Relevant bibliographies by topics / Self-determination theory

Academic literature on the topic 'Self-determination theory'

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Published: 4 June 2021
Last updated: 25 May 2024

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Journal articles on the topic "Self-determination theory"

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Liao, Kuo Hsun. "Institutional Theory, Expectation Theory and Self-Determination Theory." International Journal of Service and Knowledge Management 5, no. 2 (2021): 1–22. http://dx.doi.org/10.52731/ijskm.v5.i2.579.

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Vallerand, Robert J., Luc G. Pelletier, and Richard Koestner. "Reflections on self-determination theory." Canadian Psychology/Psychologie canadienne 49, no. 3 (2008): 257–62. http://dx.doi.org/10.1037/a0012804.

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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
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Prentice, Mike, Eranda Jayawickreme, and William Fleeson. "Integrating whole trait theory and self-determination theory." Journal of Personality 87, no. 1 (August 14, 2018): 56–69. http://dx.doi.org/10.1111/jopy.12417.

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Gilal, Faheem, Abdul Khalique Gadhi, Rukhsana Gul Gilal, Naeem Gul Gilal, and Na Zhang. "Towards an Integrated Model of Customer Religiosity: A Self-Determination Theory Perspective." Central European Management Journal 28, no. 2 (June 15, 2020): 16–37. http://dx.doi.org/10.7206/cemj.2658-0845.20.

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Purpose: Drawing on self-determination theory (SDT), this article aims to examine the impact of customers’ intrinsic and extrinsic religiosity on purchase intentions for luxury brands. Moreover, this study delves into the moderating effect of customer brand loyalty in these relationships. Methodology: To this end, we tested our hypotheses with a student sample (N = 169) from Pakistan. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and moderation analysis techniques were used to analyze the data using SPSS 24.0 and AMOS 24.0. Findings: The results of data analysis indicated that a customer’s purchase intention for luxury brands is significantly influenced by extrinsic religiosity, while intrinsic religiosity has trivial influence in boosting purchase intention for a luxury brand. Our results for moderation analysis further show that customer purchase intention for a luxury brand is reinforced by intrinsic religiosity when customer brand loyalty is high but not when customer brand loyalty is low, whereas purchase intention for a luxury brand is fortified more by extrinsic religiosity when customer brand loyalty is low than when customer brand loyalty is high. Research Limitations: As with any set of cross-sectional studies, our research is not without limitations. For instance, the sample size in the current study is purposefully small. This limits the generalizability of findings across a wider population. Implications/originality/value: This study has provided a framework to explain how customers’ intrinsic and extrinsic religiosity affected the purchase intentions of luxury brands in the emerging market.
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Iqbal Firdaus, Muhammad, Cynthia A. Utama, Gita Gayatri, and Whony Rofianto. "Co-creation experience in Indonesian mobile commerce: A self-determination theory perspective." Innovative Marketing 19, no. 3 (September 8, 2023): 145–58. http://dx.doi.org/10.21511/im.19(3).2023.13.

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Understanding customer co-creation experience in mobile commerce helps business to tailor their offerings, improves customer engagement, and cultivates long-lasting brand relationships, ultimately leading to business success in the competitive digital marketplace. Anchoring in service-dominant logic and self-determination theory framework, this study aims to investigate customers’ internal stimuli as the antecedents of the co-creation experience and its impact on brand relationship behavior. An online survey was employed to gather data from 499 users of Shopee, Tokopedia, Bukalapak, and Lazada mobile commerce marketplaces in Indonesia. PLS-SEM is used to analyze the conceptual model. The results reveal that customers’ internal stimuli of enabling the self and gratifying the self positively influence the co-creation experience (t-value > 1.645, p-value < 0.001). At the same time, no significant effect was found on the relationship between enriching the self and the co-creation experience. This study also confirms the role of co-creation experience in motivating continuance intention and E-WOM (t-value > 1.645, p-value < 0.001). The findings contribute to developing and validating the co-creation experience concept by demonstrating the role of customer internal stimuli in influencing the co-creation experience, thus motivating customer continuance intention and E-WOM behavior. The findings suggest the importance of the focus given by mobile commerce marketplace managers in designing mobile commerce platforms that can also meet the inner needs of users. A positive co-creation experience can enhance customer commitment and thus encourage positive E-WOM. These factors contribute to the long-term success and growth of mobile commerce platforms in an increasingly competitive market.
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Thau, Stefan. "Self-Determination Theory Research in Organizations." Academy of Management Proceedings 2013, no. 1 (January 2013): 12965. http://dx.doi.org/10.5465/ambpp.2013.12965symposium.

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Sainz, Leslie. "Self-Determination Theory, and: Propaganda Ghazal." New England Review 42, no. 4 (2021): 161–63. http://dx.doi.org/10.1353/ner.2021.0117.

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Bartholomew, Kimberley J., Nikos Ntoumanis, Richard M. Ryan, Jos A. Bosch, and Cecilie Thøgersen-Ntoumani. "Self-Determination Theory and Diminished Functioning." Personality and Social Psychology Bulletin 37, no. 11 (June 23, 2011): 1459–73. http://dx.doi.org/10.1177/0146167211413125.

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Drawing from self-determination theory, three studies explored the social-environmental conditions that satisfy versus thwart psychological needs and, in turn, affect psychological functioning and well-being or ill-being. In cross-sectional Studies 1 and 2, structural equation modeling analyses supported latent factor models in which need satisfaction was predicted by athletes’ perceptions of autonomy support, and need thwarting was better predicted by coach control. Athletes’ perceptions of need satisfaction predicted positive outcomes associated with sport participation (vitality and positive affect), whereas need thwarting more consistently predicted maladaptive outcomes (disordered eating, burnout, depression, negative affect, and physical symptoms). In addition, athletes’ perceptions of psychological need thwarting were significantly associated with perturbed physiological arousal (elevated levels of secretory immunoglobulin A) prior to training. The final study involved the completion of a diary and supported the relations observed in the cross-sectional studies at a daily level. These findings have important implications for the operationalization and measurement of interpersonal styles and psychological needs.
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Kestler-Peleg, Miri, Merav Shamir-Dardikman, Doron Hermoni, and Karni Ginzburg. "Breastfeeding motivation and Self-Determination Theory." Social Science & Medicine 144 (November 2015): 19–27. http://dx.doi.org/10.1016/j.socscimed.2015.09.006.

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Dissertations / Theses on the topic "Self-determination theory"

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Kosko, Karl Wesley. "Mathematical Discussion and Self-Determination Theory." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/37551.

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This dissertation focuses on the development and testing of a conceptual framework for student motivation in mathematical discussion. Specifically, this document integrates Yackel and Cobbâ s (1996) framework with aspects of Self-Determination Theory (SDT), as described by Ryan and Deci (2000). Yackel and Cobb articulated the development of studentsâ mathematical dispositions through discussion by facilitating student autonomy, incorporating appropriate social norms and co-constructing sociomathematical norms. SDT mirrors these factors and describes a similar process of self-regulation through fulfillment of the individual needs of autonomy, social relatedness, and competence. Given the conceptual overlap, this dissertation examines the connection of SDT with mathematical discussion with two studies. The first study examined the effect of student frequency of explaining mathematics on their perceived autonomy, competence and relatedness. Results of HLM analyses found that more frequent explanation of mathematics had a positive effect on studentsâ perceived mathematics autonomy, mathematics competence, and relatedness. The second study used a triangulation mixed methods approach to examine high school geometry studentsâ classroom discourse actions in combination with their perceived autonomy, competence, and relatedness. Results of the second study suggest a higher perceived sense of autonomy is indicative of more engagement in mathematical talk, but a measure of competence and relatedness are needed for such engagement to be fully indicative of mathematical discourse. Rather, students who lacked a measure of perceived competence or relatedness would cease participation in mathematical discussion when challenged by peers. While these results need further investigation, the results of the second study provide evidence that indicates the necessity of fulfilling all three SDT needs for engagement in mathematical discussion. Evidence from both the first and second studies presented in this dissertation provides support for the conceptual framework presented.
Ph. D.
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Glendinning, Freya. "Self-determination theory : an individual differences perspective." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/selfdetermination-theory(27686081-f30d-48e8-b5f2-ccb08cf8cf7d).html.

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Self-determination theory is a theory of personality and motivation that provides a perspective on the social-cognitive dimensions that underpin human behaviour. According to self-determination theory, there are three basic psychological needs that are universally fundamental for self-motivation and psychological well-being. The hypothesis of universal needs suggests that, when satisfied, autonomy, competence and relatedness are equally beneficial for all people, regardless of any potential individual differences in need strength (cf. Deci & Ryan, 1985; Ryan & Deci, 2002). However, other theories developed within personality and social psychology tend to view needs as learned and varied (e.g., McClelland, 1985; Murray, 1938). As such, there is some debate as to whether the needs described by self-determination theory are universal requirements, or whether they are learned dispositions that vary across individuals (Sheldon & Niemiec, 2006). Sense of coherence theory (Antonovsky, 1979; 1987) is another perspective on psychological health and well-being. The core dimensions of sense of coherence appear to share some similarities with self-determination theory. However, the theories have different traditional foci. Research in sense of coherence theory is traditionally concerned with how a person survives despite the chaos and stress of life (e.g., the absence of ill health). Conversely, empirical research in self-determination theory has historically focused on how basic need satisfaction facilitates positive psychological well-being and growth orientated behaviour. Because of the difference in traditional foci, research within the framework of sense of coherence and basic needs satisfaction has taken place independently. As such, the relationship between the two theories and associated well-being is yet to be addressed. Chapter 1 outlines the theoretical rationale on which the empirical chapters are based. Chapter 2 of this thesis provides evidence that the benefits of need satisfaction are not always equal; rather, they are dependent on their relative intra-individual importance. Studies 2 1, 2 and part one of Study 4 show that the motivation benefits associated with need satisfaction gained via a specific activity depend on intra-individual differences in need importance. Studies 3 and part two of Study 4 show that for the general population, the effects of need satisfaction on general well-being are equal for all people regardless of the importance attached to each need. Those data support Deci and Ryan’s (1985) universal benefits position. However, Studies 1 and part one of Study 4 show that when an individual’s sense of identity is highly related to their investment in a specific activity, the association between need satisfaction (via an important activity) and general well-being depends on the intra-individual level of need importance. Those data counter self-determination theory’s universal benefits position. Collectively, these findings support the position that self-determination theory’s basic psychological needs are not always universally required for motivation and well-being. First, Chapter 3 (Study 5) provided support for the credibility of a four-factor sense of coherence scale, with an additional dimension, termed relationality. Second, Study 5 provided evidence for a considerable conceptual overlap (60%) among the dimensions of sense of coherence and basic needs perspectives. Third, in a series of longitudinal mediation analyses, satisfaction of basic needs significantly mediated the relationship between sense of coherence and positive well-being, but failed to mediate the relationship between sense of coherence and the absence of psychiatric symptoms. In addition, those analyses showed that sense of coherence was directly associated lower levels of psychiatric symptoms. Collectively, these findings are in line with the origin of both theories, and suggest that the dimensional structure of sense of coherence more adequately explains the absence of psychiatric illness than basic need satisfaction, whereas basic need satisfaction only explains the presence of positive psychological well-being. Chapter 4 of this thesis discusses the results from the two experimental chapters (Chapter 2 and 3) in a broad theoretical context.
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Vikström, Anton. "Autonomistödjande musikundervisning? : Grundskoleelevers körundervisning utifrån self-determination theory." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-3052.

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Motivation och hur den förhåller sig till autonomi är ett relativt utforskat område. Däremot finns det få kvalitativa undersökningar som utforskar frågan från ett musikaliskt perspektiv. Föreliggande studie undersöker hur elever förhåller sig till autonomi och hur den påverkar motivationen i musikundervisningen jämfört med dem övriga ämnen. Studien genomfördes utifrån self-determination theory. Metoden var kvantitativ i form av en pilotenkät där tjugosex körsångselever från en högstadiemusikklass deltog samt kvalitativ i form av halvstrukturerade intervjuer där sju av dessa elever intervjuades. Resultaten visar att behovet av kompetens ochsamhörighet utgör grunden som skapar plats för behovet av autonomi. Repertoar som är välanpassad till kören är viktig för att främja behovet av kompetens. En god kommunikation mellan elever och lärare, en god ledarstil samt möjligheten för elever att ge återkoppling till läraren är viktigt för att främja samhörigheten i kören. Resultaten visar även att körsångens fokus på kollektivet snarare än individen gör att behovet av autonomi inte prioriteras lika högt som behoven av samhörighet och kompetens samt öppnar upp nya möjligheter för att utmana elever. Dessutom visar resultaten att prestationsmål och en konkurrenskraftig lärandemiljö kan hämma autonomi och inre motivation, då eleverna styrs i dessa sammanhang av yttre motivatörer som prestation och konkurrens. I diskussionen diskuteras vikten av at medvetandegöra dessa parametrar som påverkar motivation samt hur man kan skapa goda förutsättningar för att främja elevers inre motivation.
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Oliver, Emily J. "Advancing the understanding of self-talk : A self-determination theory perspective." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531057.

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Nicolaysen, Sophie Cara. "Learning how to support the development of self-determination in young people : a self-determination theory perspective." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2292.

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Self-determination is described as an innate predisposition to experience choice, develop our competencies and interact within our social environment. Nourishing self-determination empowers young people to achieve goals, be autonomous and feel socially connected. This is key in today’s society where youth unemployment and poverty are high, students from low economic backgrounds continue to experience lower academic success and deprivation is successive within families. Self-Determination Theory (SDT) emphasises the importance of satisfying basic underpinning psychological needs for life-long psychological growth and wellbeing. The three papers depict the research journey undertaken to explore the application of SDT in work to support young people. The systematic review focuses on interventions that develop self-determination. A quantitative approach was taken to synthesise the findings from eight papers. The papers suggest interventions targeting specific skills increased young people’s self-determination. However, the majority of studies used small sample sizes and narrow quantitative outcome measures over a short timeframe. Chapter 2 is a bridging document providing philosophical and theoretical context to explain how the systematic review led to the empirical research. Critical reflections on research methodology and researcher reflexivity are also explored. Chapter 3 presents the empirical research. The systematic review highlighted a gap in how young people’s underpinning psychological needs are met systemically. Eleven participants from a multi-agency service took part in an Appreciative Inquiry to explore their work with young people. Theory driven data analysis was applied to identify how young people’s needs are met. Findings indicate that professionals work in a variety of ways to meet underpinning needs of autonomy and competence. Further development into meeting needs at the systemic level and more ways to meet young people’s relatedness needs may be required. The research also highlighted that developing the self-determination of young people and professionals by simultaneously meeting their underpinning psychological needs may be effective.
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Moskovits, Kelsey. "The doctrine of self-determination." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/886.

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Poverty and underdevelopment plague millions of people in the world today. Interestingly, the 800 million people that are currently living on less than a dollar a day correlate very closely with the 750 million people who were under colonial subjugation in 1945. In an effort to understand how the disparities in development came about, the theory of self-determination will be defined and historically assessed. Through qualitative evaluation of the principle and history of self-determination and case studies on three key regions that have never known genuine self-rule, it will become clear that the doctrine of self-determination only ever existed in rhetoric. Resource trap theory will be applied to those who have been plagued by outside rule and a general assessment of the state of self-determination in the world will be given. Lastly, an argument for what right transcendently will be given based on the current state of affairs and on Kantian ethics.
B.A.
Bachelors
Sciences
Sociology
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Gyllkvist, Sofi, and Katrin Marteliusson. "Motivation och Bostadsköp : Self Determination Theory ur ett konsumentperspektiv." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8454.

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Studiens syfte: Vårt syfte är att med hjälp av en enkätundersökning och etablerade motivationsteorier ta reda på vad som motiverar konsumenter inför ett bostadsköp. Metod: Vi har använt oss av en kvantitativ metod och informationen har samlats in med hjälp av en elektronisk enkätundersökning för att sedan kopplas till Self Determination Theory (SDT). Resultat & slutsats: Resultatet analyserades med hjälp av statistikprogrammet SPSS. Faktoranalysen resulterade i 13 faktorer, vilket slutligen gav en bild av 6 olika typer av konsumenter som alla motiveras på olika sätt. Förslag till fortsatt forskning: SDT skulle kunna användas på fler konsumentområden såsom upplevelser, resor eller för att ta reda på varför vi köper olika typer av varor. Uppsatsens bidrag: Vårt examensarbete har bidragit med att identifiera de motiv som driver oss till bostadsköp. Studien har visat att SDT kan vara ett lämpligt verktyg för framtidens fastighetsmäklare och att resultatet kan vara användbart i fastighetsmäklarrollen.
Aim of the study: The aim is to investigate consumers underlying motivation when they buy a house or a unit. This will be based on a survey and established theories of motivation such as Self Determination Theory. Method: We have used a quantitative method and the information was gathered from an electronic survey. Result & Conclusions: The statistical program SPSS was used to analyze the responses of the survey. To find the underlying correlations among the questions, we conducted a factor analysis. It resulted in 13 factors, which were narrowed down to 6 different types of consumers. Suggestions for future research: SDT can be used in different fields of consumer behaviour such as tourism and travelling, or to find out why we buy different types of goods. Contribution of the thesis: This thesis has contributed to the identification of the underlying motives behind buying a home. The study shows that SDT can be a suitable tool in marketing for future real estate agents.
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Guo, Lan. "Self-determination theory of motivation and performance management systems." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/l_guo_080307.pdf.

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Morrow, Mary I. "Self-determination theory increasing motivation in middle school students /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/MMorrow2008.pdf.

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Sebire, Simon J. "Goal content in exercise : a self-determination theory perspective." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512301.

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The purpose of the present thesis was to explore the cognitive, affective and behavioural correlates of adults’ exercise goals using the goal content perspective forwarded in Self-determination Theory (SDT; Deci & Ryan, 2000). In Study 1, to facilitate theoretically consistent measurement of exercise goal content, the Goal Content for Exercise Questionnaire (GCEQ) was developed and validated in multiple adult samples (N = 1306). In Study 2, analysis of cross-sectional data from 410 adults showed that relative intrinsic goal content (assessed by the GCEQ) predicted variance in adaptive cognitive, affective and behavioural aspects of exercise. Commensurate the hypotheses of SDT, the effect of goal content on cognitive and affective (but not behavioural) variables remained significant above and beyond exercise behavioural regulation. The cognitive and affective effects of goal content were shown to be partially mediated by psychological need satisfaction. In Study 3, qualitative analysis of exercisers (N = 11) experiences of pursuing relative intrinsic/extrinsic goals revealed themes that advance the understanding of the mechanisms underlying the findings of Study 2. Extending the findings of Study 2, using a prospective design and objective behavioural assessment, in Study 4 (N = 101) a motivational sequence from goal content to engagement in health-enhancing bouts of exercise behaviour via behavioural regulation was observed. Collectively, the four studies provide a comprehensive analysis of exercise goal content from an SDT perspective. The findings highlight the utility of the goal content construct in understanding motivation for exercise and provide a foundation for theoretically aligned future research.
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Books on the topic "Self-determination theory"

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Teson, Fernando R., ed. The Theory of Self-Determination. Cambridge: Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781316340639.

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Tesón, Fernando R. The theory of self-determination. New York: Cambridge University Press, 2016.

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Shogren, Karrie A., and Sheida K. Raley. Self-Determination and Causal Agency Theory. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04260-7.

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Ng, Betsy, and Gloria Ho, eds. Self-Determination Theory and Healthy Aging. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6968-5.

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Ng, Betsy, ed. Self-Determination Theory and Socioemotional Learning. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-7897-7.

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Chambel, Maria José. Self-determination theory in new work arrangements. Hauppauge, New York: Nova Science Publishers, Inc., 2015.

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Self-determination without nationalism: A theory of postnational sovereignty. Philadelphia, Pa: Temple University Press, 2012.

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Pavković, Aleksandar. Creating new states: Theory and practice of secession. Aldershot, Hants, England: Ashgate, 2007.

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A theory of secession: The case for political self-determination. Cambridge: Cambridge University Press, 2005.

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1957-, Macedo Stephen, and Buchanan Allen E. 1948-, eds. Secession and self-determination. New York: New York University Press, 2003.

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Book chapters on the topic "Self-determination theory"

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Heater, Derek. "Early Theory and Practice." In National Self-Determination, 1–14. London: Palgrave Macmillan UK, 1994. http://dx.doi.org/10.1007/978-1-349-23600-8_1.

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Legault, Lisa. "Self-Determination Theory." In Encyclopedia of Personality and Individual Differences, 4694–702. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1162.

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Law, Lauren, Dawn Wilson, and Hannah G. Lawman. "Self-Determination Theory." In Encyclopedia of Behavioral Medicine, 1980–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39903-0_1620.

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Lawman, Hannah G., and Dawn Wilson. "Self-determination Theory." In Encyclopedia of Behavioral Medicine, 1735–37. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_1620.

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Ryan, Richard M., and Edward Deci. "Self-Determination Theory." In Encyclopedia of Quality of Life and Well-Being Research, 5755–60. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2630.

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Law, Lauren, Dawn Wilson, and Hannah G. Lawman. "Self-Determination Theory." In Encyclopedia of Behavioral Medicine, 1–4. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6439-6_1620-2.

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Ricchiuti, Diego. "Self-Determination Theory." In Game Design Tools, 103–10. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003229438-12.

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Ryan, Richard M., and Edward L. Deci. "Self-Determination Theory." In Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-69909-7_2630-2.

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Adams, Nicole, Todd D. Little, and Richard M. Ryan. "Self-Determination Theory." In Development of Self-Determination Through the Life-Course, 47–54. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1042-6_4.

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Legault, Lisa. "Self-Determination Theory." In Encyclopedia of Personality and Individual Differences, 1–9. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1162-1.

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Conference papers on the topic "Self-determination theory"

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Poeller, Susanne, and Cody J. Phillips. "Self-Determination Theory — I Choose You!" In CHI PLAY '22: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3505270.3558361.

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Yang, Xi, and Marco Aurisicchio. "Designing Conversational Agents: A Self-Determination Theory Approach." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445445.

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Eyal, Ori. "Educational Champions' Influence Tactics: Self-Determination Theory Analysis." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687025.

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Inan, Dedi I., Achmad Nizar Hidayanto, Ratna Juita, Antares Firman, Ali Muktiyanto, Hermawan Wibisana Arifin, Muhammad Rizky Darmawan, Nabilla Yuli Shafira, and Cassie Michelle. "M-Government Adoption in Indonesia: Self-Determination Theory." In 2022 Seventh International Conference on Informatics and Computing (ICIC). IEEE, 2022. http://dx.doi.org/10.1109/icic56845.2022.10007011.

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Maruyama, Ken-ichi. "Determination of the multiplicative nilpotency of self-homotopy sets." In International Conference in Homotopy Theory. Mathematical Sciences Publishers, 2007. http://dx.doi.org/10.2140/gtm.2007.10.281.

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Strizhitskaya, Olga Y., and Elena P. Davedyuk. "Self-Determination Structure in Aging: From Theory to Practice." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.31.

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Tyack, April, and Elisa D. Mekler. "Masterclass: Rethinking Self-Determination Theory in Player-Computer Interaction." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383668.3419848.

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Ballou, Nick, Sebastian Deterding, April Tyack, Elisa D. Mekler, Rafael A. Calvo, Dorian Peters, Gabriela Villalobos-Zúñiga, and Selen Turkay. "Self-Determination Theory in HCI: Shaping a Research Agenda." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3503702.

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Sangroya, Deepak, and Gaurav Kabra. "Improving students’ engagement using gamification by integrating flow theory and self determination theory." In ETLTC-ICETM2023 INTERNATIONAL CONFERENCE PROCEEDINGS: ICT Integration in Technical Education & Entertainment Technologies and Management. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0181951.

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Sibarani, Roza Marsaulina, and Yohana F. Cahya Palupi Meilani. "Grit, Self-Regulated Learning, Self-Determination Theory and Academic Performance of Generation-Z." In The 2nd International Conference on Inclusive Business in the Changing World. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008426900050012.

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Reports on the topic "Self-determination theory"

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Kim, Eundeok, Srikant Manchiraju, Ross May, and Frank Fincham. Sustainable Fashion Consumption and Happiness: A Self-Determination Theory Perspective. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1381.

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Auten, Dana. Examining Employee Needs at Work and Home: a Self-Determination Theory Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7384.

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Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.191.

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Daubney, Kate. Lessons in Readiness: Self-determination and student agency in careers, employability, and success. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-04.

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Many university careers services sit structurally within the broad family of “Student Success”, but in practice, their strategic drivers often look quite different. While university student success strategies often claim to be focused on the student’s holistic journey into and through the university, then out into the world, careers services’ success in supporting students’ transition out is often reduced to data measuring and judged by the outcome of that journey in terms of work or further study after graduation (e.g., Gasevic et al., 2019; Knox, 2017). Consequently, careers services can find themselves unwittingly trapped within a contradiction. On one hand, they are existentially motivated to support the student’s individual journey and the diversity of their future outcomes. On the other hand, they—and the student—are judged on the nature of those outcomes. This contradiction has—in the United Kingdom (UK) at least—led to some important and innovative approaches by university careers services to enabling students’ agency through their readiness to progress on that journey. But I think those approaches also surface some important questions with relevance to all student services about what we mean when we talk about agency.
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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Sithole, Neo, Gabriel Cyril Nguijol, and Martina Micozzi. Crisis of Democratic Political Legitimacy and Emerging Populism in Africa. European Center for Populism Studies (ECPS), May 2024. http://dx.doi.org/10.55271/rp0056.

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This report provides an overview of the second regional panel organized by the ECPS titled “Crisis of Democratic Political Legitimacy and Emerging Populism in Africa,” which took place online on May 9, 2024. Moderated skillfully by Dr. Chipo Dendere, the panel included experts from Southern Africa, Central Africa, and beyond. They offered a comprehensive examination of the largely overlooked phenomenon of populism in Africa. Through their insightful presentations, the panelists analyzed the various forms and behaviors of populism on the continent, tracing its historical role as a galvanizer during anti-colonial struggles for self-determination to its current impacts on social and political affairs. A common theme emerged: as both Africa and the globe witness a decline in democratic integrity despite the rise in populist movements, it is crucial to understand the complex roles populism plays—both beneficial and detrimental—in shaping local political landscapes.
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Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

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In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.
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Mawassi, Munir, and Valerian Dolja. Role of RNA Silencing Suppression in the Pathogenicity and Host Specificity of the Grapevine Virus A. United States Department of Agriculture, January 2010. http://dx.doi.org/10.32747/2010.7592114.bard.

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RNA silencing is a defense mechanism that functions against virus infection and involves sequence-specific degradation of viral RNA. Diverse RNA and DNA viruses of plants encode RNA silencing suppressors (RSSs), which, in addition to their role in viral counterdefense, were implicated in the efficient accumulation of viral RNAs, virus transport, pathogenesis, and determination of the virus host range. Despite rapidly growing understanding of the mechanisms of RNA silencing suppression, systematic analysis of the roles played by diverse RSSs in virus biology and pathology is yet to be completed. Our research was aimed at conducting such analysis for two grapevine viruses, Grapevine virus A (GVA) and Grapevine leafroll-associated virus-2 (GLRaV- 2). Our major achievements on the previous cycle of BARD funding are as follows. 1. GVA and GLRaV-2 were engineered into efficient gene expression and silencing vectors for grapevine. The efficient techniques for grapevine infection resulting in systemic expression or silencing of the recombinant genes were developed. Therefore, GVA and GLRaV-2 were rendered into powerful tools of grapevine virology and functional genomics. 2. The GVA and GLRaV-2 RSSs, p10 and p24, respectively, were identified, and their roles in viral pathogenesis were determined. In particular, we found that p10 functions in suppression and pathogenesis are genetically separable. 3. We revealed that p10 is a self-interactive protein that is targeted to the nucleus. In contrast, p24 mechanism involves binding small interfering RNAs in the cytoplasm. We have also demonstrated that p10 is relatively weak, whereas p24 is extremely strong enhancer of the viral agroinfection. 4. We found that, in addition to the dedicated RSSs, GVA and GLRaV-2 counterdefenses involve ORF1 product and leader proteases, respectively. 5. We have teamed up with Dr. Koonin and Dr. Falnes groups to study the evolution and function of the AlkB domain presents in GVA and many other plant viruses. It was demonstrated that viral AlkBs are RNA-specific demethylases thus providing critical support for the biological relevance of the novel process of AlkB-mediated RNA repair.
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Tel-Zur, Neomi, and Jeffrey J. Doyle. Role of Polyploidy in Vine Cacti Speciation and Crop Domestication. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7697110.bard.

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1. Abstract: Over the past 25 years, vine cacti of the genera Hylocereus and Selenicereus have been introduced into Israel and southern California as new exotic fruit crops. The importance of these crops lies in their high water use efficiency and horticultural potential as exotic fruit crops. Our collaboration focused on the cytological, molecular and evolutionary aspects of vine cacti polyploidization to confront the agricultural challenge of genetic improvement, ultimately to improve success of vine cacti as commercial fruit crop plants. More specifically, we worked on the: 1- Identification of the putative ancestor(s) of the tetraploid H. megalanthus; 2- Determination of the number of origins of H. megalanthus (single vs. multiple origins of polyploidy); 3- Cytogenetic analysis of BC1 and F1 hybrids; 4- Determination of important agricultural traits and the selection of superior hybrids for cultivation. The plant material used in this study comprised interspecific Hylocereus F1 and first backcross (BC1) hybrids, nine Hylocereus species (58 genotypes), nine Selenicereus species (14 genotypes), and four Epiphyllum genotypes. Two BC1 hexaploids (BC-023 and BC-031) were obtained, a high ploidy level that can be explained only by a fertilization event between one unreduced female gamete from the triploid hybrid and a balanced gamete from the pollen donor, the diploid H. monacanthus. These findings are scientific evidence that support the possibility that “hybridization followed by chromosome doubling” could also occur in nature. Cytomixis, the migration of chromatin between adjacent cells through connecting cytoplasmatic channels, was observed in vine cacti hybrids and may thus imply selective DNA elimination in response to the allopolyploidization process. Evidence from plastid and nrDNA internal transcribed spacers (ITS) sequences support the placement of H. megalanthus within a monophyletic Hylocereus group. Furthermore, both plastid and ITS datasets are most consistent with a conclusion that this tetraploid species is an autopolyploid, despite observations that the species appears to be morphologically intermediate between Hylocereus and Selenicereus. Although the possibility of very narrow allopolyploidly (i.e., derivation from parents that are barely diverged from each other such as closely related species in the same genus) cannot be ruled out entirely based on our data (in part due to the unavailability of Hylocereus species considered to be morphologically the closest relatives of H. megalanthus), the possibility of H. megalanthus representing an intergeneric cross (i.e., Hylocereus × Selenicereus) seems extremely unlikely. Interestingly, the process of homogenization of ITS sequences (concerted evolution) is either incomplete or lacking in both Hylocereus and Selenicereus, and the inclusion of several artificial hybrids in the molecular study revealed the potential for biparental plastid inheritance in Hylocereus. The most important agricultural implication of this research project was the information collected for F1 and BC1 hybrids. Specifically, this project concluded with the selection of four superior hybrids in terms of fruit quality and potential yields under extreme high temperatures. These selected hybrids are self-compatible, avoiding the need for hand cross pollination to set fruits, thus reducing manpower costs. We recently offered these hybrids to growers in Israel for prioritized rapid evaluation and characterization.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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