scholarly journals Collaborative testing in physical examination skills training and the autonomous motivation of students: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jiska A. Patiwael ◽  
Anje H. Douma ◽  
Natalia Bezakova ◽  
Rashmi A. Kusurkar ◽  
Hester E. M. Daelmans
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Training Session ◽  
Autonomous Motivation ◽  
Skills Training ◽  
Psychological Needs ◽  
Active Participation ◽  
Basic Psychological Needs ◽  
Collaborative Testing ◽  
Traditional Format

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

scholarly journals The Influence of Academic Autonomous Motivation on Learning Engagement and Life Satisfaction in Adolescents: The Mediating Role of Basic Psychological Needs Satisfaction

2018 ◽  
Vol 7 (4) ◽  
pp. 254 ◽  
Author(s):  
Yuan Guo
Keyword(s):  
Life Satisfaction ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Satisfaction With Life Scale ◽  
Learning Engagement ◽  
Mediating Role ◽  
Needs Satisfaction ◽  
Basic Psychological Needs Satisfaction ◽  
Predictive Effect

A total of 418 adolescents completed the Revised Academic Self-Regulation Questionnaire, the Utrecht Work Engagement Scale-Student, the Basic Needs Satisfaction Scale, and the Satisfaction with Life Scale. Based on self-determination theory, this study examines the relationship between academic autonomous motivation, basic psychological needs satisfaction, learning engagement, and life satisfaction. Results indicate that adolescents' academic autonomous motivation has a significant predictive effect on life satisfaction and learning engagement and that the satisfaction of basic psychological needs plays a mediating role on this predictive effect.

scholarly journals Prediction of Adolescent Physical Self-Concept through Autonomous Motivation and Basic Psychological Needs in Spanish Physical Education Students

2021 ◽  
Vol 13 (21) ◽  
pp. 11759
Author(s):  
Alfonso Valero-Valenzuela ◽  
Elisa Huescar ◽  
Juan L. Núñez ◽  
Luis Conte ◽  
Jaime Léon ◽  
...  
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Concept ◽  
Satisfaction Scale ◽  
Theoretical Support

Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence).

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

2021 ◽  
Author(s):  
Shannon S C Herrick ◽  
Meredith A Rocchi ◽  
Shane N Sweet ◽  
Lindsay R Duncan
Keyword(s):  
Physical Activity ◽  
Effect Size ◽  
Vigorous Physical Activity ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

scholarly journals Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life

2019 ◽  
Vol 16 (15) ◽  
pp. 2765 ◽  
Author(s):  
Mikel Vaquero Solís ◽  
Pedro Antonio Sánchez-Miguel ◽  
Miguel Ángel Tapia Serrano ◽  
Juan J. Pulido ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Other ◽  
Equation Modeling ◽  
Controlled Motivation ◽  
The Relationship

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

scholarly journals Is Variety a Spice of (an Active) Life?: Perceived Variety, Exercise Behavior, and the Mediating Role of Autonomous Motivation

2014 ◽  
Vol 36 (5) ◽  
pp. 516-527 ◽  
Author(s):  
Benjamin D. Sylvester ◽  
Martyn Standage ◽  
Tavinder K. Ark ◽  
Shane N. Sweet ◽  
Peter R.E. Crocker ◽  
...  
Keyword(s):  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Exercise Behavior ◽  
Equation Modeling ◽  
Convenience Sample ◽  
Mediating Role ◽  
Controlled Motivation ◽  
Perceived Variety

In this study, we examined whether perceived variety in exercise prospectively predicts unique variance in exercise behavior when examined alongside satisfaction of the three basic psychological needs (for competence, relatedness, and autonomy) embedded within self-determination theory (Ryan & Deci, 2002), through the mediating role of autonomous and controlled motivation. A convenience sample of community adults (N = 363) completed online questionnaires twice over a 6-week period. The results of structural equation modeling showed perceived variety and satisfaction of the needs for competence and relatedness to be unique indirect positive predictors of exercise behavior (through autonomous motivation) 6 weeks later. In addition, satisfaction of the need for autonomy was found to negatively predict controlled motivation. Perceived variety in exercise complemented satisfaction of the needs for competence, relatedness, and autonomy in predicting motivation and (indirectly) exercise behavior, and may act as a salient mechanism in the prediction of autonomous motivation and behavior in exercise settings.

Comparative Accuracy of Ultrasound and Physical Examination Conducted by Clinical Year Medical Students in Diagnosing Ascites

2021 ◽  
Vol 104 (Suppl. 1) ◽  
pp. S25-S29
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Diagnostic Accuracy ◽  
Predictive Value ◽  
Clinical Decision Making ◽  
Medical Curriculum ◽  
Training Session ◽  
Confidence Score ◽  
Ease Of Use ◽  
Post Intervention

Background: Accurate diagnosis of ascites is crucial before abdominal paracentesis can be performed. Physical examination alone can be inaccurate and lead to incorrect clinical decision making. Objective: We aimed to evaluate and compare the accuracy of physical examination and ultrasound conducted by clinical year medical students after short ultrasound training session. Materials and Methods: This was a prospective quasi experimental study conducted from January 2020 to April 2020. The sample consisted of 18 clinical-year medical students at Srinagarind Hospital Emergency Department. Ultrasound training (intervention) was provided by one specialist in emergency ultrasound. Five volunteer patients were evaluated for ascites using two modalities (physical examination [PE; pre-intervention] and ultrasound [post-intervention]). Participants then responded to a questionnaire constructed to evaluate the relative ease of use of each modality as well as students’ confidence and satisfaction. Data were compared using the McNemar test, and p<0.05 was considered statistically significant. Results: Eighteen medical students were included. Participants were able to diagnose ascites in the five patient volunteers using PE with a sensitivity of 74.2%, specificity of 94.4%, positive predictive value (PPV) of 95.2%, and negative predictive value (NPV) of 70.8%. Subsequent ultrasound examination yielded a sensitivity of 90.7%, specificity of 97.2%, PPV of 98%, and NPV of 87.5%. Use of ultrasound increased diagnostic accuracy from 82.2% to 93.3% and yielded higher mean ease and satisfaction scores. However, the average confidence score was lower and time required to perform the procedure was longer. Conclusion: Medical students were able learn to use an ultrasound device after a short training session with an expert. Ultrasound yielded higher diagnostic accuracy for ascites. Future studies should be conducted regarding the inclusion of ultrasound training programs in medical education curricula. Keywords: Ultrasound, Ascites, Emergency medicine, Medical curriculum

scholarly journals Women Occupying Management Positions in Top-Level Sport Organizations: A Self-Determination Perspective

2016 ◽  
Vol 33 (1) ◽  
pp. 102 ◽  
Author(s):  
Andrea Perez-Rivases ◽  
Miquel Torregrosa ◽  
Carme Viladrich ◽  
Susana Pallarès
Keyword(s):  
Women Managers ◽  
Autonomous Motivation ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Working Environment ◽  
Self Determination ◽  
Sport Organizations ◽  
Structured Interviews ◽  
Management Positions

<p>Framed in Self-determination theory (SDT), the purpose of this research was to examine whether the working environment of women in sport management positions could fulfil or thwart their basic psychological needs (BPN) and to explore the motivations that women managers experience in these positions. Eight female managers of top-level sport organizations participated in semi-structured interviews. Results showed that seven of them reported being in an environment that fulfilled their BPN and experienced autonomous motivation in their job. In contrast, one participant reported working in a context that thwarted her BPN and experienced controlled motivation. We present contextual antecedents that were considered satisfying or thwarting of the BPN of those women enrolled in management positions. Insomuch as BPN satisfaction is expected to be related to autonomous motivation and well-being, the current study provides a first insight regarding how sport organizations could promote women managers’ BPN satisfaction and thus increase their autonomous motivation and well-being in such positions.</p>

scholarly journals Gamification in sport apps: the determinants of users' motivation

2020 ◽  
Vol 29 (3) ◽  
pp. 365-381 ◽  
Author(s):  
Paula Bitrián ◽  
Isabel Buil ◽  
Sara Catalán
Keyword(s):  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Content Type ◽  
Game Elements ◽  
The Impact ◽  
The Relationship

PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.

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