scholarly journals How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

2015 ◽  
Vol 12 ◽  
pp. 8 ◽  
Author(s):  
Cesar Orsini ◽  
Phillip Evans ◽  
Oscar Jerez
Keyword(s):  
Intrinsic Motivation ◽  
Clinical Teaching ◽  
Teaching Style ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Teaching Environment

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

Self-determination in medical education

2009 ◽  
Vol 7 (2) ◽  
pp. 184-193 ◽  
Author(s):  
Heather Patrick ◽  
Geoffrey C. Williams
Keyword(s):  
Medical Education ◽  
Medical Practice ◽  
Intellectual Development ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Education Environment

Historically, medical education has focused largely on medical students' intellectual development, mostly ignoring the broader psychological milieu of medical practice. This chasm can result in practitioners who are less likely to process their emotions and/or support their patient's needs, and more likely to experience burnout. Self-determination theory (SDT) offers a unique perspective for understanding how the medical education environment can promote better integration of cognitive and psychological development through supporting the basic psychological needs for autonomy, competence, and relatedness, thus facilitating internalization of autonomous self-regulation for medical practice. Herein, we examine research applying SDT to medical education and offer suggestions that may facilitate both practitioners' and patients' well-being.

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.

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.

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 INVESTIGATION OF THE EFFECTIVENESS OF USING SELF-DETERMINATION THEORY IN TEACHING BIOLOGY FOR GRADE TEN STUDENTS

2019 ◽  
Vol 7 (4) ◽  
pp. 46-50
Author(s):  
H.P.R. Menike ◽  
W.D. Chandrasena
Keyword(s):  
Intrinsic Motivation ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Negative Feeling ◽  
Teaching Biology ◽  
Experimental Group

Biology is a very important discipline as it focusses on structure and functions of living organisms in this world. Hence, it has become a significant area of study in school curriculum and it is also a main subject discipline in the Grade 10 science syllabus in Sri Lanka. The time allocated for the biology section in Grade 10 syllabus is one third of the total time. Although, biology is perceived as an easy discipline to study compared to other disciplines in science, students’ achievement in biology is not very satisfactory. Thus, there may be different reasons for students’ poor achievement in biology such as content in the syllabus, teaching style, students’ learning and studying habits, students’ negative feeling and attitudes towards the topics, and lack of enough resources (Cimer, 2011).  The practices based on Self-Determination Theory (SDT) could be used in biology classrooms to enhance students’ enthusiasm towards learning. SDT is an important psychological theory of motivation and it addresses issues of extrinsic and intrinsic motivation. According to SDT people have three innate psychological needs: competence, relatedness, and autonomy. If these universal needs are met, the theory argues that people will function and grow optimally. Thus, to actualize their inherent potential, the social environment needs to nurture these needs (Deci & Ryan, 2014). However, there is a dearth of research and practices in Sri Lankan school classrooms using SDT to facilitate students’ learning. Hence, the unit of “Classification of Organisms” in Grade 10 syllabus was selected to study the effectiveness of SDT in teaching biology for Grade 10 students.   “Classification of Organisms” is an important unit since it is the foundation of learning about different types of living beings. This is an experimental study and two groups of students were used as control and experimental. Experimental group is taught using the SDT and the control group is taught according to the traditional method. During the lessons observations were made while maintain the records of field notes. The collected data were analysed using thematic analysis. Students’ motivation, engagement, enthusiasm, and performance in both groups were compared. The results of the study showed that the above characteristics are higher in the experimental group compared to the control group. Thus, the classroom practices based on the SDT can be used as a good technique in teaching biology in order to enhance the students’ intrinsic motivation.

scholarly journals Personal factors of burnout syndrome in teachers in the framework of self-determination theory

2013 ◽  
Vol 45 (2) ◽  
pp. 260-281
Author(s):  
Kristina Randjelovic ◽  
Snezana Stojiljkovic ◽  
Milica Milojevic
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Burnout Syndrome ◽  
Personal Factors ◽  
University Teachers ◽  
Starting Point

Teachers perform numerous professional roles that can serve as the source of prolonged stress and lead to the occurrence of burnout syndrome. This research was aimed at studying the personal factors of burnout, using self-determination theory as a starting point. We used a sample of 200 teachers to study the following: the level of satisfaction of basic psychological needs at work, the prominence of self-orientations and the presence of burnout syndrome. We also studied whether these variables were significant burnout predictors, as well as whether there was a difference in the pattern of personal burnout predictors in primary school and university teachers. The following instruments were used: the scale of satisfaction of basic psychological needs at work, the ego function questionnaire, the scale of burnout syndrome in teachers. The results point to a relatively moderate satisfaction of all psychological needs, a higher level of integrated self-regulation as well as the medium presence of ego-invested and impersonal orientations. On the whole, teachers showed low burnout. Significant burnout predictors include an integrated self and the need for autonomy (university teachers) and an impersonal self (primary school teachers). This implies that teachers whose psychological needs are satisfied and who have an integrated self are less susceptible to burnout. The findings are discussed from the viewpoint of the self-determination theory, their educational implications and the possibility of preventing work burnout in education workers.

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.

Aging and Well-Being in French Older Adults Regularly Practicing Physical Activity: A Self-Determination Perspective

2012 ◽  
Vol 20 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Claude Ferrand ◽  
Sandra Nasarre ◽  
Christophe Hautier ◽  
Marc Bonnefoy
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Intrinsic Motivation ◽  
Physical Activity Behavior ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Qualitative Approaches ◽  
Motivational Profiles

The purpose of this study was to identify the motivational profiles of physically active older adults and to achieve a better understanding of their perceived motives to explain their regular physical activity behavior in relation to self-determination theory (SDT). To address these aims, this study used quantitative and qualitative approaches. Older adults (n = 92; M = 74.95, SD = 4.6) completed the French version of the Sport Motivational Scale. A cluster analysis showed two motivational profiles with differential motivational patterns. The first was named the high combined profile, with high scores on intrinsic motivation and introjected regulation and low levels of external regulation. The second profile was the low to moderate motivational profile, with low scores on intrinsic motivation and moderate scores on introjected regulation. The qualitative study’s results demonstrate the usefulness of SDT in explaining the relationship between these motivational profiles and the intertwining of the three basic psychological needs.

Self-Determination Theory Can Help You Generate Performance and Well-Being in the Workplace: A Review of the Literature

2018 ◽  
Vol 20 (2) ◽  
pp. 227-240 ◽  
Author(s):  
Lara Manganelli ◽  
Anaïs Thibault-Landry ◽  
Jacques Forest ◽  
Joëlle Carpentier
Keyword(s):  
Human Resource Development ◽  
Relevant Literature ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Autonomous Regulation ◽  
Different Types

The Problem According to self-determination theory (SDT), employees can experience different types of motivation with respect to their work. The presence of the different types of motivation is important given that, compared with controlled regulation (introjected and extrinsic motivation), autonomous regulation (intrinsic and identified motivation) leads to a host of positive individual and organizational outcomes. Despite this empirically validated phenomenon, managers remain unaware of the outcomes of motivation in the workplace and of the practices that can foster autonomous regulation through psychological need satisfaction. The focus of the article will be to review relevant literature to reveal the benefits that SDT principles can bring to the workplace. The Solution Managers are encouraged to promote autonomous regulation first by assessing their employees’ motivation for a particular outcome and by structuring three elements of the work environment (job design, interpersonal relationships/leadership, and compensation) in such a way as to facilitate need satisfaction (autonomy, competence, and relatedness). Some questions we try to answer are as follows: What are the outcomes of different motivation types in the workplace? Why are an employee’s basic psychological needs important to consider? What kinds of tools are available to assess employees’ motivation with regard to their work? Which work practices are likely to encourage autonomous regulation? The Stakeholders Employees, managers (individuals in direct contact with employees), leaders (individuals who oftentimes are in a position to influence organizational strategies and processes) and human resource development (HRD) practitioners interested in stimulating optimal functioning at work.

Sign in / Sign up

Export Citation Format

Share Document