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Artículos de revistas sobre el tema "Self-determination theory"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de mayo de 2024

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1

Liao, Kuo Hsun. "Institutional Theory, Expectation Theory and Self-Determination Theory". International Journal of Service and Knowledge Management 5, n.º 2 (2021): 1–22. http://dx.doi.org/10.52731/ijskm.v5.i2.579.

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2

Vallerand, Robert J., Luc G. Pelletier y Richard Koestner. "Reflections on self-determination theory." Canadian Psychology/Psychologie canadienne 49, n.º 3 (2008): 257–62. http://dx.doi.org/10.1037/a0012804.

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3

Leeming, Paul y Justin Harris. "Self-Determination theory and tasks". TASK / Journal on Task-Based Language Teaching and Learning 2, n.º 2 (31 de diciembre de 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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4

Prentice, Mike, Eranda Jayawickreme y William Fleeson. "Integrating whole trait theory and self-determination theory". Journal of Personality 87, n.º 1 (14 de agosto de 2018): 56–69. http://dx.doi.org/10.1111/jopy.12417.

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5

Gilal, Faheem, Abdul Khalique Gadhi, Rukhsana Gul Gilal, Naeem Gul Gilal y Na Zhang. "Towards an Integrated Model of Customer Religiosity: A Self-Determination Theory Perspective". Central European Management Journal 28, n.º 2 (15 de junio de 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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6

Iqbal Firdaus, Muhammad, Cynthia A. Utama, Gita Gayatri y Whony Rofianto. "Co-creation experience in Indonesian mobile commerce: A self-determination theory perspective". Innovative Marketing 19, n.º 3 (8 de septiembre de 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 &gt; 1.645, p-value &lt; 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 &gt; 1.645, p-value &lt; 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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7

Thau, Stefan. "Self-Determination Theory Research in Organizations". Academy of Management Proceedings 2013, n.º 1 (enero de 2013): 12965. http://dx.doi.org/10.5465/ambpp.2013.12965symposium.

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8

Sainz, Leslie. "Self-Determination Theory, and: Propaganda Ghazal". New England Review 42, n.º 4 (2021): 161–63. http://dx.doi.org/10.1353/ner.2021.0117.

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9

Bartholomew, Kimberley J., Nikos Ntoumanis, Richard M. Ryan, Jos A. Bosch y Cecilie Thøgersen-Ntoumani. "Self-Determination Theory and Diminished Functioning". Personality and Social Psychology Bulletin 37, n.º 11 (23 de junio de 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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10

Kestler-Peleg, Miri, Merav Shamir-Dardikman, Doron Hermoni y Karni Ginzburg. "Breastfeeding motivation and Self-Determination Theory". Social Science & Medicine 144 (noviembre de 2015): 19–27. http://dx.doi.org/10.1016/j.socscimed.2015.09.006.

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11

Wehmeyer, Michael L. "Beyond Self-Determination: Causal Agency Theory". Journal of Developmental and Physical Disabilities 16, n.º 4 (diciembre de 2004): 337–59. http://dx.doi.org/10.1007/s10882-004-0691-x.

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12

Markland, David, Richard M. Ryan, Vannessa Jayne Tobin y Stephen Rollnick. "Motivational Interviewing and Self–Determination Theory". Journal of Social and Clinical Psychology 24, n.º 6 (septiembre de 2005): 811–31. http://dx.doi.org/10.1521/jscp.2005.24.6.811.

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13

S, Parimala y Judu Ilavarasu. "Self-determination Theory and Indian Wisdom". NHRD Network Journal 15, n.º 4 (octubre de 2022): 438–45. http://dx.doi.org/10.1177/26314541221123103.

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Self-determination theory (SDT) has become a prominent motivational theory. It suggests the existence of three fundamental psychological needs: autonomy, competence and relatedness. When these three needs are pursued and met to varying degrees, the motivation will be self-sustaining and the resulting behavioural change will be long-lasting. This is essential for the growth and sustenance of the organisation. We attempted to discuss the role of SDT in organisational behaviour and to present a few concepts of Indian philosophy, such as karma yoga, bhakti yoga and jnana yoga, that are pertinent to the practical implementation of SDT in organisational settings. We contend that combining SDT with these Indian thoughts can result in a harmonious, self-sustaining organisational system.

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14

Gagné, Marylène y Edward L. Deci. "Self-determination theory and work motivation". Journal of Organizational Behavior 26, n.º 4 (14 de abril de 2005): 331–62. http://dx.doi.org/10.1002/job.322.

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15

Krupić, Dino y Philip J. Corr. "How reinforcement sensitivity theory relates to self-determination theory". Personality and Individual Differences 155 (marzo de 2020): 109705. http://dx.doi.org/10.1016/j.paid.2019.109705.

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16

Srikanteshwara, Parimala y Judu Ilavarasu. "Knowledge, Attitude and Practice of Physicians Towards Yoga: A Self Determination Theory Approach". Indian Journal Of Science And Technology 17, n.º 3 (24 de enero de 2024): 204–14. http://dx.doi.org/10.17485/ijst/v17i3.1295.

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17

Hathaway, Liz y Mckenzie Gregg. "Wielding the Power of Self-Determination Theory". ACSM'S Health & Fitness Journal 25, n.º 2 (marzo de 2021): 38–40. http://dx.doi.org/10.1249/fit.0000000000000647.

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18

Cuevas, Ricardo, Luis Miguel García-López y Jaime Serra-Olivares. "Sport education model and self-determination theory". Kinesiology 48, n.º 1 (2016): 30–38. http://dx.doi.org/10.26582/k.48.1.15.

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Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

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19

MacIntyre, Peter D., Ben Schnare y Jessica Ross. "Self-determination theory and motivation for music". Psychology of Music 46, n.º 5 (18 de agosto de 2017): 699–715. http://dx.doi.org/10.1177/0305735617721637.

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a long-term process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

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20

Sharma, Supriya. "Classifying consumption behaviour using self-determination theory". Marketing Review 16, n.º 4 (31 de diciembre de 2016): 419–31. http://dx.doi.org/10.1362/146934716x14636478978079.

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21

Joussemet, Mireille, Renée Landry y Richard Koestner. "A self-determination theory perspective on parenting." Canadian Psychology/Psychologie canadienne 49, n.º 3 (agosto de 2008): 194–200. http://dx.doi.org/10.1037/a0012754.

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22

Knee, C. Raymond, Benjamin W. Hadden, Ben Porter y Lindsey M. Rodriguez. "Self-Determination Theory and Romantic Relationship Processes". Personality and Social Psychology Review 17, n.º 4 (6 de agosto de 2013): 307–24. http://dx.doi.org/10.1177/1088868313498000.

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23

Welters, Riccardo, William Mitchell y Joan Muysken. "Self determination theory and employed job search". Journal of Economic Psychology 44 (octubre de 2014): 34–44. http://dx.doi.org/10.1016/j.joep.2014.06.002.

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24

Keating, Michael. "Is a Theory of Self-determination Possible?" Ethnopolitics 18, n.º 3 (20 de marzo de 2019): 315–23. http://dx.doi.org/10.1080/17449057.2019.1585093.

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25

Ng, Johan Y. Y., Nikos Ntoumanis, Cecilie Thøgersen-Ntoumani, Edward L. Deci, Richard M. Ryan, Joan L. Duda y Geoffrey C. Williams. "Self-Determination Theory Applied to Health Contexts". Perspectives on Psychological Science 7, n.º 4 (29 de junio de 2012): 325–40. http://dx.doi.org/10.1177/1745691612447309.

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26

Pae, Tae-Il. "Second Language Orientation and Self-Determination Theory". Journal of Language and Social Psychology 27, n.º 1 (marzo de 2008): 5–27. http://dx.doi.org/10.1177/0261927x07309509.

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27

Deci, Edward L., Haleh Eghrari, Brian C. Patrick y Dean R. Leone. "Facilitating Internalization: The Self-Determination Theory Perspective". Journal of Personality 62, n.º 1 (marzo de 1994): 119–42. http://dx.doi.org/10.1111/j.1467-6494.1994.tb00797.x.

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28

Ryan, Richard M. y Christopher P. Niemiec. "Self-determination theory in schools of education". Theory and Research in Education 7, n.º 2 (25 de junio de 2009): 263–72. http://dx.doi.org/10.1177/1477878509104331.

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In many graduate schools of education there is strong resistance to formal theories, especially those that are supported through quantitative empirical methods. In this article we describe how self-determination theory (SDT), a formal and empirically focused framework, shares sensibilities with critical theorists concerning the importance of actors' own embedded experiences of the world, and the importance of liberation and resistance to hegemony. Yet we argue that, unlike many post-modern views that are largely negative, SDT is truly critical precisely because it posits a common human nature, which can be more or less supported and allowed to flourish in different cultural and institutional contexts.

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29

Iizuka, Rie. "Situationism, virtue epistemology, and self-determination theory". Synthese 197, n.º 6 (23 de marzo de 2018): 2309–32. http://dx.doi.org/10.1007/s11229-018-1750-7.

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30

Ünlü, Ali. "Mathematical self-determination theory I: Real representation". Journal of Mathematical Psychology 116 (septiembre de 2023): 102792. http://dx.doi.org/10.1016/j.jmp.2023.102792.

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31

Berger, Janine. "Motivating EFL learners using Self-Determination Theory". Colloquia, Academic Journal of Culture and Thought 1 (5 de julio de 2017): 46. http://dx.doi.org/10.31207/colloquia.v1i0.13.

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This paper discusses the relevance of self-determination theory in motivating adult learners of English as a foreign language in Ecuador. EFL class provides a unique and fascinating opportunity to test out 21st century ways of learning because English is not so much a content subject (as grammar teachers would have us believe) as a medium in itself. Students should be playing, experimenting and creating…and that will be the answer to every teacher’s burning question: “How do I get my students motivated?” Self-Determination Theory seeks to discover which elements are necessary for intrinsic motivation, and without which, intrinsic motivation is rendered difficult to achieve. Researchers Deci and Ryan (1985) have discovered that the three key elements are autonomy, competence and relatedness. In this paper I will show how it can be possible, within the basic framework of the traditional classroom paradigm, to enable EFL learners to feel these three emotions. This does not, of course, guarantee that students will feel intrinsically motivated to learn English, but I submit that redesigning teaching methodologies to reflect these concepts will go a long way toward helping students feel better about learning English as a foreign language. Many educators, in an attempt to understand intrinsic motivation are turning to the psychology of gaming because people play games out of pure intrinsic motivation. That is, there are “rewards” and “punishments” within the world of the game, but since these have no meaning in the “real” world, the question becomes what makes people want to do things? And of course, how can we harness that to use in the classroom, ie: how can we make students want to learn? Self-Determination Theory is not a panacea. Applying its principles will not magically create intrinsic motivation where none exists. However, what has been discovered is that autonomy, competence and relatedness are three elements without which intrinsic motivation cannot exist. That is, we as teachers cannot make our students feel intrinsically motivated to learn English, but we can remove obstacles that impede their feeling that way. I will show how to provide students with greater autonomy over their learning, and how doing so will enable them to work more productively. I will show how the feeling of competence can be enhanced by subtle changes to our grading techniques. Finally, I will show how the sense of relatedness is the key to mastering English and being able to use it as a truly global language.

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32

Levy, Jacob T. "Self-determination, Non-domination, and Federalism". Hypatia 23, n.º 3 (septiembre de 2008): 60–78. http://dx.doi.org/10.1111/j.1527-2001.2008.tb01205.x.

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This article summarizes the theory of federalism as non-domination Iris Marion Young began to develop in her final years, a theory of self-government that tried to recognize interconnectedness. Levy also poses an objection to that theory: non-domination cannot do the work Young needed of it, because it is a theory about the merits of decisions not about jurisdiction over them. The article concludes with an attempt to give Young the last word.

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33

Sinclair, James, Katherine W. Bromley, Karrie A. Shogren, Christopher Murray, Deanne K. Unruh y Beth A. Harn. "An Analysis of Motivation in Three Self-Determination Curricula". Career Development and Transition for Exceptional Individuals 40, n.º 3 (25 de octubre de 2016): 175–85. http://dx.doi.org/10.1177/2165143416676081.

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Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

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34

Pugno, Maurizio. "Economics and the self: A formalisation of self-determination theory". Journal of Socio-Economics 37, n.º 4 (agosto de 2008): 1328–46. http://dx.doi.org/10.1016/j.socec.2007.03.004.

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35

La Guardia, Jennifer G. y Heather Patrick. "Self-determination theory as a fundamental theory of close relationships." Canadian Psychology/Psychologie canadienne 49, n.º 3 (agosto de 2008): 201–9. http://dx.doi.org/10.1037/a0012760.

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TUDOCE, Basile, Samira SALIME, JOCELYN Deloyer, Christine MAES, Marguerita MORAITOU, Jacques PONDAVEN,, David MUNUERA, Claudio FUENZALIDA, GABRIELA KELEMEN y MIHAELA GAVRILA. "EMPOWERMENT IN MENTAL HEALTH: FROM THEORY TO PRACTICE, OPERATIONAL PERSPECTIVES FOR USER SELF-DETERMINATION". JOURNAL PLUS EDUCATION 32, n.º 1/2023 (1 de mayo de 2023): 215–22. http://dx.doi.org/10.24250/jpe/vol.32/1/2023/bt/ss/jd/cm/mm/jp/dm/gk/mg.

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Health is the most important component of human life, and mental health even more so; the quality of mental health depends on the way individuals understand social relationships, manage to integrate in the family, in the group of friends, in the community, in social life. The European project KA202 - Strategic Partnerships for vocational education and training (Empow'Them) aims to develop an innovative methodology, which offers continuous, non-disruptive, free training addressed to all professionals. The project is a plea for the important role of self-determination in the recovery and reintegration of people suffering from various mental illnesses. This idea is in line with the Mental Health Action Plan 2013-2020 (WHO, 2013) and the Journal Plus EducationVol. XXXII, no.1/MAY, 2023 p.215-222 216 European Commission Green Paper of 2005, which states that self-determination and empowerment of people with mental disorders are fundamental concepts in mental health to improve social inclusion. Self-determination is seen to act as a catalyst for beneficiaries' ability to make decisions about their own lives, represents a reflection, search and implementation of viable solutions to support people in a vulnerable moment of their lives. The "Empow'Them" project is consistent with the actions supported by the UN Convention on the Rights of Persons with Disabilities (UN, 2008), as it aims to contribute to the respect and dignity of people affected by mental illness through professional practices that support their individual freedom

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Woodman, Tim, Alexandra L. MacGregor y Lew Hardy. "Risk can be good for self-esteem: beyond self-determination theory". Journal of Risk Research 23, n.º 4 (18 de marzo de 2019): 411–23. http://dx.doi.org/10.1080/13669877.2019.1588913.

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38

Sugden, Robert. "Self-realisation and Usefulness: A Critical Examination of Self-determination Theory". Review of Behavioral Economics 11, n.º 2 (2024): 211–34. http://dx.doi.org/10.1561/105.00000187.

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Sheldon, Kennon M. y Ryan Goffredi. "Self-determination theory shows that free will matters." Motivation Science 7, n.º 2 (junio de 2021): 119. http://dx.doi.org/10.1037/mot0000222.

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Vallerand, Robert J. "Reflections on the legacy of self-determination theory." Motivation Science 7, n.º 2 (junio de 2021): 115–16. http://dx.doi.org/10.1037/mot0000227.

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41

Sansone, Carol y Yun Tang. "Intrinsic and extrinsic motivation and self-determination theory." Motivation Science 7, n.º 2 (junio de 2021): 113–14. http://dx.doi.org/10.1037/mot0000234.

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42

Turner, Kristina. "One-To-One Learning and Self-Determination Theory". International Journal of Instruction 12, n.º 2 (3 de abril de 2019): 1–16. http://dx.doi.org/10.29333/iji.2019.1221a.

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43

Hagger, Martin y Nikos Chatzisarantis. "Self-determination Theory and the psychology of exercise". International Review of Sport and Exercise Psychology 1, n.º 1 (marzo de 2008): 79–103. http://dx.doi.org/10.1080/17509840701827437.

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44

Hoffman, Benjamin D. "Using Self-Determination Theory to Improve Residency Training". Academic Medicine 90, n.º 4 (abril de 2015): 408–10. http://dx.doi.org/10.1097/acm.0000000000000523.

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45

Meyer, John P. y Maryléne Gagnè. "Employee Engagement From a Self-Determination Theory Perspective". Industrial and Organizational Psychology 1, n.º 1 (marzo de 2008): 60–62. http://dx.doi.org/10.1111/j.1754-9434.2007.00010.x.

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46

Jones, Brett D., Sonia Llacer-Arrastia y Paula B. Newbill. "Motivating foreign language students using self-determination theory". Innovation in Language Learning and Teaching 3, n.º 2 (julio de 2009): 171–89. http://dx.doi.org/10.1080/17501220802358210.

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Andrews, Christina. "Integrating public service motivation and self-determination theory". International Journal of Public Sector Management 29, n.º 3 (11 de abril de 2016): 238–54. http://dx.doi.org/10.1108/ijpsm-10-2015-0176.

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Purpose – The purpose of this paper is to present a framework integrating theoretical insights, empirical research and practical advice emerging from public service motivation (PSM) and self-determination theory (SDT). It aims at demonstrating that, while PSM shows the relevance of public values for motivation, SDT explains how context affects it. Taking the two theoretical approaches as complementary to one another and by pointing out their “static” and “dynamic” features, the framework provides a theoretical foundation for organizational practices aimed at enhancing motivation in the public services. Design/methodology/approach – The framework is based on a review of PSM and SDT theoretical concepts and empirical studies; the analysis examines the implications and contributions of each approach to the understanding of motivation in the public services. Findings – The paper demonstrates that PSM and SDT are complementary theoretical approaches and that this complementarity can provide clearer guidance to practitioners and widen the understanding of motivation in the public services. Research limitations/implications – The framework considers only a few features pertaining motivation in the public services, such as public values, basic needs satisfaction, prosocial behaviour and socialization. Further research should explore additional factors. Practical implications – The framework provides an explanation of why some practices are likely to enhance motivation in the public services, while others are likely to deplete it. Originality/value – The framework does not limit itself to proposing the theoretical integration of PSM and SDT, but connects this integration to organizational practices.

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Guay, Frédéric, Caroline Senécal, Lysanne Gauthier y Claude Fernet. "Predicting career indecision: A self-determination theory perspective." Journal of Counseling Psychology 50, n.º 2 (2003): 165–77. http://dx.doi.org/10.1037/0022-0167.50.2.165.

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49

Ntoumanis, Nikos y Martyn Standage. "Morality in Sport: A Self-Determination Theory Perspective". Journal of Applied Sport Psychology 21, n.º 4 (27 de octubre de 2009): 365–80. http://dx.doi.org/10.1080/10413200903036040.

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50

Tanaka, Mitsuko. "Examining kanji learning motivation using self-determination theory". System 41, n.º 3 (septiembre de 2013): 804–16. http://dx.doi.org/10.1016/j.system.2013.08.004.

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