scholarly journals The effect of Some Different Types of Learning Within Training Programs in Terms of Self-Determination Theory of Motivation on Developing Self- Academic Identity and Academic Buoyancy and Decreasing of Mind Wandering Among University Students in Egypt

2021 ◽  
Vol 92 (92) ◽  
pp. 1-29
Author(s):  
Mohamed Mostafa Eliwa
Keyword(s):  
University Students ◽  
Training Programs ◽  
Academic Identity ◽  
Self Determination Theory ◽  
Mind Wandering ◽  
Self Determination ◽  
Academic Buoyancy ◽  
Different Types ◽  
Theory Of Motivation

Antecedents of parental psychological control: A narrative review grounded in Self-Determination Theory perspective

2020 ◽  
pp. 29-54
Author(s):  
Sebastiano Costa ◽  
Francesca Liga ◽  
Maria Cristina Gugliandolo ◽  
Simona Sireno ◽  
Rosalba Larcan ◽  
...  
Keyword(s):  
Life Cycle ◽  
Social Environment ◽  
Psychological Control ◽  
Self Determination Theory ◽  
Theoretical Framework ◽  
Self Determination ◽  
Parental Psychological Control ◽  
Parental Characteristics ◽  
Different Types ◽  
Control Construct

Self-determination theory has become a consolidated theoretical framework to deepen the psychological control construct. Numerous studies have widely investigated the consequences of the use of this parenting strategy during the life cycle. Although studies focused on the antecedents of parental psychological control are not so numerous, they provide an interesting picture that needs to be systematized and organized. For this reason, this narra-tive review was aimed at describing the studies on the antecedents of psychological control that used SDT as a theoretical framework. These studies were structured according to three categories: Parental Characteristics (or pressure from within), Child Characteristics (pres-sure from below), and Family Social Environment Characteristics (pressure from above). The results highlighted a wealth of studies in each category and indicating the need to con-tinue this line of studies in the future through the integration of the different types of ante-cedents too.

scholarly journals Validation Study in the Educational Context of the Portuguese Version of the Multidimensional Work Motivation Scale

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Lurdes Neves ◽  
Joaquim Luís Coimbra
Keyword(s):  
Work Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Educational Context ◽  
The North ◽  
Different Types ◽  
Motivation Scale ◽  
Item Scale ◽  
Multidimensional Concept ◽  
Broad Understanding

Abstrac The self-determination theory proposes a multidimensional concept of motivation and distinguishes how different types of motivation can be promoted or discouraged. For the application of the theory of self-determination to the educational context, this study aimed to adapt and validate the Multidimensional Work Motivation Scale (MWMS) in the educational context. The scale was answered by 419 teachers from 30 schools from the North and Center of Portugal. Factor analysis indicated that the 19-item scale has the same factor structure as that obtained in the original study. In this study, it was possible to identify that the items that constitute the MWMS are good indicators of constructs to be measured in an educational context and the factors are properly individualized. The scale showed five robust dimensions that permit a broad understanding of motivation, similar to the studies of the original scale. The dimension with the best internal consistency is demotivation, while introjected regulation obtained the lowest coefficient.

scholarly journals University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Florian H. Müller ◽  
Almut E. Thomas ◽  
Matteo Carmignola ◽  
Ann-Kathrin Dittrich ◽  
Alexander Eckes ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Basic Needs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Theory Approach ◽  
German Version ◽  
Motivational Regulation

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

scholarly journals Factors affecting the motivation of Chemistry university students

2013 ◽  
Vol 1 (1) ◽  
pp. 3-16
Author(s):  
Johanna Havia
Keyword(s):  
University Students ◽  
Group Formation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Motivation To Learn ◽  
Laboratory Practice ◽  
Factors Affecting ◽  
Research Results ◽  
Chemistry Students ◽  
The Common

As a part of this research, a survey and four student interviews were done on the motivation of chemistry students of University of Oulu. The aim was to find out the formation of motivation, and seek factors that affect the students’ motivation to study chemistry. The survey measured the inner motivation, outer motivation and lack of motivation based on self-determination theory. The most common aspect of motivation among the students was the inner motivation to learn more about chemistry. Among the common aspects were also the aspects of outer motivation: outside regulation and benefit. By interviewing four of the students, a deeper understanding of the factors behind motivation was sought. Among the positive factors were the parallel lectures and laboratory practices, and including recent research results into teaching. The significance of laboratory practice was the most evident factor. Among the factors reducing motivation were problems with group formation, unclear issues and lectures where everything was readily given. By paying attention to group formation, motivation to study could be increased relatively easily.

Using Cluster Analysis to Examine the Combinations of Motivation Regulations of Physical Education Students

2009 ◽  
Vol 31 (3) ◽  
pp. 358-379 ◽  
Author(s):  
Sarah Ullrich-French ◽  
Anne Cox
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Different Types ◽  
8Th Grade

According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N = 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.

scholarly journals Identifying Health Motivations among Emerging Adult in China through Self-Determination Theory

2015 ◽  
Vol 21 (1) ◽  
pp. 24-32
Author(s):  
Min AN ◽  
Li Ping LI ◽  
Ming Xia JI ◽  
Ping Ying LI ◽  
Tao HUANG ◽  
...  
Keyword(s):  
College Students ◽  
Social Relationships ◽  
Undergraduate Students ◽  
Healthy Lifestyle ◽  
Self Determination Theory ◽  
Self Determination ◽  
Locus Of Causality ◽  
Health Practitioners ◽  
Different Types ◽  
Common Risk Factors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Objectives: College students in China experience unhealthy behaviors such as smoking, drinking, sleep disorders, and sedentary lifestyles, which are common risk factors of chronic diseases. Lifestyle has a profound impact on one’s health. The researchers tried to explore and delineate college students’ motivations for a healthy lifestyle. Methods: 93 undergraduate students (59 males and 34 females; mean age 21.2 years) were interviewed. Verbatim transcripts were analyzed using a theory-directed approach following Self-Determination Theory (SDT). Results: Participants reported five types of health motivation that broadly fall under SDT: absence of motive, external, introjected, identified, and integrated. Sources for motivation identified included health literacy, the environment, and social relationships. Conclusions: Health practitioners in colleges in China should be sensitive to different types of motivation and factors that influence college students’ goals of practicing healthy lifestyles. Effective intervention programs for improving the motivation of college students should address issues related to perceived locus of causality. 目標：中國大學生存在如吸煙，酗酒，睡眠不規律，久坐等不健康的行為方式，這些行為方式是慢性疾病的常見風險因素。 生活方式對一個人的健康產生深遠的影響。在本研究中，研究者試圖探索和描述中國大學生選擇健康生活方式的動機。方法：共訪談了93名本科大學生(其中男性59名，女性34名，平均年齡21.2歲)，並以自我決定理論為依據，對訪談記錄文本進行分析。 結果：參與者大致報告了自我決定理論所描述的五類動機：即缺失的、外部的、攝入的、認同的和整合的等。健康動機的來源大致包括健康素養、環境因素和社會關係。結論：大學的健康實踐者應對影響大學生健康行為的五類不同的動機水準保持敏感，有效的以提高健康動機為目的的教育項目應著重解決因果關係感覺軌跡中的有關問題。

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