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

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.

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

The Spanish Journal of Psychology ◽

10.1017/sjp.2013.81 ◽

2013 ◽

Vol 16 ◽

Cited By ~ 4

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.

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

Serbian Journal of Management ◽

10.5937/sjm16-31908 ◽

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.

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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]

10.31234/osf.io/2wjc6 ◽

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.]

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Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17113981 ◽

2020 ◽

Vol 17 (11) ◽

pp. 3981

Author(s):

Juan Antonio Moreno-Murcia ◽

Elisa Huéscar Hernández ◽

Luís Cid ◽

Diogo Monteiro ◽

Filipe Rodrigues ◽

...

Keyword(s):

College Students ◽

Intrinsic Motivation ◽

Social Relations ◽

Autonomy Support ◽

Group Cohesion ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Convenience Sample ◽

Needs Satisfaction ◽

Perceived Autonomy Support

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

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Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17062143 ◽

2020 ◽

Vol 17 (6) ◽

pp. 2143 ◽

Cited By ~ 8

Author(s):

Elisa Huéscar Hernández ◽

Juan Antonio Moreno-Murcia ◽

Luís Cid ◽

Diogo Monteiro ◽

Filipe Rodrigues

Keyword(s):

Academic Performance ◽

Intrinsic Motivation ◽

Autonomy Support ◽

Structural Model ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Mediating Effect ◽

Convenience Sample ◽

Sports Science ◽

Perceived Autonomy Support

Background: Individuals who possess passion and perseverance to extensively work and study through challenges and adversity to achieve a set of goals are likely to reach higher achievement compared to others who lack similar facets. However, an under-researched question lingers over the effect of teacher-induced behaviors on academic outcomes such as grades and performance. The purpose of this study was to examine the relationships between teacher-induced autonomy support and student academic performance considering the mediating effect of basic psychological needs satisfaction, intrinsic motivation, and grit as two-independent factors. Methods: A convenience sample of 474 Sports Science students (Mage = 21.83 years; SD = 3.91) participated in the study. All participants completed a multi-section survey assessing the variables under analysis. Results: The measurement and structural model displayed acceptable fit, hence direct and indirect effects were examined among the variables of interest. Basic psychological needs and intrinsic motivation seem to display a mediating role between perceived autonomy support and academic performance, through perseverance. Contrarily, grit-passion did not exhibit a significant indirect effect. Conclusions: Current results shed new insights on how perseverance can shape student motivation and school success considering the autonomy support induced by teachers.

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Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women

Healthcare ◽

10.3390/healthcare9121665 ◽

2021 ◽

Vol 9 (12) ◽

pp. 1665

Author(s):

Alejandro Martínez-Rodríguez ◽

Bernardo José Cuestas-Calero ◽

José Manuel García-De Frutos ◽

Pablo Jorge Marcos-Pardo

Keyword(s):

Physical Activity ◽

Intrinsic Motivation ◽

Autonomy Support ◽

Interval Training ◽

Well Being ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Positive Effects ◽

And Control

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

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How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11020030 ◽

2021 ◽

Vol 11 (2) ◽

pp. 405-422

Author(s):

Daniela Martinek ◽

Matteo Carmignola ◽

Florian H. Müller ◽

Sonja Bieg ◽

Almut Thomas ◽

...

Keyword(s):

Self Determination Theory ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Determination ◽

Subjective Vitality ◽

Mediation Effects ◽

Autonomous Regulation ◽

Needs Satisfaction ◽

Motivational Regulation ◽

Insight Into

During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students’ perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future.

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

PLoS ONE ◽

10.1371/journal.pone.0256558 ◽

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.

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How Can We Improve Teacher’s Work Engagement? Based on Chinese Experiences

Frontiers in Psychology ◽

10.3389/fpsyg.2021.721450 ◽

2021 ◽

Vol 12 ◽

Author(s):

Danhui Zhang ◽

Jingwen He ◽

Dingmeng Fu

Keyword(s):

Intrinsic Motivation ◽

Work Engagement ◽

Autonomy Support ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Teacher Autonomy ◽

Psychological Need ◽

Basic Psychological Need Satisfaction ◽

Perceived Autonomy Support

Drawing on Self-Determination Theory, the current study analysed the relationship between teachers’ perceived autonomy support and work engagement while it also explored the mediating effect of basic psychological need satisfaction and intrinsic motivation. The study investigated 520 elementary teachers in Beijing, and we found the following: (1) teachers in different groups reported diverse senses of perceived autonomy support, in that teachers with less teaching experience as well as those with a master’s degree have a higher score regarding the perceptions of teacher autonomy; and (2) teacher autonomy can affect work engagement not only in terms of the satisfaction of basic psychological needs but also by the chain of satisfaction of basic psychological needs and intrinsic motivation. Teachers with more autonomy support will have higher basic psychological need satisfaction and stronger teaching motivation, which will further enhance their work engagement.

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INVESTIGATION OF THE EFFECTIVENESS OF USING SELF-DETERMINATION THEORY IN TEACHING BIOLOGY FOR GRADE TEN STUDENTS

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v7.i4.2019.872 ◽

2019 ◽

Vol 7 (4) ◽

pp. 46-50

Author(s):

H.P.R. Menike ◽

W.D. Chandrasena

Keyword(s):

Intrinsic Motivation ◽

Teaching Style ◽

Self Determination Theory ◽

Psychological Needs ◽

Self Determination ◽

Control Group ◽

Negative Feeling ◽

Teaching Biology ◽

Experimental Group

Biology is a very important discipline as it focusses on structure and functions of living organisms in this world. Hence, it has become a significant area of study in school curriculum and it is also a main subject discipline in the Grade 10 science syllabus in Sri Lanka. The time allocated for the biology section in Grade 10 syllabus is one third of the total time. Although, biology is perceived as an easy discipline to study compared to other disciplines in science, students’ achievement in biology is not very satisfactory. Thus, there may be different reasons for students’ poor achievement in biology such as content in the syllabus, teaching style, students’ learning and studying habits, students’ negative feeling and attitudes towards the topics, and lack of enough resources (Cimer, 2011). The practices based on Self-Determination Theory (SDT) could be used in biology classrooms to enhance students’ enthusiasm towards learning. SDT is an important psychological theory of motivation and it addresses issues of extrinsic and intrinsic motivation. According to SDT people have three innate psychological needs: competence, relatedness, and autonomy. If these universal needs are met, the theory argues that people will function and grow optimally. Thus, to actualize their inherent potential, the social environment needs to nurture these needs (Deci & Ryan, 2014). However, there is a dearth of research and practices in Sri Lankan school classrooms using SDT to facilitate students’ learning. Hence, the unit of “Classification of Organisms” in Grade 10 syllabus was selected to study the effectiveness of SDT in teaching biology for Grade 10 students. “Classification of Organisms” is an important unit since it is the foundation of learning about different types of living beings. This is an experimental study and two groups of students were used as control and experimental. Experimental group is taught using the SDT and the control group is taught according to the traditional method. During the lessons observations were made while maintain the records of field notes. The collected data were analysed using thematic analysis. Students’ motivation, engagement, enthusiasm, and performance in both groups were compared. The results of the study showed that the above characteristics are higher in the experimental group compared to the control group. Thus, the classroom practices based on the SDT can be used as a good technique in teaching biology in order to enhance the students’ intrinsic motivation.

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