Testing Self-Determination Theory via Nigerian and Indian adolescents

2009 ◽  
Vol 33 (5) ◽  
pp. 451-459 ◽  
Author(s):  
Kennon M. Sheldon ◽  
Neetu Abad ◽  
Jessica Omoile
Keyword(s):  
Life Satisfaction ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Older Students ◽  
Indian Adolescents ◽  
Positive Class ◽  
Nigerian Students ◽  
Indian Students

We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive associations with life-satisfaction independent of the amount of need-satisfaction. Finally, perceived maternal and paternal autonomy-support both predicted life-satisfaction. Support was also found for two demographic hypotheses: older students perceived less autonomy-support from parents and teachers, and Indian students reported greater life-satisfaction than Nigerian students.

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

2021 ◽  
pp. 003151252110008
Author(s):  
José Roberto Andrade do Nascimento Junior ◽  
Gabriel Lucas Morais Freire ◽  
Ricardo T. Quinaud ◽  
Daniel Vicentini de Oliveira ◽  
Lorcan Donal Cronin
Keyword(s):  
Life Skills ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Demographic Variables ◽  
Need Satisfaction ◽  
Self Determination ◽  
Skills Development ◽  
Life Skills Development ◽  
Identified Regulation

This study investigated whether a large sample of youth participants’ life skills development through sport was impacted by demographic variables and/or variables based on self-determination theory. Participants were 461 Brazilian youth sport (325 boys; 136 girls) aged 10–17 years ( Mage = 15.12, SD = 1.44). Participants completed a self-report research survey to assess demographic variables, coach autonomy support, basic need satisfaction, and sport motivation. We analyzed data using cluster analysis, a chi-square test and multivariate analysis of variance. We found that sport participants in the high life skills development cluster were older ( p = .007) and had more years of sport experience ( p = .032). Compared to the low life skills development cluster, sports participants in the high life skills development cluster displayed higher scores for coach’s autonomy support ( p = .001), autonomy satisfaction ( p = .002), competence satisfaction ( p = .001), relatedness satisfaction ( p = .001), and identified regulation ( p = .023). In practice, these findings indicate that coaches should seek to satisfy participants’ three basic psychological needs and encourage an identified regulation form of motivation when trying to promote participants’ life skills development through sport.

scholarly journals A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

2013 ◽  
Vol 35 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Christopher P. Niemiec
Keyword(s):  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Youth Soccer ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Potential Benefits

The potential benefits of children’s engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children’s self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes’ basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches’ providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes’ volition (i.e., autonomy support).

Autonomy support and need satisfaction in prevocational programs on care farms: The self-determination theory perspective

Work ◽  
2015 ◽  
Vol 53 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Lina H. Ellingsen-Dalskau ◽  
Margrete Morken ◽  
Bente Berget ◽  
Ingeborg Pedersen
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination

scholarly journals Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model

2018 ◽  
Vol 123 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Noud Frielink ◽  
Carlo Schuengel ◽  
Petri J. C. M. Embregts
Keyword(s):  
Intellectual Disability ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Theory Model ◽  
Need Satisfaction ◽  
Self Determination ◽  
Level Of Functioning

Abstract The tenets of self-determination theory as applied to support were tested with structural equation modelling for 186 people with ID with a mild to borderline level of functioning. The results showed that (a) perceived autonomy support was positively associated with autonomous motivation and with satisfaction of need for autonomy, relatedness, and competence; (b) autonomous motivation and need satisfaction were associated with higher psychological well-being; (c) autonomous motivation and need satisfaction statistically mediated the association between autonomy support and well-being; and (d) satisfaction of need for autonomy and relatedness was negatively associated with controlled motivation, whereas satisfaction of need for relatedness was positively associated with autonomous motivation. The self-determination theory provides insights relevant for improving support for people with intellectual disability.

Does autonomy support matter for intern well-being in Malaysia? A self-determination theory approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Manli Gu ◽  
Li Liu ◽  
Ester Ellen Trees Bolt
Keyword(s):  
Work Engagement ◽  
Autonomy Support ◽  
Well Being ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
The West ◽  
Content Type ◽  
Perceived Autonomy Support

PurposeResearch has shown that autonomy support is a powerful predictor of employee well-being in the West. Despite this importance in the West, the role of autonomy in relation to employee well-being remains relatively understudied in other contexts, such as Malaysia. This is presumably so due to the assumption that employees in a country of excessive hierarchy, like Malaysia, do not value autonomy. Drawing on self-determination theory (SDT), this paper aims to investigate the relationship between employee perceived autonomy support and well-being in the context of Malaysia.Design/methodology/approachThe authors propose that employee-perceived autonomy support is positively related to employee well-being (measured as work engagement and emotional exhaustion) mediated by basic psychological need satisfaction. The authors also hypothesize that the positive relationship is even stronger when employees are less autonomy-oriented. The authors tested this moderated mediation model using a survey of 125 interns in Malaysia.FindingsThe results provide strong evidence for the mediating role of need satisfaction when intern well-being is measured as work engagement, while the evidence is less conclusive when employee well-being is measured as emotional exhaustion. Moreover, the moderating effect of autonomy orientation is insignificant.Originality/valueThis paper enhances understanding of the cross-culture applicability of SDT and thereby provided a nuanced understanding of the boundary conditions of autonomy support.

Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

2015 ◽  
Vol 14 (2) ◽  
pp. 70-79 ◽  
Author(s):  
Simon L. Albrecht
Keyword(s):  
Work Engagement ◽  
Job Demands ◽  
Self Determination Theory ◽  
Structural Equations ◽  
Need Satisfaction ◽  
Self Determination ◽  
Job Resources ◽  
Mediating Effects ◽  
Psychological Need ◽  
Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

scholarly journals Motivation and life satisfaction of temporary workers: measurement validity using Self-determination Theory

2016 ◽  
Vol 19 (1) ◽  
pp. 1
Author(s):  
Josilene Batista ◽  
Maria José Chambel
Keyword(s):  
Life Satisfaction ◽  
Self Determination Theory ◽  
Self Determination ◽  
Temporary Workers ◽  
Measurement Validity

O tema das motivações é amplamente estudado no campo da psicologia e, apesar de reconhecida a sua importância, são limitadas as pesquisas especificamente relacionada ao trabalho temporário. Este estudo foi realizado com 812 trabalhadores temporários em Portugal, com o objetivo buscar evidências da validade de uma medida para acessar suas motivações de acordo com a teoria da autodeterminação (SDT). Procedimentos estatísticos foram realizados, nomeadamente análises fatoriais exploratória e confirmatória. Os resultados revelam que a estrutura proposta de dois fatores apresenta boa qualidade dos valores dos índices de ajustamento, bem como valores adequados de validade convergente e discriminante, sendo válida e permitindo sua aplicação prática e em futuras investigações. Embora instrumentos como este sejam inovadores e promissores para avaliar o contexto do trabalho temporário, sugere-se a realização de mais investigações buscando mais evidências de validade favorecendo a ampliação do conhecimento sobre suas características psicométricas, inclusivamente outras variáveis

scholarly journals Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective

2020 ◽  
Vol 17 (1) ◽  
pp. 108-121
Author(s):  
Amrita Kaur ◽  
◽  
Mohammad Noman ◽  
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Underlying Mechanism ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Sufficient Evidence ◽  
Quality Outcomes ◽  
Psychological Need ◽  
The Social

There is sufficient evidence that suggests Student as Partners’ (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory’s (SDT) framework to explain how the processes of partnership lead to students’ psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students’ need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement

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