College Students' Motivations to Attend Group Fitness Classes: An Exploratory Investigation

2017 ◽  
Vol 41 (2) ◽  
pp. 156-166
Author(s):  
Shaun Boren
Keyword(s):  
College Students ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Factors Affecting ◽  
Group Fitness ◽  
Exploratory Investigation ◽  
Significant Difference ◽  
Main Effect ◽  
Post Hoc

This study investigated college students' various motivations to select from a comprehensive range of group fitness class (GFC) offerings at a university. Multivariate analysis of variance revealed a significant difference in motivations to exercise based on the GFC a participant was attending most often (primary GFC, p < .01). A post hoc test determined that Health Pressures was the only motivation subscale of 14 total subscales to significantly contribute to the main effect ( p < .003). However, the findings suggested that primary GFC can explain variation in motivations to exercise. This result evidences applicability of the self-determination theory between smaller categories of physical activity than previously tested. Future research should replicate the study at larger, more diverse institutions to explore additional factors affecting motivations to exercise. Practitioners can use this study to inform the design and advertising of GFCs.

Parenting, Major Choice Motivation, and Academic Major Satisfaction Among Filipino College Students: A Self-Determination Theory Perspective

2020 ◽  
pp. 106907272094126
Author(s):  
Randolfh R. Nerona
Keyword(s):  
College Students ◽  
Self Determination Theory ◽  
Major Choice ◽  
Self Determination ◽  
Academic Major ◽  
Equation Modeling ◽  
Future Research ◽  
Major Satisfaction ◽  
Supportive Parenting ◽  
Controlling Parenting

Guided by Self-Determination Theory (SDT), this study examined the relationships among parenting (autonomy-supportive and controlling), major choice motivations (autonomous and controlled), and academic major satisfaction with a sample of 525 Filipino college students. Consistent with the hypotheses, the results of structural equation modeling indicated that perceived autonomy-supportive and controlling parenting were positively associated with autonomous and controlled major choice motivations, respectively. In addition, autonomous and controlled major choice motivations differentially predicted academic major satisfaction. Findings also revealed that while autonomous major choice motivation mediated the relation between autonomy-supportive parenting and academic major satisfaction, controlled major choice motivation mediated the association between controlling parenting and academic major satisfaction. Practical implications and directions for future research are discussed.

Multilevel Factors Affecting College Students’ Perceived Knowledge Transferability: From the Perspective of Self-Determination Theory

2020 ◽  
Vol 61 (8) ◽  
pp. 1002-1026
Author(s):  
Cong Wang ◽  
Ying Zhang ◽  
Jennifer D. Moss ◽  
Emily M. Bonem ◽  
Chantal Levesque-Bristol
Keyword(s):  
College Students ◽  
Self Determination Theory ◽  
Self Determination ◽  
Perceived Knowledge ◽  
Factors Affecting

scholarly journals Implementing evidence-based assessment and selection in organizations: A review and an agenda for future research

2020 ◽  
pp. 204138662098341
Author(s):  
Marvin Neumann ◽  
A. Susan M. Niessen ◽  
Rob R. Meijer
Keyword(s):  
Decision Making ◽  
Self Determination Theory ◽  
Assessment Methods ◽  
Self Determination ◽  
Future Research ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Assessment Practice ◽  
Outcome Feedback ◽  
Evidence Based Decision Making

In personnel- and educational selection, a substantial gap exists between research and practice, since evidence-based assessment instruments and decision-making procedures are underutilized. We provide an overview of studies that investigated interventions to encourage the use of evidence-based assessment methods, or factors related to their use. The most promising studies were grounded in self-determination theory. Training and autonomy in the design of evidence-based assessment methods were positively related to their use, while negative stakeholder perceptions decreased practitioners’ intentions to use evidence-based assessment methods. Use of evidence-based decision-making procedures was positively related to access to such procedures, information to use it, and autonomy over the procedure, but negatively related to receiving outcome feedback. A review of the professional selection literature showed that the implementation of evidence-based assessment was hardly discussed. We conclude with an agenda for future research on encouraging evidence-based assessment practice.

scholarly journals Factors affecting the motivation of Chemistry university students

2013 ◽  
Vol 1 (1) ◽  
pp. 3-16
Author(s):  
Johanna Havia
Keyword(s):  
University Students ◽  
Group Formation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivation To Learn ◽  
Laboratory Practice ◽  
Factors Affecting ◽  
Research Results ◽  
Chemistry Students ◽  
The Common

As a part of this research, a survey and four student interviews were done on the motivation of chemistry students of University of Oulu. The aim was to find out the formation of motivation, and seek factors that affect the students’ motivation to study chemistry. The survey measured the inner motivation, outer motivation and lack of motivation based on self-determination theory. The most common aspect of motivation among the students was the inner motivation to learn more about chemistry. Among the common aspects were also the aspects of outer motivation: outside regulation and benefit. By interviewing four of the students, a deeper understanding of the factors behind motivation was sought. Among the positive factors were the parallel lectures and laboratory practices, and including recent research results into teaching. The significance of laboratory practice was the most evident factor. Among the factors reducing motivation were problems with group formation, unclear issues and lectures where everything was readily given. By paying attention to group formation, motivation to study could be increased relatively easily.

scholarly journals Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Language Learning ◽  
Self Determination Theory ◽  
The Self ◽  
English For Specific Purposes ◽  
Self Determination ◽  
Chinese College Students ◽  
Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

Auditory and Visual Effects on Solutions to Computerized Mathematics Problems as a Function of Rate of Digit Presentation ,

1989 ◽  
Vol 69 (3-2) ◽  
pp. 1127-1130 ◽  
Author(s):  
William F. Vitulli ◽  
Connie P. Anderson
Keyword(s):  
Background Noise ◽  
Sound Pressure ◽  
Paired Comparison ◽  
Noise Levels ◽  
Visual Effects ◽  
Mathematics Problems ◽  
Exploratory Investigation ◽  
Significant Difference ◽  
Masking Noise ◽  
Post Hoc

This exploratory investigation concerned the effects of both auditory and visual stimulus variations on the accuracy of mental solutions to addition problems presented on a computer screen (CRT). 5 intensities of background noise and 5 background hues were presented randomly to 123 undergraduate volunteers as they mentally summed 25 numerals ranging from 1 to 5 at rates of either 1 sec. or 3 sec. per numeral timed from the onset of the previous numeral. A 2 × 2 × 5 mixed split-plot factorial analysis of variance gave a significant difference in errors between rates of digit presentation with greater accuracy associated with the 3-sec. rate. There was no significant difference in mean errors for auditory vs color modalities, yet a post hoc Newman-Keuls paired-comparison test of decibel levels at the 1-sec. rate of digit presentation gave a significant difference in mean errors between 60-dB and 70-dB sound-pressure levels (SPLs) of white masking noise. Also, a post hoc F test on differences between successive stages indicated significant differences suggesting a “learning set.” Comparisons between ‘everyday’ instances of these noise levels are made with implications for optimal computational environments.

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