scholarly journals The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

2017 ◽  
Vol 16 (4) ◽  
pp. ar59 ◽  
Author(s):  
Lucas M. Jeno ◽  
Arild Raaheim ◽  
Sara Madeleine Kristensen ◽  
Kjell Daniel Kristensen ◽  
Torstein Nielsen Hole ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Relative Effect ◽  
Self Determination ◽  
Perceived Learning ◽  
External Regulation ◽  
Team Based Learning ◽  
Motivation And Learning

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.

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.

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

Therapeutic alliance and the relationship with motivation for recreational therapy treatment

2017 ◽  
Vol 16 (1) ◽  
pp. 26
Author(s):  
Melissa L. Zahl, PhD, CTRS-L ◽  
Tim Passmore, EdD, CTRS-L, FDRT ◽  
Taylor Cudd, MS, CTRS
Keyword(s):  
Intrinsic Motivation ◽  
Therapeutic Alliance ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Recreational Therapy ◽  
Treatment Goals ◽  
External Regulation ◽  
The Relationship ◽  
Therapy Treatment

Recreational therapists employ different techniques to facilitate changes in health status and behaviors of patients. One concept which is often overlooked is the potential collaborative process between recreational therapy (RT) and the patient, which is fostered by agreements on treatment goals, consensus on tasks of therapy, and a positive bond between the patient and therapist. RT, in general, appears to be beneficial to advancing a patient to greater wellness; however, patients may still have issues with compliance, dropout, and maintenance of change. To address issues of dropout, compliance, and maintenance, it may be important to investigate motivation for RT. The purpose of this study was to determine if Therapeutic Alliance (TA) was correlated with motivation, as described by Self-Determination Theory, and where possible differences occurred. The results of the study confirm that a correlation exists between TA and motivation, and if a recreational therapist is able to develop and maintain a stronger TA with an individual or patient, intrinsic motivation for participation in RT sessions may exist. The results also indicate that patients reporting weaker TA also have higher amotivation correlation and external regulation. Amotivation and external regulation result in high levels of reported extrinsic motivation toward participation in RT session. Further research is needed to determine if length of time participating in RT treatment impacts the development of TA resulting in changes in reported intrinsic motivation for RT treatment.

scholarly journals Does Identification Influence Continuous E-Commerce Consumption? The Mediating Role of Intrinsic Motivations

2019 ◽  
Vol 11 (7) ◽  
pp. 1944 ◽  
Author(s):  
Xi Chen ◽  
Shaofen Fang ◽  
Yujie Li ◽  
Haibin Wang
Keyword(s):  
Intrinsic Motivation ◽  
Identity Management ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Positive Influence ◽  
Self Determination ◽  
Mediating Role ◽  
Perceived Relatedness ◽  
The Impact

The motivation behind online consumption behavior is different from that of online social behavior, and research is lacking regarding the impact of identification on e-commerce consumption. The current research examines the influence of identification, which is perceived anonymity, and intrinsic motivation on the continuous purchasing behaviors on retailing e-commerce websites based on self-determination theory. The mediating role of intrinsic motivation was also empirically tested from a sample of 661 frequent consumers using the partial least squares approach. The findings were: (1) Identification negatively influences perceived anonymity, and its low, but significantly positive, influence on continuous e-commerce consumption were totally mediated by perceived competence, perceived autonomy, and perceived relatedness. (2) Perceived anonymity positively influences self-determination factors, which has partly mediating impact between perceived anonymity and continuous consumption. (3) The authenticity and concealment of identity are based on different mechanisms, but both of them are conducive to promoting continuous purchases. On retailing e-commerce websites, customers’ identity management should consider both identification in the background and anonymity perception in the service, and the contributions of the service to promote consumers’ perceived competence and perceived autonomy are important in continuous consumption.

Self-Determination Moderates the Effects of Perceived Competence on Intrinsic Motivation in an Exercise Setting

1999 ◽  
Vol 21 (4) ◽  
pp. 351-361 ◽  
Author(s):  
David Markland
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Interactive Effect ◽  
Self Determination Theory ◽  
Perceived Competence ◽  
Self Determination ◽  
Hierarchical Regression ◽  
Intrinsic And Extrinsic Motivation ◽  
Competing Models ◽  
Independent Effects

According to Deci and Ryan’s (1985) self-determination theory, perceptions of self-determination moderate the effects of perceived competence on intrinsic motivation, with perceived competence only positively influencing intrinsic motivation under conditions of some self-determination. Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation suggests that self-determination and competence have only independent effects on intrinsic motivation. The aim of this study was to test these competing models. Women aerobics participants (n = 146) completed measures of self-determination, perceived competence, and intrinsic motivation for exercise. Moderated hierarchical regression revealed a significant interactive effect of self-determination and perceived competence. A plot of the regression of intrinsic motivation on perceived competence under conditions of high and low self-determination, however, showed that the interaction did not take the expected form. Variations in perceived competence positively influenced intrinsic motivation only under conditions of low self-determination. This suggests that it is particularly important to foster perceptions of competence among individuals low in self-determination.

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 The power of LinkedIn: how LinkedIn enables professionals to leave their organizations for professional advancement

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vincent Cho ◽  
Wing Lam
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Longitudinal Research ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Professional Advancement ◽  
Content Type ◽  
Professional Network ◽  
Perceived Relatedness

PurposeThis study applies self-determination theory to investigate how motivations to participate in LinkedIn would influence a professional's intention to leave an organization for professional advancement (ILPA).Design/methodology/approachThe authors randomly sampled 5810 professionals who are actively participating in LinkedIn for at least six months and collected 379 completed questionnaires.FindingsThis study examines the effect of motivation to participate in LinkedIn on ILPA. Perceived autonomy support, perceived competence support and perceived relatedness support have positive influences on intrinsic motivation. Introjected regulation is positively influenced by perceived autonomy and competence support but unaffected by perceived relatedness support. External regulation is positively influenced by perceived autonomy and competence support but has no relationship with perceived relatedness support. ILPA from using LinkedIn is positively influenced by intrinsic motivation, introjected and external regulations.Research limitations/implicationsFuture research should consider other professional network sites as well as longitudinal research designs to address external validity and causality issues.Practical implicationsOrganizations should understand that professional network sites play an important role for professional advancement. The motivations to participate in professional network sites are supports on autonomy and competence. For platform designers, it is vital to enhance supports on autonomy and competence to sustain users' participation in professional network sites.Originality/valueThis study extends the scope of self-determination theory to understand the motivations to participate in professional network sites, which will have impacts on professionals' ILPA.

Effects of an Autonomy-Supportive Exercise Instructing Style on Exercise Motivation, Psychological Well-Being, and Exercise Attendance in Middle-Age Women

2012 ◽  
Vol 9 (1) ◽  
pp. 138-150 ◽  
Author(s):  
Frederiki C. Moustaka ◽  
Symeon P. Vlachopoulos ◽  
Chris Kabitsis ◽  
Yannis Theodorakis
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Middle Age ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Subjective Vitality ◽  
Perceived Autonomy Support

Background:The present study evaluated the effectiveness of an autonomy-supportive intervention based on self-determination theory in influencing perceptions of autonomy support, basic psychological needs, behavioral regulations, subjective vitality, and exercise behavior.Methods:35 female exercise participants age 30 to 58 years who enrolled to an 8-week exercise program attended 24 exercise classes that were taught using either an autonomy-supportive (n = 19) or a lack of autonomy support (n = 16) instructing style.Results:The experimental group reported an increase in perceived autonomy support, the fulfillment of the needs for autonomy and competence, identified regulation, intrinsic motivation, and subjective vitality. They also reported higher attendance rates during the program and greater participation to moderate and/or mild nonstructured exercise during 5 weeks after the end of the program. The control group reported a decrease in perceived autonomy support, the needs for autonomy and competence, intrinsic motivation, and subjective vitality.Conclusion:The results supported tenets of self-determination theory and highlighted the motivational and psychological benefits of an autonomy-supportive exercise instructing style among middle-age women.

Intrinsic Motivation, Psychological Needs, and Competition

2021 ◽  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Theory Analysis ◽  
Relevant Feedback ◽  
Competitive Outcomes ◽  
Ego Involvement

Competition is an apt place to experience intrinsic motivation, as competitive settings are often rich with optimal challenges and immediate, effectance-relevant feedback. Yet competition can also undermine intrinsic motivation and sustained engagement by introducing controlling pressures and negative feedback. To explain the contrasting effects of competitive settings on intrinsic motivation, this chapter presents a self-determination theory analysis. According to the theory, when elements of competitive settings are experienced as controlling or pressuring, they undermine competitors’ autonomy, decreasing intrinsic motivation. However, when these elements are perceived as both non-controlling and competence-informing, they can satisfy both autonomy and competence needs, enhancing intrinsic motivation. Unpacking these motivational crosscurrents, the authors identify the motivational implications of different elements of competition, including competitive set, pressure to win, feedback and competitive outcomes, challenge, leaders’ motivating styles, team interpersonal climate, and intrapersonal events such as ego-involvement. The authors also examine both positive and negative effects of competition on the need for relatedness. The chapter concludes by discussing how conditions that foster the need-satisfying aspects of competition not only enhance intrinsic motivation but also help prevent the emergence of competition’s darker sides, such as cheating, doping, objectifying opponents, aggression, and poor sportspersonship.

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