scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability

2018 ◽  
Vol 35 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Krystn Orr ◽  
Katherine A. Tamminen ◽  
Shane N. Sweet ◽  
Jennifer R. Tomasone ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Disability ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mapping Technique ◽  
Need Thwarting ◽  
Age Range

This study was guided by self-determination theory to explore the sport experiences of youth with a physical disability and the role of peers within this context. Interviews were conducted with eight youths using a relational mapping technique and analyzed using a deductive thematic approach. Sport peers were broadly defined by the youth as individuals from a large age range and of all abilities. Youth perceived their sport peers to have dynamic roles throughout their participation in sport. The perceived roles of these sport peers included supporting and thwarting basic psychological needs, and influencing the youths’ processing of sport internalization. Findings focus on the complexity of peer need-thwarting and need-supporting interactions in sport for youth with physical disabilities. Overall, peers have a multifaceted role in the sport experiences of youth identifying with a physical disability and may, in some cases, thwart youths’ basic psychological needs.

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.

The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

2013 ◽  
Vol 33 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Tracie D. Burt ◽  
Adena D. Young-Jones ◽  
Carly A. Yadon ◽  
Michael T. Carr
Keyword(s):  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Academic Advisors ◽  
Student Needs ◽  
Instructor Support ◽  
Motivation And Learning

Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256558
Author(s):  
Michał Szulawski ◽  
Izabela Kaźmierczak ◽  
Monika Prusik
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Positive Impact ◽  
Subjective Evaluation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
External Incentives ◽  
The Impact

Despite the vast body of studies within self-determination theory, the impact of factors which influence performance in experimental paradigm is still underresearched. The aim of the two studies presented in this paper was to investigate the impact of basic psychological needs on performance with the simultaneous presence of external incentives. Study 1 tested whether the satisfaction of competence and relatedness during task performance (while external incentives were present) can impact individual’s performance. Study 2, on the other hand, investigated whether the basic psychological needs and provision of external incentives can impact an individual’s performance. Moreover, in both studies the mechanisms behind the need–performance relationship was checked. Our results showed that out of the three basic needs, competence had the strongest positive impact on performance, which was partially mediated by the subjective evaluation of the levels of difficulty and intrinsic motivation. The weak relationship between relatedness and task performance was fully mediated by the level of intrinsic motivation.

scholarly journals A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Neil Martin ◽  
Nick Kelly ◽  
Peter Terry
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Online Courses ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Massive Open Online

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

scholarly journals THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA.

2021 ◽  
Vol 66 (1) ◽  
pp. 77-90
Author(s):  
Antonia Mărincaș ◽  
Daniela Dumulescu ◽  
Sebastian Pintea ◽  
Nicolae-Adrian Opre
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Health ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
The Relationship

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

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).

Sign in / Sign up

Export Citation Format

Share Document