Self-determination in medical education

2009 ◽  
Vol 7 (2) ◽  
pp. 184-193 ◽  
Author(s):  
Heather Patrick ◽  
Geoffrey C. Williams
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Intellectual Development ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Education Environment

Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination theory (SDT) offers a unique perspective for understanding how the medical education environment can promote better integration of cognitive and psychological development through supporting the basic psychological needs for autonomy, competence, and relatedness, thus facilitating internalization of autonomous self-regulation for medical practice. Herein, we examine research applying SDT to medical education and offer suggestions that may facilitate both practitioners' and patients' well-being.

scholarly journals How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

2015 ◽  
Vol 12 ◽  
pp. 8 ◽  
Author(s):  
Cesar Orsini ◽  
Phillip Evans ◽  
Oscar Jerez
Keyword(s):  
Intrinsic Motivation ◽  
Clinical Teaching ◽  
Teaching Style ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Teaching Environment

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

scholarly journals Personal factors of burnout syndrome in teachers in the framework of self-determination theory

2013 ◽  
Vol 45 (2) ◽  
pp. 260-281
Author(s):  
Kristina Randjelovic ◽  
Snezana Stojiljkovic ◽  
Milica Milojevic
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Burnout Syndrome ◽  
Personal Factors ◽  
University Teachers ◽  
Starting Point

Teachers perform numerous professional roles that can serve as the source of prolonged stress and lead to the occurrence of burnout syndrome. This research was aimed at studying the personal factors of burnout, using self-determination theory as a starting point. We used a sample of 200 teachers to study the following: the level of satisfaction of basic psychological needs at work, the prominence of self-orientations and the presence of burnout syndrome. We also studied whether these variables were significant burnout predictors, as well as whether there was a difference in the pattern of personal burnout predictors in primary school and university teachers. The following instruments were used: the scale of satisfaction of basic psychological needs at work, the ego function questionnaire, the scale of burnout syndrome in teachers. The results point to a relatively moderate satisfaction of all psychological needs, a higher level of integrated self-regulation as well as the medium presence of ego-invested and impersonal orientations. On the whole, teachers showed low burnout. Significant burnout predictors include an integrated self and the need for autonomy (university teachers) and an impersonal self (primary school teachers). This implies that teachers whose psychological needs are satisfied and who have an integrated self are less susceptible to burnout. The findings are discussed from the viewpoint of the self-determination theory, their educational implications and the possibility of preventing work burnout in education workers.

Self-Determination Theory Can Help You Generate Performance and Well-Being in the Workplace: A Review of the Literature

2018 ◽  
Vol 20 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Lara Manganelli ◽  
Anaïs Thibault-Landry ◽  
Jacques Forest ◽  
Joëlle Carpentier
Keyword(s):  
Human Resource Development ◽  
Relevant Literature ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Autonomous Regulation ◽  
Different Types

The Problem According to self-determination theory (SDT), employees can experience different types of motivation with respect to their work. The presence of the different types of motivation is important given that, compared with controlled regulation (introjected and extrinsic motivation), autonomous regulation (intrinsic and identified motivation) leads to a host of positive individual and organizational outcomes. Despite this empirically validated phenomenon, managers remain unaware of the outcomes of motivation in the workplace and of the practices that can foster autonomous regulation through psychological need satisfaction. The focus of the article will be to review relevant literature to reveal the benefits that SDT principles can bring to the workplace. The Solution Managers are encouraged to promote autonomous regulation first by assessing their employees’ motivation for a particular outcome and by structuring three elements of the work environment (job design, interpersonal relationships/leadership, and compensation) in such a way as to facilitate need satisfaction (autonomy, competence, and relatedness). Some questions we try to answer are as follows: What are the outcomes of different motivation types in the workplace? Why are an employee’s basic psychological needs important to consider? What kinds of tools are available to assess employees’ motivation with regard to their work? Which work practices are likely to encourage autonomous regulation? The Stakeholders Employees, managers (individuals in direct contact with employees), leaders (individuals who oftentimes are in a position to influence organizational strategies and processes) and human resource development (HRD) practitioners interested in stimulating optimal functioning at work.

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

2020 ◽  
pp. 136216882091235
Author(s):  
Scott J. Shelton-Strong
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Supportive Role ◽  
And Performance ◽  
Self Reporting Questionnaire

In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and transformation (Kato & Mynard, 2016; Mynard, forthcoming), more specific studies are believed to be needed to develop a deeper understanding of the potential of its supportive role in this area. To address this gap, this study investigates how learners’ perceptions of their experiences in advising can be understood from an SDT perspective. Findings from a qualitative analysis of a self-reporting questionnaire suggests that participation in advising has potential to provide support for the satisfaction of language learners’ basic psychological needs. Drawing on the theoretical underpinnings of SDT to interpret this evidence within the context of one-to-one advising, the author argues that advising in language learning can play an important role in providing an autonomy-supportive climate which can foster satisfaction of learners’ needs for autonomy, competence and relatedness.

scholarly journals Motivating workers: how leaders apply self-determination theory in organizations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vivien W. Forner ◽  
Michael Jones ◽  
Yoke Berry ◽  
Joakim Eidenfalk
Keyword(s):  
Lived Experience ◽  
Management Strategies ◽  
Well Being ◽  
Employee Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Extensive Literature ◽  
Content Type

Purpose Self-determination theory (SDT), offers a theoretical framework for enhancing employee motivation and stimulating positive outcomes such as commitment, well-being and engagement, in organizations. This paper aims to investigate the application of SDT among leaders and delineate practical managerial approaches for supporting basic psychological needs in the workplace. Design/methodology/approach Participants were 51 leaders who had personally applied SDT with their own followers. Data were collected via free-listing method and analysed to extrapolate examples of SDT-application that are both practically salient and aligned to theoretic tenets of SDT. Findings The findings reveal how SDT is operationalized by leaders to support basic psychological needs for autonomy, competence and relatedness in the workplace. The SDT-informed management strategies are discussed in relation to the literature and alongside case scenarios to illustrate approaches for integrating elements of SDT into day-to-day management activities. Originality/value Despite extensive literature support for SDT, very little empirical attention has been paid to examining how the theory is applied, interpreted and/or used by practitioners in real world settings. This research is the first to draw on the lived-experience of practitioners who have applied SDT, contributes previously unexplored strategies for supporting workers’ basic psychological needs and responds to calls for SDT research to identify a broader range of managerial behaviours that support employee motivation.

Naturally Good?

2016 ◽  
Author(s):  
Richard M. Ryan ◽  
Patricia H. Hawley
Keyword(s):  
Social Values ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Individual Development ◽  
Subjective Well Being ◽  
Harm To Others ◽  
Protective Strategies

People find inherent satisfactions in helping and contributing to others for nonselfish reasons. Self-determination theory (SDT) suggests that being benevolent is often intrinsically motivated, or alternatively done out of deeply internalized social values that are autonomously enacted. In turn such behaviors satisfy basic psychological needs and thereby enhance subjective well-being. A further question concerns more ultimate explanations. Drawing on both SDT and evolutionary psychology, this chapter argues that the association of these proximal need satisfactions with moral and prosocial actions has persisted because these propensities and satisfactions have yielded manifold selective advantages. In addition, need-thwarting conditions evoke more aggressive, competitive, and self-protective strategies. The fact that people typically experience benevolence as deeply need satisfying, and doing harm to others as need frustrating, is thus an aspect of how proximally experienced satisfactions in individual development are linked with the evolutionary roots of our human nature.

scholarly journals Self-Determination Theory and Nonlinear Pedagogy: An Approach to Exercise Professionals’ Strategies on Autonomous Motivation (Teoría de la autodeterminación y pedagogía no lineal: un enfoque de las estrategias de los profesionales del ejercicio sobre la m

Retos ◽  
2019 ◽  
pp. 680-686
Author(s):  
Frederico Zarazaga Raposo ◽  
Paulo Caldeira ◽  
Rui Batalau ◽  
Duarte Araújo ◽  
Marlene Nunes Silva
Keyword(s):  
Negative Impact ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Critical Issue ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Task Constraints ◽  
Action Capabilities

Abstract. Promoting adherence to exercise, especially in a long-term, remains a critical issue in fitness and wellness (F&W) context. Self-Determination Theory (SDT) and Non-Linear Pedagogy (NLP) have progressively established themselves as valid backgrounds for intervention in F&W context. Analysing the assumptions of both, seems to reveal points of contact and complementarities yet to be explored through experimental research. Autonomy, competence and relatedness are basic psychological needs (BPN) that motivational strategies based on SDT seek to satisfy, aiming autonomous self-regulation for exercise. NLP practice is centered in the performer-environment system exhibiting tasks that should be representative of the context of performance with adaptive variability; tasks should be simplified rather than decomposed. Task, individual and environmental constraints are considered and manipulated to guide the performer through a learning process according to the individual differences, promoting cooperation and stimulating decision. Research has demonstrated the determining importance of the type of exercise professionals’ motivational practices, leading to a positive or negative impact on practitioners. These strategies may involve the diagnostic of action capabilities, and the use of Motivational Interview (MI) principles to facilitate the goal-setting process, manipulating task constraints, and using instructions as task constraints. The purpose of this manuscript is to discuss possibilities on how NLP can target autonomous motivation, based on SDT, resulting in a landscape of affordances for exercise and daily activities that promote autonomous motivation in the F&W context. To our better knowledge, NLP has never been considered neither in the scope of F&W, or as a facilitator of autonomous motivation.Resumen. Promover la adhesión al ejercicio, es un problema en la condición física y bienestar (CF&B). La teoría de la autodeterminación (TAD) y pedagogía no lineal (PNL) se han consolidado como válidos para la intervención en la CF&B. Ambos parecen tener puntos de contacto y complementariedades aún por explorar a través de la investigación. La autonomía, competencia y relación son necesidades psicológicas básicas que las estrategias motivacionales basadas en TAD buscan satisfacer, con vista a la regulación autónoma para el ejercicio. La PNL se centra en el sistema de entorno del ejecutante que presenta tareas representativas del contexto con variabilidad adaptativa; Las tareas deben simplificarse y no descomponerse. Las restricciones de tareas, individuales y ambientales se manipulan para guiar al ejecutante a través de un proceso de aprendizaje de acuerdo con diferencias individuales, promoviendo la cooperación y estimulando la decisión. Se ha demostrado la importancia de estas prácticas motivacionales de profesionales y su impacto positivo o negativo. Estas estrategias pueden implicar con el diagnóstico de capacidades de acción, y el uso los principios de la entrevista motivacional (EM) para facilitar el estabelecimiento de objetivos, manipulando las restricciones de tareas y utilizando las instrucciones como restricciones. El propósito de este manuscrito es discutir cómo puede la PNL enfocarse en la motivación autónoma, basada en el TAD, dando como resultado los recursos para el ejercicio y actividades diarias que promueven la motivación autónoma en la CF&B. Para nuestro conocimiento, la PNL nunca ha sido considerada en el CF&B, ni como facilitadora de la motivación autónoma. 

scholarly journals Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory

2021 ◽  
pp. 108705472110509
Author(s):  
Sarah Morsink ◽  
Saskia Van der Oord ◽  
Inge Antrop ◽  
Marina Danckaerts ◽  
Anouk Scheres
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Relevant Research ◽  
Academic Difficulties ◽  
Research Questions ◽  
Definition Of

Objective: Motivation is what moves us to act, what engages us in goal-directed behavior. The Self Determination Theory (SDT) is a motivational framework conceptualizing motivation—or internal motives—as a continuum of motivation qualities fueled by satisfaction of the three basic psychological needs Autonomy, Relatedness, and Competence. ADHD has been associated with motivational alterations that contribute to academic difficulties. However, ADHD theories and research are mainly focused on the effects of reinforcement on behavior, with little attention for the broader definition of motivation, that is, internal motives. Therefore, the main objective here was to introduce the SDT as theoretical framework within which we can develop relevant research questions about motivation in the field of ADHD. Method: To this end, we (i) present the SDT as a comprehensive motivational framework, and (ii) describe current motivation-related ADHD theories and research. Results: Based on this, we suggest how SDT can be used as a guiding framework in generating relevant research questions that can help broaden our understanding of the role motivation plays in individuals with ADHD. Conclusion: We conclude that ADHD research on motivation would benefit from (i) including internal motives as potential key mediators in the relation between environmental factors and behavior/symptoms; (ii) studying potential negative effects of external reinforcers intrinsic motivation, affect, and well-being. Finally, we conclude that this framework carries value for further development of clinical interventions for those with ADHD.

Frustration and Violence in Mobile Video Games

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.

Sign in / Sign up

Export Citation Format

Share Document