Prosocial and Antisocial Behavior in Sport: The Role of Coaching Style, Autonomous vs. Controlled Motivation, and Moral Disengagement

2011 ◽  
Vol 33 (4) ◽  
pp. 527-547 ◽  
Author(s):  
Ken Hodge ◽  
Chris Lonsdale
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Moral Disengagement ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Antisocial Behaviors ◽  
Controlled Motivation ◽  
Coaching Style

The purpose of this study was to examine whether the relationships between contextual factors (i.e., autonomy-supportive vs. controlling coaching style) and person factors (i.e., autonomous vs. controlled motivation) outlined in self-determination theory (SDT) were related to prosocial and antisocial behaviors in sport. We also investigated moral disengagement as a mediator of these relationships. Athletes’ (n = 292, M = 19.53 years) responses largely supported our SDT-derived hypotheses. Results indicated that an autonomy-supportive coaching style was associated with prosocial behavior toward teammates; this relationship was mediated by autonomous motivation. Controlled motivation was associated with antisocial behavior toward teammates and antisocial behavior toward opponents, and these two relationships were mediated by moral disengagement. The results provide support for research investigating the effect of autonomy-supportive coaching interventions on athletes’ prosocial and antisocial behavior.

scholarly journals Antisocial and Prosocial Behavior in Sport: The Role of Motivational Climate, Basic Psychological Needs, and Moral Disengagement

2015 ◽  
Vol 37 (3) ◽  
pp. 257-273 ◽  
Author(s):  
Ken Hodge ◽  
Daniel F. Gucciardi
Keyword(s):  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Moral Disengagement ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Motivational Climates

The purpose of this investigation was to examine whether the relationships between contextual factors and basic psychological needs were related to antisocial and prosocial behavior in sport. A two-study project employing Bayesian path analysis was conducted with competitive athletes (Study 1, n = 291; Study 2, n = 272). Coach and teammate autonomy-supportive climates had meaningful direct relations with need satisfaction and prosocial behavior. Coach and teammate controlling climates had meaningful direct relations with antisocial behavior. Need satisfaction was both directly and indirectly related with both prosocial and antisocial behavior, whereas moral disengagement was directly and indirectly related with antisocial behavior. Overall, these findings reflected substantial evidence from the literature on self-determination theory that autonomy-supportive motivational climates are important environmental influences for need satisfaction, and are important correlates of prosocial behavior in sport, whereas controlling coach and teammate climates, along with moral disengagement, were important correlates of antisocial behavior in sport.

scholarly journals School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

2021 ◽  
Vol 11 (3) ◽  
pp. 36
Author(s):  
David Manzano-Sánchez ◽  
Alberto Gómez-Mármol ◽  
Alfonso Valero-Valenzuela ◽  
José Francisco Jiménez-Parra
Keyword(s):  
School Climate ◽  
Prosocial Behavior ◽  
Antisocial Behavior ◽  
Social Factors ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Different Types

Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

scholarly journals A Self-Determination Theory Perspective on Transfer of Leadership Training: The Role of Leader Motivation

2020 ◽  
pp. 154805182096250
Author(s):  
Susanne Tafvelin ◽  
Andreas Stenling
Keyword(s):  
Leadership Training ◽  
Autonomous Motivation ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Controlled Motivation ◽  
Long Term Effect ◽  
Need Support

The purpose of the present research was to investigate how leaders’ different types of pretraining motivation may influence transfer of leadership training. Drawing on self-determination theory, we examined the role of autonomous and controlled motivation for short- and long-term transfer in terms of employee-rated improvements of leaders’ need support. Data were collected in conjunction with a leadership training program that was aimed at increasing need support among municipality leaders ( n = 20 leaders and their n = 323 employees), and surveys were sent to leaders and employees before training, posttraining, and 4 months after training. Bayesian multilevel modeling suggests that autonomous (Estimate = 0.17, 95% confidence interval [CI: 0.030, 0.329]) and controlled (Estimate = 0.08, 95% CI [0.013, 0.150]) premotivation among leaders are related to short-term improvements in need support. Although neither type of motivation had a credible long-term effect on transfer 4 months after the training, the 95% credibility interval indicate that the effect of autonomous motivation (Estimate = 0.13, 95% CI [−0.004, 0.269]) most likely is positive. Our study demonstrates the usefulness of using a theory-based multidimensional perspective on predictors of training transfer and on adding a temporal perceptive on their effects. Our study also points toward the importance of not only fostering autonomous motivation at work but recognizing the potential in controlled motivation.

A cross-cultural analysis of autonomy in education

2009 ◽  
Vol 7 (2) ◽  
pp. 253-262 ◽  
Author(s):  
Valery I. Chirkov
Keyword(s):  
Autonomy Support ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Self Determination ◽  
Deterministic Models ◽  
Psychological Evidence

In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.

scholarly journals Affect in the Context of Self-Determination Theory

2018 ◽  
Author(s):  
Martin S. Hagger ◽  
Cleo Protogerou
Keyword(s):  
Health Behavior ◽  
Emotional Responses ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Active Management ◽  
And Behavior

Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.

scholarly journals Affect in the context of self-determination theory

2018 ◽  
Author(s):  
Martin S Hagger ◽  
Cleo Protogerou
Keyword(s):  
Health Behavior ◽  
Emotional Responses ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Active Management ◽  
And Behavior

Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.

What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective

2019 ◽  
Vol 200 (3) ◽  
pp. 185-195 ◽  
Author(s):  
W. C. Liu ◽  
C. K. John Wang ◽  
Johnmarshall Reeve ◽  
Ying Hwa Kee ◽  
Lit Khoon Chian
Keyword(s):  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Direct Impact ◽  
Motivational Strategies ◽  
Controlled Motivation ◽  
Positive Direct

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

scholarly journals The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach

2021 ◽  
Vol 6 ◽  
Author(s):  
Abdullah Alamer ◽  
Fahad Almulhim
Keyword(s):  
Language Learning ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Language Anxiety ◽  
Mixed Methods Approach ◽  
Sense Of Competence ◽  
Controlled Motivation ◽  
Educational Implications ◽  
The Relationship

The relationship between language anxiety and self-determined motivation has been examined from various aspects in the applied linguistics domain. However, the direction of the relationship tend to disagree. Some studies report positive correlation whereas others (and in most cases) show negative correlation. To address this issue, the present study attempted to evaluate in depth the relationship between these two variables. We first qualitatively examined the types of language anxiety students face during learning, and then assessed how motivational variables based on self-determination theory can predict these identified types of anxiety. The results showed that sense of competence and relatedness negatively predicted certain types of anxiety while controlled motivation positively predicted only the general language anxiety. However, perception of autonomy and autonomous motivation did not predict any sub-types of language anxiety while sense of relatedness positively predicted psychological anxiety. The findings are discussed in terms of their theoretical and educational implications for language learning.

scholarly journals The Path from Leader-Member Exchange to Citizenship: An Empirical Test of Self-Determination as a Linchpin

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Anata Flavia Ionescu ◽  
Dragos Iliescu
Keyword(s):  
Organizational Citizenship ◽  
Work Motivation ◽  
Empirical Test ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Leader Member Exchange ◽  
Organizational Contexts ◽  
Controlled Motivation ◽  
Member Exchange

In response to calls to uncover the mechanisms whereby leadership influences subordinate outcomes, the present studyproposes and tests a path from leader-member exchange (LMX) to subordinate organizational citizenship behaviors(OCBs) through work motivation as conceptualized by self-determination theory (SDT). We conducted a survey studyon a Romanian sample of 338 subordinates nested under 59 leaders from a large variety of organizational contexts. Ourfindings at the within-group level offer limited support for the incremental validity of autonomous motivation andamotivation, but suggest controlled motivation—and, through it, LMX—has a negative incremental contribution to bothOCB targeted at co-workers and OCB targeted at the organization. None of the paths was supported at group level.Results thus suggest that leaders should be wary of the consequences of high LMX—despite its established overallpositive influence on OCB, LMX may also undermine OCB to the extent to which it enhances controlled motivation.

scholarly journals Estilos interpersonales, factores disposicionales, autoconfianza y ansiedad precompetitiva en deportistas de alto rendimiento

2019 ◽  
Vol 20 (1) ◽  
pp. 10-24 ◽  
Author(s):  
Heriberto Antonio Pineda-Espejel ◽  
Raquel Morquecho-Sánchez ◽  
Edgar Alarcón
Keyword(s):  
Autonomy Support ◽  
High Performance ◽  
Sports Participation ◽  
Autonomous Motivation ◽  
Interpersonal Style ◽  
Mediating Role ◽  
Controlled Motivation ◽  
Self Confidence ◽  
Coaching Style

El objetivo de este estudio fue poner a prueba un modelo que examina la secuencia: estilo interpersonal que los deportistas perciben que genera el entrenador, necesidad de competencia (satisfacción y frustración), regulaciones motivacionales, y consecuencias de autoconfianza y ansiedad precompetitivas. También se examinó el papel mediador de la necesidad de competencia y las regulaciones motivacionales. Un conjunto de cuestionarios fue administrado a 239 deportistas de alto rendimiento quienes participaban en una variedad de deportes. Los resultados mostraron un adecuado ajuste del modelo a los datos (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), e indicaron que el estilo de apoyo a la autonomía por parte del entrenador predice positivamente la satisfacción de la necesidad de competencia (b=.17, p<.05), ésta predice positivamente la motivación autónoma hacia la participación deportiva (b=.23, p<.05), y en sentido inverso la desmotivación (b=-.22, p<.05); en tanto que la motivación autónoma predice la autoconfianza precompetitiva (b=.29, p<.05), y la desmotivación lo hace con la ansiedad precompetitiva en sus dimensiones cognitiva (b=.28, p<.01) y somática (b=.17, p<.05). Por otro lado, el estilo controlador por parte del entrenador, predice positivamente la motivación controlada hacia la participación deportiva (b=.27, p<.05); esta asociación es mediada parcialmente por la frustración de la necesidad de competencia. Los resultados apoyan la importancia del estilo interpersonal de apoyo a la autonomía por parte del entrenador, dado sus efectos sobre la autoconfianza de los deportistas. The aim of this study was to test a model that examines the sequence: interpersonal style that athletes perceive that generates the coach, need for competence (satisfaction and thwarted), motivational regulations, and pre-competitive self-confidence and anxiety consequences. The mediating role of the need for competence and motivational regulations was also discussed. A set of questionnaires was administered to 239 high performance athletes who participated in a variety of sports. The results showed an adequate adjustment of the model to the data (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), and indicated that the autonomy support coaching style positively predicts the satisfaction of the need for competence (b=.17, p<.05), it positively predicted autonomous motivation to sports participation (b=.23, p<.05), and negatively the amotivation (b=-.22, p<.05); while the autonomous motivation predicts precompetitive self-confidence (b=.29, p<.05), and motivation does the precompetitive anxiety in their cognitive (b=.28, p<.01) and somatic (b=.17, p<.05) dimensions. On the other hand, the controller coaching style predicts positively the controlled motivation to sports participation (b=.27, p<.05); this association is partially mediated by the thwarted need for competence. The results support the importance of autonomy support coaching style due to their effects on self-confidence and precompetitive anxiety of athletes. O objetivo deste estudo é um modelo que examina o seguinte: percepção do estilo interpessoal do treinador, necessidade de competição (satisfação ou frustração), regulamentos motivacionais e consequências da autoconfiança e ansiedade competitiva. papel mediador da necessidade de concorrência e regulamentos motivacionais também examinados. Um conjunto de questionários foi aplicado a 239 atletas de alto desempenho que participaram de uma variedade de esportes. Os resultados mostram um ajuste adequado do modelo para os dados (SBc235 = 35.711, <p <0,01; RMSEA = 0,066; NNFI = 0,904; CFI = 0,947) de quanto à suporte do autonomia do treinador previu positivamente a satisfação da necessidade de competição (b = 0,17, p <0,05), é positivamente previsto para motivação autônoma para uma participação esportiva (b = 0,23, p <0,05), e na direção oposta à desmotivação (b = -. 22, p <0,05); enquanto uma motivação autônoma prediz autoconfiança pré-competitiva (b = 0,29, p <0,05), uma desmotivação prediz ansiedade pré-competitiva cognitiva (b = 0,28, p <0,01) e somática (b = 0,17, p <0,05). Por outro lado, o estilo de controle por parte do treinador predisse positivamente uma motivação controlada em relação à participação no esporte (b = 0,27, p <0,05); Essa associação é parcialmente mediada pela necessidade de competição. Os resultados apóiam a importância do estilo interpessoral de apoio à autonomia do treinador, dados seus efeitos na autoconfiança dos atletas.

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