The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

Effects of an Autonomy-Supportive Exercise Instructing Style on Exercise Motivation, Psychological Well-Being, and Exercise Attendance in Middle-Age Women

2012 ◽  
Vol 9 (1) ◽  
pp. 138-150 ◽  
Author(s):  
Frederiki C. Moustaka ◽  
Symeon P. Vlachopoulos ◽  
Chris Kabitsis ◽  
Yannis Theodorakis
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Middle Age ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Subjective Vitality ◽  
Perceived Autonomy Support

Background:The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior.Methods:35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style.Results:The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality.Conclusion:The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.

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.]

Prediction of Adolescents doing Physical Activity after Completing Secondary Education

2012 ◽  
Vol 15 (1) ◽  
pp. 90-100 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar ◽  
Eduardo Cervelló
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Structural Equations ◽  
The Self ◽  
Self Determination ◽  
Physically Active ◽  
Adolescent Students ◽  
Intention To Continue

The purpose of this study, based on the self-determination theory (Ryan & Deci, 2000) was to test the prediction power of student's responsibility, psychological mediators, intrinsic motivation and the importance attached to physical education in the intention to continue to practice some form of physical activity and/or sport, and the possible relationships that exist between these variables. We used a sample of 482 adolescent students in physical education classes, with a mean age of 14.3 years, which were measured for responsibility, psychological mediators, sports motivation, the importance of physical education and intention to be physically active. We completed an analysis of structural equations modelling. The results showed that the responsibility positively predicted psychological mediators, and this predicted intrinsic motivation, which positively predicted the importance students attach to physical education, and this, finally, positively predicted the intention of the student to continue doing sport. Results are discussed in relation to the promotion of student's responsibility towards a greater commitment to the practice of physical exercise.

scholarly journals Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256558
Author(s):  
Michał Szulawski ◽  
Izabela Kaźmierczak ◽  
Monika Prusik
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Positive Impact ◽  
Subjective Evaluation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
External Incentives ◽  
The Impact

Despite the vast body of studies within self-determination theory, the impact of factors which influence performance in experimental paradigm is still underresearched. The aim of the two studies presented in this paper was to investigate the impact of basic psychological needs on performance with the simultaneous presence of external incentives. Study 1 tested whether the satisfaction of competence and relatedness during task performance (while external incentives were present) can impact individual’s performance. Study 2, on the other hand, investigated whether the basic psychological needs and provision of external incentives can impact an individual’s performance. Moreover, in both studies the mechanisms behind the need–performance relationship was checked. Our results showed that out of the three basic needs, competence had the strongest positive impact on performance, which was partially mediated by the subjective evaluation of the levels of difficulty and intrinsic motivation. The weak relationship between relatedness and task performance was fully mediated by the level of intrinsic motivation.

scholarly journals A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Neil Martin ◽  
Nick Kelly ◽  
Peter Terry
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Online Courses ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Massive Open Online

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

scholarly journals THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA.

2021 ◽  
Vol 66 (1) ◽  
pp. 77-90
Author(s):  
Antonia Mărincaș ◽  
Daniela Dumulescu ◽  
Sebastian Pintea ◽  
Nicolae-Adrian Opre
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Health ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
The Relationship

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

scholarly journals Application of self-determination theory on the motivation structure of hotel management employees

2021 ◽  
Vol 16 (2) ◽  
pp. 391-404
Author(s):  
Nataša Stanišić ◽  
Slobodan Čerović
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Work Climate ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Hotel Management ◽  
Mediating Role ◽  
Starting Point ◽  
Perceived Autonomy Support

Self-determination theory that was used as a starting point of this paper, indicates the existence of different types of motivation that are distributed along the motivational continuum and which differ according to the degree of self-determination, the formation of which is under the influence of the environmental and individual factors. This research presents the applicability of the basic postulates of self-determination theory on a sample of 150 employees within the hotel sector in Belgrade. The aim of this paper is to determine the extent of which environmental factors, such as work climate, affect the satisfaction of basic psychological needs of employees and through them, the structure of motivation (autonomous/controlled/amotivation). The results of this research show that the work climate, which is defined as perceived autonomy support, significantly affects the satisfaction of psychological needs and motivation for work, where the satisfaction of basic psychological needs has a mediating role, thus creating conditions for developing autonomous forms of motivation.

scholarly journals Self-Determination Theory: Statistical Correlations Between Motivational Regulations and Basic Psychological Needs

2021 ◽  
Vol 2 (2) ◽  
pp. 53-58
Author(s):  
Tarosh Wangwongwiroj ◽  
Kasidid Bumrabphan
Keyword(s):  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Statistical Evidence ◽  
Self Determination ◽  
Positive Correlation ◽  
Statistical Correlations ◽  
Identified Regulation ◽  
Moderate Positive Correlation

Self-determination theory has been predominantly used as a psychological framework to describe human motivation. It classifies three types of motivation with various forms of regulations, ranging from amotivation, extrinsic motivation (i.e., extrinsic regulation, introjected regulation, identified regulation, and integrated regulation), to intrinsic motivation. In addition, it points out three basic psychological needs (i.e., autonomy, relatedness, competence) which are essential components to enhance the process of internalisation, meaning motivations driven by identified, integrated and intrinsic regulations. This study aims to provide statistical evidence of statistical correlations among these factors and regulations. To achieve this, an online questionnaire with 9 close-ended statements based on 5-Likert scale was distributed to high-school students and school leavers in Thailand. A total of 206 responses were received. Overall, a correlational analysis showed a positive correlation between internalisation and the basic psychological needs (r = 0.4). Furthermore, there was a moderate positive correlation between integrated correlation and intrinsic motivation (r = 0.6) which support the described theoretical framework. In addition, there was a moderate positive correlation between autonomy and competence (r = 0.6) in the perspective of psychological needs. However, the statistical evidence shows a moderate relationship between identified regulation and external regulation (r = 0.6) which adds an insightful finding to our current understanding. It is suggested that in order to increase the level of internalisation, it is essential to provide a learning environment where students can feel the sense of success (competence), constructive relationship with others (relatedness), and a fair degree of self-regulated learning (autonomy).

scholarly journals Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

2018 ◽  
Vol 10 (10) ◽  
pp. 3613 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos ◽  
Raúl Baños ◽  
María Ortiz-Camacho
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Locus Of Causality

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

Workplace Bullying and Work Engagement: A Self-Determination Model

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4686-4708 ◽  
Author(s):  
Alan K. Goodboy ◽  
Matthew M. Martin ◽  
San Bolkan
Keyword(s):  
Intrinsic Motivation ◽  
Work Engagement ◽  
Workplace Bullying ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Full Time ◽  
Multiple Mediation ◽  
Motivation To Work

This study modeled motivational mechanisms that explain the negative effects of workplace bullying on work engagement. Guided by self-determination theory, workplace bullying was predicted to decrease worker engagement indirectly, due to the denial of employees’ basic psychological needs and their intrinsic motivation to work. From a sample of 243 full-time employees, serial multiple mediation models revealed that the indirect relationships between workplace bullying and work engagement (i.e., vigor, dedication, absorption) were serially mediated by basic psychological needs and intrinsic motivation to work. In support of self-determination theory, this study revealed that workplace bullying indirectly disengages employees from their work by denying them of their autonomy and relatedness needs and thwarting their motivation to perform work in a fulfilling way.

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