3 At the Interface of the Socio-Educational Model, Self-Determination Theory and the L2 Motivational Self System Models

This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.

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Contrasting Motivational Characteristics of University Students With and Without Study-Abroad Interests: A Profile Analysis

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt41.1-3 ◽

2017 ◽

Vol 41 (1) ◽

pp. 13

Author(s):

Chika Kojima Takahashi

Keyword(s):

Study Abroad ◽

University Students ◽

Profile Analysis ◽

Self Determination Theory ◽

Self Determination ◽

L2 Motivation ◽

L2 Motivational Self System ◽

Ideal L2 Self ◽

Motivational Profiles ◽

The Difference

This study investigated motivational profiles of university students’ interests/disinterests in study abroad within the frameworks of self-determination theory (Deci & Ryan, 1985) and the L2 Motivational Self System (Dörnyei, 2009). Although much has been investigated regarding study abroad and L2 motivation, it has remained unclear as to what the motivational characteristics are among students who study abroad or who are interested in doing so before taking on the journey. In order to investigate the difference between the two groups, a questionnaire was administered to 77 university students, and the data were analyzed using profile and correlational instruments. The results indicated that those interested in study abroad had significantly high intrinsic motivation and a strong image of their ideal L2 selves. Furthermore, it was a specific and elaborate type of ideal L2 self that correlated highly with intended learning effort regardless of the groups. Based on the results, pedagogical implications are discussed. 本研究では、自己決定理論およびＬ２セルフシステムの枠組みを使って、留学に興味のある大学生とそうでない大学生の動機づけに関する違いを調査した。留学とＬ２動機づけに関してはさまざまな研究が存在するが、留学によってＬ２動機づけがどのように変化するかを調べたものが多く、そもそも留学に興味を示すものとそうでない者との留学前の動機づけ面における特徴を調査した研究が不足している。そこで本研究では、77人の大学生を対象にアンケートを行い、プロフィール分析および相関分析により、その差を調査した。その結果、留学に興味のあるグループは特に内発的動機づけが高く、Ｌ２理想自己が強いことが明らかになった。さらに、興味の有無にかかわりなく、Ｌ２学習の努力の度合いとの相関が高いのは、具体的なレベルでのＬ２理想自己であった。このような結果を基に、研究では教育的示唆も論じる。

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Frustration and Violence in Mobile Video Games

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000236 ◽

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.

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Modeling Self-Determination Theory Motivation Data by Using Unfolding IRT

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000629 ◽

2020 ◽

pp. 1-9

Author(s):

Philipp A. Freund ◽

Annette Lohbeck

Keyword(s):

Ideal Point ◽

Self Determination Theory ◽

Self Determination ◽

Dominance Model ◽

Irt Model ◽

Autonomous Behavior ◽

Location Parameters ◽

Unfolding Models ◽

Using Data ◽

Item Location

Abstract. Self-determination theory (SDT) suggests that the degree of autonomous behavior regulation is a characteristic of distinct motivation types which thus can be ordered on the so-called Autonomy-Control Continuum (ACC). The present study employs an item response theory (IRT) model under the ideal point response/unfolding paradigm in order to model the response process to SDT motivation items in theoretical accordance with the ACC. Using data from two independent student samples (measuring SDT motivation for the academic subjects of Mathematics and German as a native language), it was found that an unfolding model exhibited a relatively better fit compared to a dominance model. The item location parameters under the unfolding paradigm showed clusters of items representing the different regulation types on the ACC to be (almost perfectly) empirically separable, as suggested by SDT. Besides theoretical implications, perspectives for the application of ideal point response/unfolding models in the development of measures for non-cognitive constructs are addressed.

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Challenge Demands, Hindrance Demands, and Psychological Need Satisfaction

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000122 ◽

2015 ◽

Vol 14 (2) ◽

pp. 70-79 ◽

Cited By ~ 24

Author(s):

Simon L. Albrecht

Keyword(s):

Work Engagement ◽

Job Demands ◽

Self Determination Theory ◽

Structural Equations ◽

Need Satisfaction ◽

Self Determination ◽

Job Resources ◽

Mediating Effects ◽

Psychological Need ◽

Practical Implications

The job demands-resources (JD-R) model provides a well-validated account of how job resources and job demands influence work engagement, burnout, and their constituent dimensions. The present study aimed to extend previous research by including challenge demands not widely examined in the context of the JD-R. Furthermore, and extending self-determination theory, the research also aimed to investigate the potential mediating effects that employees’ need satisfaction as regards their need for autonomy, need for belongingness, need for competence, and need for achievement, as components of a higher order needs construct, may have on the relationships between job demands and engagement. Structural equations modeling across two independent samples generally supported the proposed relationships. Further research opportunities, practical implications, and study limitations are discussed.

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Control in Flexible Working Arrangements

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000121 ◽

2015 ◽

Vol 14 (2) ◽

pp. 61-69 ◽

Cited By ~ 17

Author(s):

Cornelia Gerdenitsch ◽

Bettina Kubicek ◽

Christian Korunka

Keyword(s):

Self Determination Theory ◽

Digital Natives ◽

Self Determination ◽

Structured Interviews ◽

Similar Extent ◽

Decision Latitude ◽

Media Technologies ◽

Exploratory Approach ◽

Flexible Working ◽

Temporal And Spatial

Supported by media technologies, today’s employees can increasingly decide when and where to work. The present study examines positive and negative aspects of this temporal and spatial flexibility, and the perceptions of control in these situations based on propositions of self-determination theory. Using an exploratory approach we conducted semi-structured interviews with 45 working digital natives. Participants described positive and negative situations separately for temporal and spatial flexibility, and rated the extent to which they felt autonomous and externally controlled. Situations appraised positively were best described by decision latitude, while negatively evaluated ones were best described by work–nonwork conflict. Positive situations were perceived as autonomous rather than externally controlled; negative situations were rated as autonomously and externally controlled to a similar extent.

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