Specialists
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