Mental Health and Self-Determination Profiles of the Diverse Population of Medical Students in Malaysia During the COVID-19 Pandemic

Introduction: Medical schools throughout the world were forced to modify their programming during the COVID-19 pandemic. In Malaysia, virtual learning plans were implemented for non-clinical programming, while clinical posting modifications were designed to meet local SOPs. The prolonged enforcement of these modifications to undergraduate medical education will have affected student experiences, including well-being. Since these feelings can relate to perceived relatedness, autonomy, and competence, it is important to identify any potential factors that may lead to reduced intrinsic motivation in students. It is also important to consider how demographic features may contribute to student perspectives, which can be studied using the unique diversity represented by Malaysian students.Methods: A quantitative survey was distributed to Malaysian medical students to assess their overall wellbeing, autonomy in educational decision making, student experiences, and position on changes to graduation timing. Intrinsic components were identified using Principal Component Analysis and were aligned with the three needs for self-determination, namely relatedness, autonomy, and competence. Finally, trends in responses for participants from various sub-populations were assessed using ANOVA testing. Results: Responses were collected from 442 students representing 23 accredited Malaysian medical schools. Upon validation and reliability testing, eight components were identified with themes relating to: mental health, social concerns, communication, timing of modifications, depth of learning, and student-centred learning. Of these, gender was related to mental health, student-centred learning, and delayed graduation, while stage was related to student-centred learning and delayed graduation in addition to concerns about depth of learning and timing of modifications. Interestingly, ethnicity was related to differences in opinions about delayed graduation and income was related to social concerns. Conclusion: The results of this study indicate that, while students were satisfied in general with the content and delivery of their programmes given the circumstances, there is evidence to suggest negative effects on emotional wellbeing, expression of student voice, due to the modifications that were made. Additionally, these feelings related to the three motivational needs, suggesting that students were experiencing a dampened motivational profile during the pandemic. Further, motivational profiles were distinct between student sub-groups, providing insight for developing appropriate and inclusive accommodations moving forward.

Service quality and self-determination theory towards continuance usage intention of mobile banking

Purpose This research set out to investigate the quality service and self-determination theory (SDT) that contributes to the continuance usage of m-banking. Design/methodology/approach A valid of 310 respondents who experienced and intensified using the m-banking is collected. The proposed research model is empirically tested using structural equation modelling. Findings The result informs that the service quality can not only be significantly mediated by the SDT, but it also has a direct effect to the satisfaction. It also informs that the satisfaction and the perceived usefulness indeed have a significant effect to the continuance usage intention of the m-banking. In addition, it also demonstrates that the perceived competence and perceived relatedness of the SDT significantly influence satisfaction and perceived usefulness towards the continuance usage intention of the m-banking. Practical implications Practically, the results inform the bank management the factors to be taken into account to increase the motivation of the existing customers for them to continue using the m-banking. Originality/value Theoretically, these results contribute to the existing literatures of the m-banking by introducing the SDT that determines the continuance usage intention of it.

Why Do People Hide Knowledge in the Online Knowledge Community? An Integrated Framework of Protection Motivation, Self-Determination, and Social Exchange Beliefs

Suppressing knowledge hiding is a prerequisite for achieving positive knowledge interactions among people. Most previous studies concentrate on knowledge hiding in organizations, but the quantitative examination of knowledge hiding antecedents in the online knowledge community has been limited. This study investigates individuals’ knowledge hiding intentions in the context of the online knowledge community through an integrated framework of protection motivation theory, self-determination theory, and social exchange beliefs. We tested the research model through a valid sample of 377 respondents from Chinese online knowledge community users. The results demonstrate that individuals’ threat appraisal (perceived severity and perceived vulnerability) and intrinsic motivation (perceived autonomy and perceived relatedness) are negatively associated with interdependence. Additionally, interdependence within the online knowledge community is proved to negatively affect individuals’ knowledge hiding intention. Furthermore, reciprocity and trust moderate the relationship between interdependence and knowledge hiding intentions. This study enriches the academic literature in the knowledge hiding field, and the findings provide an in-depth understanding of knowledge hiding in the context of the online knowledge community.

Intimacy despite distance: The dark triad and romantic parasocial interactions

Individuals who score high on the dark triad of socially aversive traits—narcissism, psychopathy, and Machiavellianism—are prone to engage in short-term, non-committal romantic encounters. However, little is known about the transferability of this behavior to these individuals’ intimate interactions with media characters (i.e., romantic parasocial interactions). To close this research gap, we conducted a two-level-between-subjects experiment with young adults in Germany ( N = 116). Our results reveal that, although individuals who score high on the dark triad traits are particularly prone to engage in the specific sub-dimensions emotional love and responses to the media character of romantic parasocial interactions, they are not particularly prone to experience physical love for the media character. Moreover, our results show an alternative negative effect operating through an enhanced tendency to perceive a narrative as “corny” among those with Machiavellian and psychopathic personalities. To underline the similarity between parasocial and real-life romantic interactions, we further investigated the relationship between romantic parasocial interactions and an individual’s perceived relatedness gratification. The results suggest that interacting with and responding to the media character enhance perceived relatedness gratification, but that the romantic connotation of the parasocial interaction is not crucial for the feeling of relatedness during media reception.

Learning nursing during the COVID-19 pandemic: The importance of perceived relatedness with teachers and sense of coherence

Background and objective: In March 2020, the COVID-19 pandemic infected populations worldwide. To limit the spread, many countries declared stay-at-home orders. Teachers were suddenly obliged to teach and facilitate learning online, whereas students had to manage online education alone from home. Within self-determination theory (SDT), the need for relatedness is considered crucial for personal growth, well-being, motivation and learning, whereas sense of coherence (SOC) is a salutogenic health concept explaining humans’ coping with stressful situations. The aim of this study was to investigate the importance of teacher relatedness as well as SOC, including the concepts of comprehensibility, manageability and meaningfulness, among nursing students during the COVID-19 pandemic.Methods: Survey data were collected from 329 nursing students at a large university in Norway. Twelve hypotheses of the associations between teacher relatedness, SOC and perceived learning were tested by means of structural equation modelling (SEM) using Stata.Results: The SEM yielded an acceptable fit (χ2 = 177.60, p = .000, df = 80, χ2/df = 2.22, RMSEA 0.063, CFI = 0.96, SRMR = 0.048), showing significant, positive relationships between the latent variables of teacher relatedness, SOC and perceived learning. Eleven out of the twelve hypotheses found support, showing both direct and indirect relationships between the latent variables.Conclusions: The study indicates that caring and close teachers seem very important for nursing students’ learning during the COVID-19 pandemic. Many students do not experience such a teacher relationship, resulting in difficulties studying and learning under crisis. Knowledge about how teachers may mobilize care and close relationships with nursing students is important for students’ learning during a pandemic situation when teaching go digital.

Adolescent well-being and learning in times of COVID-19—A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents’ lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents’ well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.e., engagement and persistence), and negatively relate to passive learning behavior (i.e., procrastination), mediated via positive emotion and intrinsic learning motivation. Data were collected via online questionnaires in altogether eight countries from Europe, Asia, and North America (N = 25,305) and comparable results across countries were expected. Experienced competence was consistently found to relate to positive emotion and intrinsic learning motivation, and, in turn, active learning behavior in terms of engagement and persistence. The study results further highlight the role of perceived relatedness for positive emotion. The high proportions of explained variance speak in favor of taking these central results into account when designing distance education in times of COVID-19.

A test of a triadic conceptualization of future self-identification

People encounter intertemporal decisions every day and often engage in behaviors that are not good for their future. One factor that may explain these decisions is the perception of their distal future self. An emerging body of research suggests that individuals vary in how they perceive their future self and many perceive their future self as a different person. The present research aimed to (1) build on and extend Hershfield’s et al. (2011) review of the existing literature and advance the conceptualization of the relationship between the current and future self, (2) extend and develop measures of this relationship, and (3) examine whether and how this relationship predicts intrapsychic and achievement outcomes. The results of the literature review suggested that prior research mostly focused on one or two of the following components: (a) perceived relatedness between the current and future self in terms of similarity and connectedness, (b) vividness in imagining the future self, and (c) degree of positivity felt toward the future self. Additionally, differences in how researchers have labeled the overall construct lead us to propose future self-identification as a new label for the three-component construct. Our research built on existing measures to test the validity of a three-component model of future self-identification. Across three samples of first-year undergraduates, this research established the psychometric properties of the measure, and then examined the relationships between the components and four outcome domains of interest: (1) psychological well-being (self-esteem, hope), (2) imagination of the future (visual imagery of future events, perceived temporal distance), (3) self-control, and (4) academic performance. We demonstrated that the three components of future self-identification were correlated but independent factors. Additionally, the three components differed in their unique relationships with the outcome domains, demonstrating the utility of measuring all three components of future self-identification when seeking to predict important psychological and behavioral outcomes.

793. Expert Panel Consensus Ranking of Comorbid Conditions Causally Related to Clostridioides difficile Infection

Background Numerous studies have identified comorbidities that are associated with Clostridioides difficile infection (CDI), but current CDC and CMS models for risk adjusting hospital CDI rates do not include patient comorbid conditions. Incorporating patient-level data could improve CDI risk adjustment, but comorbidities would need to be easily electronically available for widescale implementation. Ideally, they would also be causally related to CDI — i.e., true risk factors, not confounders — to facilitate more unbiased inter-hospital comparisons. The current study aimed to determine which comorbid conditions are causally related to CDI based upon expert consensus. Methods We used Delphi methodology to administer an iterative, two-round survey with an intervening teleconference, to eight infectious disease experts. Experts evaluated 40 comorbid conditions included in Charlson and Elixhauser comorbidity indices (and thus validated for electronic capture through administrative data), as well as other comorbidities commonly associated with CDI. Experts rated comorbid conditions from 1 (not at all related) to 5 (strongly related), based upon perceived relatedness with CDI. To assign causal relatedness, the following criteria had to be met at the end of round two: 1) majority (> 50%) of experts rating the condition at 3 (somewhat related) or higher; 2) inter-quartile range (IQR) < = 1; and 3) standard deviation (SD) < = 1. Results 8/40 (20%) comorbid conditions were ranked as causally related to CDI, including patient age, three malignancy comorbidities, two transplant-related comorbidities, HIV/AIDS, and inflammatory bowel disease. A further 18/40 (45%) qualified as indeterminately related, and 14/40 (35%) were ranked as not causally related to CDI (Table). Three of the eight causally related factors were not components of Elixhauser or Charlson indices. Table Conclusion We identified comorbid conditions that may be appropriate candidates to consider for inclusion in patient-level risk adjustment models. Some causal factors did not originate from established comorbidity indices. Thus, future work to validate electronic capture of these conditions could further reduce barriers to risk-adjustment implementation. Disclosures All Authors: No reported disclosures

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

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.