Control in Flexible Working Arrangements

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.

Download Full-text

Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

Sustainability ◽

10.3390/su12145568 ◽

2020 ◽

Vol 12 (14) ◽

pp. 5568 ◽

Cited By ~ 1

Author(s):

Thomas K.F. Chiu ◽

Ching-sing Chai

Keyword(s):

Artificial Intelligence ◽

Curriculum Design ◽

Teaching Experience ◽

Self Determination Theory ◽

Curriculum Planning ◽

Self Determination ◽

Structured Interviews ◽

Theoretical Frameworks ◽

Intelligence Education ◽

K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

Download Full-text

Doctoral Supervision in the Light of the Three Types of Support Promoted in Self-Determination Theory

International Journal of Doctoral Studies ◽

10.28945/2308 ◽

2015 ◽

Vol 10 ◽

pp. 439-464 ◽

Cited By ~ 6

Author(s):

Christelle Devos ◽

Nicolas Van der Linden ◽

Gentiane Boudrenghien ◽

Assaad Azzi ◽

Mariane Frenay ◽

...

Keyword(s):

Doctoral Students ◽

Autonomy Support ◽

Self Determination Theory ◽

Self Determination ◽

Necessary Condition ◽

Structured Interviews ◽

New Developments ◽

Supervision Practices ◽

Doctoral Supervision ◽

And Control

The purpose of the present study was twofold. First, we used the three types of support depicted in Self-Determination Theory (SDT) (structure, involvement and autonomy support) to examine supervision practices in the doctoral context. Conversely, we used this material to discuss the theory and suggest new developments to it. To this end, we conducted semi-structured interviews with 21 former PhD students (8 completers and 13 non-completers). The data were analyzed using deductive content analysis. The first aim led us to illustrate how supervisors offer structure, involvement, and autonomy support to the doctoral students, and to support the relevance of this theoretical framework in this particular context. The second aim led us to provide three avenues for reflection on SDT. First, a set of practices belongs both to structure and involvement and are therefore at risk of being overlooked in research. Second, there is a thin line between structure and control (and between autonomy support and chaos) and intentions to offer the first may easily turn into providing the second in practice. Finally, we developed the hypothesis that a necessary condition for supervisors to be able to offer positive support to their doctoral students is to consider them as trustworthy.

Download Full-text

Using self-determination theory to understand and improve recruitment for the Coaching for Healthy Ageing (CHAnGE) trial

PLoS ONE ◽

10.1371/journal.pone.0259873 ◽

2021 ◽

Vol 16 (11) ◽

pp. e0259873

Author(s):

Abby Haynes ◽

Catherine Sherrington ◽

Geraldine Wallbank ◽

James Wickham ◽

Allison Tong ◽

...

Keyword(s):

Physical Activity ◽

Controlled Trial ◽

Qualitative Evaluation ◽

Cluster Randomised Controlled Trial ◽

Self Determination Theory ◽

Healthy Ageing ◽

Self Determination ◽

Structured Interviews ◽

Change Trial ◽

Health Coaches

Background Intervention trials promoting physical activity among older people frequently report low and unrepresentative recruitment. Better understanding of reasons for participation can help improve recruitment. This study explored why participants enrolled in the Coaching for Healthy Ageing (CHAnGE) trial, including how their decision was influenced by recruitment strategies. CHAnGE was a cluster randomised controlled trial testing the effectiveness of a healthy ageing program targeting inactivity and falls. Seventy-two groups of people aged 60+ were recruited from community organisations via informal presentations by the health coaches. Methods We conducted a secondary thematic analysis of interview data from our wider qualitative evaluation in which 32 purposively sampled trial participants took part in semi-structured interviews about their experiences of CHAnGE. Data relating to recruitment and participation were analysed inductively to identify themes, then a coding framework comprising the core constructs from self-determination theory—autonomy, competence and relatedness—was used to explore if and how this theory fit with and helped to explain our data. Results Recruitment presentations promoted the CHAnGE intervention well in terms of addressing value expectations of structured support, different forms of accountability, credibility, achievability and, for some, a potential to enhance social relationships. Participation was motivated by the desire for improved health and decelerated ageing, altruism and curiosity. These factors related strongly to self-determination concepts of autonomy, competence and relatedness, but the intervention’s demonstrated potential to support self-determination needs could be conveyed more effectively. Conclusions Findings suggest that recruitment could have greater reach using: 1. Strengths-based messaging focusing on holistic gains, 2. Participant stories that highlight positive experiences, and 3. Peer support and information sharing to leverage altruism and curiosity. These theory-informed improvements will be used to increase participation in future trials, including people in hard-to-recruit groups. They may also inform other physical activity trials and community programs.

Download Full-text

The Quest for Motivation

International Journal of Game-Based Learning ◽

10.4018/ijgbl.287825 ◽

2022 ◽

Vol 12 (1) ◽

pp. 0-0

Keyword(s):

Role Playing ◽

Self Determination Theory ◽

Qualitative Inquiry ◽

Self Determination ◽

Learning Tools ◽

Structured Interviews ◽

Role Playing Games ◽

Inquiry Approach ◽

Generic Qualitative ◽

Generic Qualitative Inquiry

Studies have shown Tabletop Role Playing Games (TRPGs) to be effective motivational learning tools that can be utilized in various subject matters. However, limited research has analyzed the elements within TRPGs that enable them to provide motivation to the users. As such, this study conducted an in-depth examination of the elements of TRPGs through the perception of players. Self-determination theory helped frame the study, while the Generic Qualitative Inquiry approach was used for the methodology. Semi structured interviews were conducted with six participants. Data revealed several themes that aligned with the motivational frame related to competency, relatedness, and autonomy. The findings indicate the importance of the roleplaying element and the connection between the player and their in-game character, as well as the effect choices within the game have on the players and other elements of TRPGs. Implications regarding design of TRPGs as learning tools are discussed.

Download Full-text

Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach

Supporting Learners and Educators in Developing Language Learner Autonomy ◽

10.47908/8/4 ◽

2020 ◽

pp. 77-117

Author(s):

Jo Mynard ◽

Scott J. Shelton-Strong

Keyword(s):

Learning Environment ◽

English Language ◽

Autonomous Motivation ◽

Self Determination Theory ◽

Self Determination ◽

Theory Approach ◽

Full Time ◽

Structured Interviews ◽

Student Body ◽

Supportive Nature

In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.

Download Full-text

Motivation Regulation among Black Women Triathletes

Sports ◽

10.3390/sports7090208 ◽

2019 ◽

Vol 7 (9) ◽

pp. 208 ◽

Cited By ~ 1

Author(s):

Candace S. Brown

Keyword(s):

Black Women ◽

Extrinsic Motivation ◽

Self Determination Theory ◽

Coping Mechanisms ◽

Self Determination ◽

Future Research ◽

Age Difference ◽

Structured Interviews ◽

Younger Women ◽

Extrinsic Motivators

There is a paucity of information on motivation among U.S. minority triathletes. This study aimed to understand the extrinsic motivation and regulators of Black women triathletes using a modified version of the valid Motivations of Marathoners Scale and semi-structured interviews, for triathletes. The Self Determination Theory guided the dual method assessment of the extrinsic motivators and the regulators external, introjection, and integrated. Using MANOVA, data from (N = 121) triathletes were compared across participant categories of age, body mass index, and distance. Results showed a significant age difference with younger women displaying more motivation. Descriptive means indicated integration as the greatest regulator of motivation. The statements ‘to compete with myself’ and ‘to be more fit,’ had the highest means among the women. A sub-sample of 12 interviews were conducted revealing 16 extrinsic themes. Six were related to the regulator integration and two unexpectantly related to the regulator, identified. Integrated themes, including coping mechanisms, finishing course, improvement, accomplishment, and physical awareness were most represented. This research fills gaps of understanding extrinsic motivation and the regulators of a group not previously explored. Future research on motivation among triathletes may benefit knowing how motivations are regulated, as to promote personalized training and participation.

Download Full-text

Exploring the acceptance of telehealth within palliative care: A self-determination theory perspective

Health and Technology ◽

10.1007/s12553-021-00535-9 ◽

2021 ◽

Author(s):

Joseph Keenan ◽

Rachel Rahman ◽

Joanne Hudson

Keyword(s):

Health Care ◽

Palliative Care ◽

Lived Experience ◽

Health Care Professionals ◽

Self Determination Theory ◽

Need Satisfaction ◽

Self Determination ◽

Structured Interviews ◽

Psychological Need

AbstractThe aim of this paper was to explore potential divergence and convergence in relation to health care professionals’ and patients’ acceptability of the use of telehealth within palliative care provision through the lens of Self-Determination Theory. The research utilized a deductive qualitative approach utilizing semi-structured interviews to explore divergence and convergence between health care professionals’ preconceptions of the use of telehealth in palliative care and the lived experiences of patients accessing support in this manner. Semi-structured interviews were conducted with both professionals and patients to explore whether the barriers and benefits of telehealth perceived by professionals corresponded to the patient’s lived experience of utilizing the technology in their palliative care. Interviews were analyzed using a deductive thematic analysis. Professionals and patients identified that the use of telehealth could satisfy the need for autonomy, however this manifested in different ways. Greater divergence was apparent between patient and professional perceptions about how telehealth could satisfy the need for relatedness and competence needs. The findings of this paper highlight how professionals preconceived concerns about the use of telehealth in relation to providing supportive palliative care may not be realized when exploring the experiences of patients accessing services through this medium. This paper highlights the important role of psychological need satisfaction when considering acceptability of telehealth, and motivation to engage in the implementation of technologically driven health services.

Download Full-text

Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools

Frontiers in Psychology ◽

10.3389/fpsyg.2021.621984 ◽

2021 ◽

Vol 12 ◽

Author(s):

Haya Kaplan

Keyword(s):

Beginning Teachers ◽

Induction Period ◽

School Environment ◽

Phenomenological Study ◽

Well Being ◽

Self Determination Theory ◽

Psychological Needs ◽

Need Satisfaction ◽

Self Determination ◽

Structured Interviews

The study focuses on the emotional-motivational experiences of Bedouin-Arab beginning teachers during the induction period, from the perspective of Self-Determination Theory. A phenomenological study was employed. Seventy-four teachers participated, 62 of whom completed open questionnaires, while semi-structured interviews were conducted with 12 other participants. The findings indicate that the beginning teachers reported experiences of coercion, exploitation, and gender-based discrimination (autonomy suppression). They also experienced a judgmental attitude, lack of assistance, and difficulties with students (competence suppression), and their sense of relatedness to the school is impaired due to cultural factors (relatedness suppression). As a result, they expressed controlled motivation, a sense of burnout, stress, impaired well-being and disengagement in school. They also suppressed their students' autonomy. At the same time, the findings also show that when the teachers experience a sense of need satisfaction, they integrate well into the school. These findings indicate the necessity for establishing a need-supportive school environment for beginning teachers during their induction period.

Download Full-text

Does Self-Determination Theory help explain the impact of social prescribing? A qualitative analysis of patients’ experiences of the Glasgow ‘Deep-End’ Community Links Worker Intervention

Chronic Illness ◽

10.1177/1742395319845427 ◽

2019 ◽

pp. 174239531984542 ◽

Cited By ~ 1

Author(s):

Peter Hanlon ◽

Cindy M Gray ◽

Nai Rui Chng ◽

Stewart W Mercer

Keyword(s):

Self Determination Theory ◽

Psychological Needs ◽

Self Determination ◽

Structured Interviews ◽

Complex Needs ◽

Community Activities ◽

Sense Of Competence ◽

Social Prescribing ◽

Before And After ◽

The Impact

Objectives The Links Worker Programme is a primary care-based social prescribing initiative in Glasgow, Scotland, targeting patients with complex needs in areas of high socioeconomic deprivation. The programme aims to improve wellbeing by connecting patients to appropriate community resources. This study explored the utility of Self-Determination Theory in understanding the reported impacts of the intervention. Methods Thematic analysis of semi-structured interviews with 12 patients (34–64 years, six female) referred to Community Links Practitioners using Self-Determination Theory as a framework. Impact was assessed from participants’ description of their personal circumstances before and after interaction with the Community Links Practitioner. Results Four patients described no overall change in daily life, two described slight improvement and six described moderate or major improvement. Improvers described satisfaction of the three psychological needs identified in Self-Determination Theory: relatedness, competence and autonomy. This often related to greater participation in community activities and sense of competence in social interaction. Patients who benefitted most described a change towards more intrinsic regulation of behaviour following the intervention. Conclusions Understanding the impact of this social prescribing initiative was facilitated by analysis using Self-Determination Theory. Self-Determination Theory may therefore be a useful theoretical framework for the development and evaluation of new interventions in this setting.

Download Full-text

Frustration and Violence in Mobile Video Games

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000236 ◽

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.

Download Full-text