Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

2021 ◽  
pp. 174569162096678
Author(s):  
Joshua L. Howard ◽  
Julien Bureau ◽  
Frédéric Guay ◽  
Jane X. Y. Chong ◽  
Richard M. Ryan
Keyword(s):  
Intrinsic Motivation ◽  
Student Outcomes ◽  
Meta Analysis ◽  
School Adjustment ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Personal Value ◽  
Different Types ◽  
Identified Regulation

Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.

scholarly journals Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

Retos ◽  
2015 ◽  
pp. 80-84
Author(s):  
Manuel Isorna Folgar ◽  
Antonio Rial Boubeta ◽  
Raquel Vaquero-Cristóbal
Keyword(s):  
Physical Exercise ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Female Students ◽  
Self Determination ◽  
Men Students ◽  
External Regulation ◽  
Motivational Profile ◽  
Las Mujeres ◽  
Identified Regulation

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

Mindfulness and Motivation: A Process View Using Self-Determination Theory

2021 ◽  
pp. 096372142110095
Author(s):  
Richard M. Ryan ◽  
James N. Donald ◽  
Emma L. Bradshaw
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Preliminary Evidence ◽  
Self Determination ◽  
Future Research ◽  
Fields Of Study ◽  
Process View ◽  
Different Types

Mindfulness and motivation are both highly researched topics of great consequence for individual and social wellness. Using the lens of self-determination theory, we review evidence indicating that mindfulness is differentially related to different types of motivations, playing a facilitating role for highly autonomous forms of motivation, but not for externally controlled or introjected (self-controlling) forms of motivation. A key contribution of this review is our contention that mindfulness confers a range of intra- and interindividual benefits (e.g., well-being and prosociality) in part through its relation to autonomous motivations, a claim for which we outline preliminary evidence. Finally, we discuss how future research connecting mindfulness and motivation is important for both fields of study, for applied practices in areas such as psychotherapy and business, and for enhancing understanding of the processes underlying human wellness.

scholarly journals The change of motivational spectrum during anaesthesiology residency and the relation to job satisfaction: Self-determination theory in anaesthesiology

2019 ◽  
Author(s):  
Parisa Moll-Khosrawi ◽  
Stefan Zimmermann ◽  
Christian Zöllner ◽  
Leonie Schulte-Uentrop
Keyword(s):  
Job Satisfaction ◽  
Job Performance ◽  
Intrinsic Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Care Providers ◽  
Autonomous Regulation ◽  
Motivation Scale ◽  
Situational Motivation

Abstract Background: Job satisfaction remains a manifold goal in all fields of the working world, as well as in anaesthesiology. Since Self-determination theory (SDT) has been introduced by Deci and Ryan a lot of studies have been coducted, answering the question how motivation influences job satisfaction. It has been shown that intrinsic motivation and autonomous regulation lead not only to job satisfaction, but to better job performance. However, the roles of extrinsic motivation and controlled regulation and their effects on affect, job performance and job satisfaction have not been worked out clearly. No investigation has been done so far, analysing motivation of anaesthesiologists. Method: A cross-sectional study design was chosen to assess situational motivation and job-satisfaction, within a sample of anaesthesiologists, applying the Situational Motivation Scale. Differences of motivational expression in residents of different training years, attendings and consultants were analysed, as well as the correlation of motivational quality with job-satisfaction. Results: The invested group showed the same pattern throughout the motivational continuum, with consultants reporting the highest levels of intrinsic (6.02, 0.44), identified (5.78, 0.71) and introjected (4.69, 0.80) regulation. The consultants showed the highest computed controlled (3.29, 0.64) and autonomous motivation index (5.90, 0.55). The lowest intrinsic motivation was found in the group of attendings (5.70, 0.92). Job satifaction was correlated with intrinsic motivation (0.0360, p<0.01) and negatively correlated with amotivation (-0.265, p<0.05). Conclusion: Intrinsic motivation and autonomous regulation are necessary for achieving job satisfaction, the presence of controlled regulation and extrinsic behavioural regulation have no declining effects on job satisfaction but their expression might rather be even required for it. The Situational Motivation Scale proved its applicabilty to assess health care providers´motivational qualities and therefore can be considered for staff-talks and used as indirect predicotors of healt care providers´well-being and job-satisfaction.

Examining the Validity of the Academic Motivation Scale by Comparing Scale Construction to Self-Determination Theory

2000 ◽  
Vol 86 (2) ◽  
pp. 560-564 ◽  
Author(s):  
Kevin O. Cokley
Keyword(s):  
Intrinsic Motivation ◽  
Negative Correlation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Scale Construction ◽  
Self Determination ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Identified Regulation

This study examined the construct validity of the Academic Motivation Scale. Specifically, subscale correlations were examined to assess whether support for a continuum of self-determination would be provided. The three types of Intrinsic Motivation were significantly and positively correlated with each other .67, .62, and .58, while the three types of Extrinsic Motivation were significantly and positively intercorrelated .50, .49, and .45. The former subscales, however, correlated higher with Introjected Regulation than Identified Regulation, suggesting that Introjected Regulation may be indicative of more self-determined behavior than has previously been believed. Also, the Intrinsic Motivation To Accomplish subscale had a stronger relationship with two of the Extrinsic Motivation subscales, Identified Regulation and Introjected Regulation, than did the Extrinsic Motivation subscales with each other. This suggests that the differences between Extrinsic and Intrinsic Motivation are not as obvious as has been believed. Also, contrary to self-determination theory, Amotivation had a stronger negative correlation with Identified Regulation ( r = −.31) than with any of the Intrinsic Motivation subscales ( rs = −.27, −.19, and –.11).

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.

Motivation for Physical Activity among U.S. Adolescents: A Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Kelsey A Nogg ◽  
Allison A Vaughn ◽  
Susan S Levy ◽  
Aaron J Blashill
Keyword(s):  
Physical Activity ◽  
Intrinsic Motivation ◽  
Vigorous Physical Activity ◽  
Self Determination Theory ◽  
Self Determination ◽  
Linear Regression Models ◽  
External Regulation ◽  
Integrated Regulation ◽  
Identified Regulation ◽  
Out Of School

Abstract Background Promoting adolescent physical activity is crucial as this marks a time when physical activity rates decline. Purpose This study examined motivation for physical activity from a self-determination theory (SDT) perspective in a large sample of adolescents in the USA across three settings: in school, out of school, and on weekends. Methods Participants (N = 1,661) were adolescents from the National Cancer Institute’s Family Life, Activity, Sun, Health, and Eating study. Participants had a mean age of 14.47 (standard deviation = 1.61) and were 50.2% female. In this national sample balanced to match the U.S. population on several key demographics, 64.2% were non-Hispanic White. Analyses included three linear regression models in which estimated weekly minutes of moderate-to-vigorous physical activity (MVPA) in school, out of school, and on weekends were entered as dependent variables. Five forms of motivation (intrinsic, integrated, identified, introjected, and external) were entered simultaneously as independent variables. Age, body mass index, gender, and race/ethnicity were also included as covariates. Results All models were significant. For MVPA in school, external regulation, introjected regulation, identified regulation, and intrinsic motivation were positively associated with MVPA. For MVPA out of school, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation were positively associated with MVPA. For MVPA on weekends, integrated regulation, and intrinsic motivation were positively associated with MVPA. Conclusions The relationship between motivation and MVPA varies across settings. These findings have important implications for motivating adolescents to engage in physical activity and may inform future interventions aimed at increasing physical activity.

scholarly journals Self-Determination Theory: Statistical Correlations Between Motivational Regulations and Basic Psychological Needs

2021 ◽  
Vol 2 (2) ◽  
pp. 53-58
Author(s):  
Tarosh Wangwongwiroj ◽  
Kasidid Bumrabphan
Keyword(s):  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Statistical Evidence ◽  
Self Determination ◽  
Positive Correlation ◽  
Statistical Correlations ◽  
Identified Regulation ◽  
Moderate Positive Correlation

Self-determination theory has been predominantly used as a psychological framework to describe human motivation. It classifies three types of motivation with various forms of regulations, ranging from amotivation, extrinsic motivation (i.e., extrinsic regulation, introjected regulation, identified regulation, and integrated regulation), to intrinsic motivation. In addition, it points out three basic psychological needs (i.e., autonomy, relatedness, competence) which are essential components to enhance the process of internalisation, meaning motivations driven by identified, integrated and intrinsic regulations. This study aims to provide statistical evidence of statistical correlations among these factors and regulations. To achieve this, an online questionnaire with 9 close-ended statements based on 5-Likert scale was distributed to high-school students and school leavers in Thailand. A total of 206 responses were received. Overall, a correlational analysis showed a positive correlation between internalisation and the basic psychological needs (r = 0.4). Furthermore, there was a moderate positive correlation between integrated correlation and intrinsic motivation (r = 0.6) which support the described theoretical framework. In addition, there was a moderate positive correlation between autonomy and competence (r = 0.6) in the perspective of psychological needs. However, the statistical evidence shows a moderate relationship between identified regulation and external regulation (r = 0.6) which adds an insightful finding to our current understanding. It is suggested that in order to increase the level of internalisation, it is essential to provide a learning environment where students can feel the sense of success (competence), constructive relationship with others (relatedness), and a fair degree of self-regulated learning (autonomy).

scholarly journals Intrinsic and Extrinsic Motivation Among Adolescent Ten-Pin Bowlers in Kuala Lumpur, Malaysia

2015 ◽  
Vol 45 (1) ◽  
pp. 241-251 ◽  
Author(s):  
Eng-Wah Teo ◽  
Selina Khoo ◽  
Rebecca Wong ◽  
Eng-Hoe Wee ◽  
Boon-Hooi Lim ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Gender Effects ◽  
Self Determination ◽  
Self Report ◽  
Kuala Lumpur ◽  
Intrinsic And Extrinsic Motivation ◽  
Different Types ◽  
Sport Motivation Scale

Abstract Motivation has long been associated with sports engagement. However, to date no research has been performed to understand the domain of motivation among ten-pin bowlers. The purpose of this study was to investigate different types of motivation (i.e., intrinsic vs. extrinsic) based on self-determination theory from the perspective of gender and the bowler type (competitive vs. casual). A total of 240 bowlers (104 male, 136 female; 152 competitive, 88 casual) with a mean age of 16.61 ± 0.78 years were recruited in Kuala Lumpur. The Sport Motivation Scale, a 28-item self-report questionnaire measuring seven subscales (i.e., intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, extrinsic motivation to identify regulation, extrinsic motivation for introjection regulation, extrinsic motivation to external regulation, and amotivation) was administered. Results showed significant differences (t=10.43, df=239, p=0.01) between total scores of intrinsic and extrinsic motivation among tenpin bowlers. There were significant gender differences with respect to intrinsic motivation to know, intrinsic motivation to accomplish, intrinsic motivation to experience stimulation, and extrinsic motivation to identify regulation. However, no significant bowler type differences were found for either the intrinsic (t=-1.15, df=238, p=0.25) or extrinsic (t=-0.51, df=238, p=0.61) motivation dimensions. In conclusion, our study demonstrated substantial intrinsic motivation for gender effects, but no bowler type effects among adolescent ten-pin bowlers.

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.

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