Rozprawy doktorskie: „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, i 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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Eassey, Daniela. "Living with Severe Asthma: A Self-Determination Theory Perspective". Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21627.

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Severe asthma affects around 3-10% of the asthma population. Whilst most severe asthma research has been devoted to understanding pathophysiology, biomarkers and testing novel treatments, there is a dearth of research focusing on patients’ experiences of self-management of severe asthma. To improve health outcomes for patients with severe asthma, treatment guidelines emphasise the importance of patient-centredness, shared decision making and self-management. Research has demonstrated that understanding people’s attitudes, beliefs and values can impact behaviours and health outcomes. Greater attention is needed to understand the patients’ experiences and perspective of living with this condition, which may shape opportunities for directing patient-centred health interventions. Self-determination theory represents a broad framework to explain health related behaviours and motivation on an individual level. According to this theory, people have three basic psychological needs: autonomy, competence and relatedness. Drawing on these constructs a qualitative research design was used to investigate lived experiences and behaviours from the perspective of people living with severe asthma. Collectively, the findings provide new understandings of the lived experience of severe asthma and show the current biomedical approach to supporting patients is disconnected from the experiences narrated by participants.

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Sweet, Shane N. "Self-determination Theory and Self-efficacy Theory: Can They Work Together to Predict Physical Activity in Cardiac Rehabilitation?" Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19965.

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Cardiovascular disease is currently the leading cause of death in Canada and other developed countries. Physical activity based cardiac rehabilitation programs have been shown to reduce the likelihood of subsequent cardiac events and even reverse the disease process. However, factors influencing physical activity in cardiac patients are still not clearly understood. The overall objective of this dissertation was therefore to better understand motivation and physical activity in a cardiac rehabilitation context. Specifically, theory-based motivational variables were studied as correlates of physical activity. To accomplish this objective, a two-purpose research approach was taken. First, two articles (Article-1 and Article-2) aimed to test and integrate concepts from two strong motivational theories: Self-Efficacy Theory (SET) and Self-Determination Theory (SDT) into one comprehensive model using the novel and rigorous approach of Noar and Zimmerman (2005). The second purpose of this dissertation was to extend the findings from the first purpose by investigating physical activity and motivational patterns over a 24-month period in cardiac patients (Article 3). With regards to the first purpose, Article-1 revealed that the integration of SDT and SET was feasible as the integrated model had good model fit, explained more variance in self-determined motivation, confidence, and physical activity and supported similar number of hypothesised links in a cross-sectional cardiac sample as well two other samples: primary care adults and university students. Due to the cross-sectional nature of Article-1, Article-2 tested the integrated SDT-SET model from cardiac patients with longitudinal data of patients following a cardiac rehabilitation program. Although no motivational variables predicted residual change in physical activity at 4-months, this longitudinal model was found to have good model fit. Across both articles, the integration of SDT and SET was found to be possible. However, more research is needed to further test the integration of these theories. As for the second purpose of this dissertation, Article-3 investigated physical activity and motivational patterns of cardiac rehabilitation participants over the course of 24 months. Distinct patterns were found for physical activity, self-determined motivation, barrier self-efficacy and outcome expectations. In addition, individuals in the higher patterns of the motivational/expectancy variables had greater probability of being in the maintenance physical activity pattern compared to individuals in the other motivational/expectancy patterns. Therefore, this article extended findings from the first purpose by linking SDT and SET variables to long-term physical activity behaviour. SDT and SET should continue to be investigated together in order to increase our understanding of the mechanisms leading to greater motivation and subsequent increases in physical activity levels. Having a theoretically supported pathway to build motivation is ideal to inform future interventions and cardiac rehabilitation programs.

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Bergqvist, Sofie, i Michaela Edin. "Motivation på arbetsplatsen : Self-Determination Theory i en organisatorisk kontext". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176751.

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Syftet med studien är att undersöka huruvida Self-Determination Theory kan appliceras som förklaringsmodell för motivationen hos de anställda på Företaget X. Enligt Self-Determination Theory råder ett samband mellan tillfredsställelsen av basbehoven; autonomi, kompetens och släktskap i arbetsmiljön och motivationstypen hos individen. Tillfredsställelse av basbehoven främjar autonom motivation framför kontrollerad motivation och genererar antingen internalisering av yttre motivation och/eller bibehållande av den inre motivationen. För att undersöka sambandet mellan variablerna genomfördes en enkätundersökning med både anställda i ledande och icke-ledande position. Enkätens resultat visar att basbehoven är tillfredsställda och att motivationstypen är av karaktären inre motivation respektive hög grad av internaliserad motivation. Däremot kan studien inte fastslå ett statistiskt säkerställt samband mellan dessa variabler och kan därför inte bekräfta att Self-Determination Theory fungerar som förklaringsmodell för motivationen hos de anställda på Företaget X. Författarna anser dock att resultaten indikerar på samband i den utsträckningen att de inte vill förkasta teorin.

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Cho, Hyun Jin. "Promoting International College Students' Academic Adjustment from Self-Determination Theory". Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608059.

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When international students come to the U.S. to study, they are faced with unique needs and challenges that influence their academic success, adjustment, and well-being. In particular, international students’ academic adjustment determines their academic success during the transition to U.S. universities. This dissertation examined the validity of a new scale and international students’ academic adjustment from self-determination theory (SDT) in three different papers. The first paper examined the validity of a new instrument assessing students’ beliefs about assessment in the context of second language learning. Specifically, this study was conducted with international undergraduate students to examine their beliefs about a high-stakes standardized English proficiency exam and the use of their self-regulatory learning strategies in the context of second language learning. This study discussed implications for researchers to use an alternative scale to measure four different aspects of students’ beliefs about assessments and for educators’ intervention in students’ developing adaptive beliefs about assessment in the learning process.

The second paper aimed to provide a comprehensive theoretical framework from a self-determination perspective that supports international students’ successful academic adjustment. This paper comprised of two phases: quantitative phase and qualitative phase. The quantitative phase explored the relationships between international students’ learning climates, basic psychological needs, discussion participation, beliefs about classroom assessments, and academic adjustment. The qualitative phase explored how international students perceive their learning environments and classroom experiences in more detail through semi-structured interviews. This study showed that SDT provides theoretical foundations to explain international students’ successful academic adjustment.

Finally, the third paper investigated the relationships between self-determined motivation, beliefs about classroom assessments, and the use of different types of learning strategy through the lens of self-determination theory. It was proposed that students’ self-determined motivation may shape adaptive beliefs about classroom assessments, which in turn, contributes to use of higher level of learning strategies and eventually academic adjustment as a learning outcome. Also, this study explored whether there is a difference in students’ motivation, beliefs about assessments, and the use of self-regulated learning strategies in two different instructional environments (lecture-based and discussion-based classrooms). This paper discussed how international students’ adapt themselves to U.S. universities through motivation to learn, perspectives about classroom assessments, and different types of learning approach in different academic disciplines at the university level.

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Ng, Yau Yin Johan. "Motivation for weight management behaviours : a self-determination theory perspective". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4012/.

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According to self-determination theory (SDT; Ryan & Deci, 2000), the quality of support (autonomy support versus controlling) from important others is an important predictor of psychological need satisfaction, and subsequent engagement in health-conducive behaviours, such as physical activity and healthy eating. In this dissertation, four research studies grounded on SDT are presented. Results from these studies highlighted the important link between autonomy support and psychological need satisfaction. In turn, these studies showed that need satisfaction supported better psychological well-being and health-conducive behaviours. The findings also underscored the detrimental effects of controlling behaviours. For instance, such behaviours were found to be related to the thwarting of psychological needs, and in turn higher psychological ill-being and maladaptive outcomes, such as unhealthy eating behaviours. Motivation contagion effects were also examined in one study. The results suggested that practitioners’ quality of support provided may vary as a function of their perceived motivation of a client. Findings from our studies have implications for researchers and important others (e.g. spouse) of individuals engaging in weight management. Possible areas for future research, such as the design of new interventions based on the tenets of SDT, are discussed.

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Stebbings, Juliette. "Correlates of coach interpersonal behaviours : a self-determination theory perspective". Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/12003.

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This thesis is presented as a collection of four studies in which the correlates of coaches interpersonal behavioural styles are examined from a self-determination theory (SDT; Deci & Ryan, 2000) perspective. The majority of SDT-based research in the sport domain considers the impact of coaches autonomy supportive (and to a lesser extent, controlling) interpersonal behaviours on various athlete outcomes, such as basic psychological need satisfaction and psychological well-being. Nonetheless, the central propositions of SDT have yet to be examined in a coaching population. Perhaps more significantly, however, the precursors of these two interpersonal coaching styles have yet to be addressed. In addition, a third style of interpersonal behaviour, namely a laissez-faire style, has yet to be examined within the sport domain. Given the central influence that coaches have on athletes, it is of both theoretical and practical significance to uncover potential antecedents of autonomy supportive, controlling, and laissez-faire behaviours. The current thesis aims to address these limitations of the extant literature. Study One examined coaches basic psychological need satisfaction and psychological well-being as potential antecedents of coaches autonomy supportive and controlling behavioural styles. Incorporating elements of the coaches social context (i.e., opportunities for progression and training, job security, and work-life conflict), basic psychological need satisfaction and thwarting, and psychological well- and ill-being, Study Two explored whether separate processes explain coaches autonomy supportive and controlling interpersonal styles. Studies Three and Four focused specifically on the relationships between psychological health and interpersonal behaviours. Study Three longitudinally explored the within- and between-person effects of hedonic and eudaimonic indicators of well- and ill-being on coaches autonomy supportive and controlling interpersonal behaviours over an 11-month period. Study 4 utilised a dyadic design to explore coaches autonomy supportive, controlling and laissez-faire behaviours as mechanisms for well- and ill-being contagion from coach to athlete, and vice versa, across one training session. Overall, the findings of this thesis support the tenets of SDT by suggesting that elements of the coaching context impact upon coaches interpersonal behaviour through their basic psychological needs and psychological health as mediators. Moreover, coaches psychological well- and ill-being function as proximal predictors of the interpersonal style that they adopt, and as mechanisms for well- and ill-being contagion from coach to athlete.

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Ikahihifo, Tarah Brittany. "Self-Determination Theory and Student Emotional Engagement in Higher Education". BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7373.

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Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. While engagement can be viewed as a precursor to other outcomes, it should also be examined as an outcome itself. To increase student engagement and improve the learning experience for students, we must understand which factors can facilitate engagement and how educators can positively affect these factors. This research explored the influence of three proposed facilitators of engagement: autonomy, competence, and relatedness. Self-determination theory, a theory of motivation, posits that these are three innate psychological needs that must be fulfilled to experience the highest level of motivation, for which engagement has been used as a proxy. In the format of a multiple-article dissertation, I present three articles. The first article reviewed the literature concerning self-determination theory and student engagement in both K-12 and higher education settings. It answered the following research question: What has been found regarding the influence of autonomy, competence, and relatedness on student engagement? The second article built upon findings from the first article and outlined the process to create and validate an instrument to measure autonomy, competence, relatedness with peers, relatedness with professors, and emotional engagement. Data were collected from university students through an online survey (n = 340). Confirmatory factor analysis results showed that survey items performed well and measured the intended constructs. Structural equation modeling was then used to identify the best fitting model for the data collected. Results showed that sense of competence had the largest predicted effect on emotional engagement. The third article employed the validated survey discussed in the second article. It was administered to students in an online higher education program (n = 3092). Confirmatory factor analysis and structural equation modeling were conducted on the sample. Students<'> sense of autonomy was found to have the greatest effect on emotional engagement.

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Ackebo, Klas. "Motivation och engagemang hos innebandytränare : - Ur ett Self-determination Theory-perspektiv". Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-125991.

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Enligt Self-determination Theory presterar människor bäst när de upplever inre motivation, snarare än motivation sprungen ur yttre faktorer. Denna studie syftar till att undersöka motivation hos gruppen innebandytränare. I synnerhet undersöks anledningar till att börja som tränare, samt sambandet mellan dessa och tränarnas upplevda motivation. En webbenkät sändes ut till 1059 innebandytränare i Sverige varav 355 svarade. Resultatet visar 12 kategorier av anledningar till varför tränarna valde att engagera sig: Egna barn, Idrottsintresse, Bidra, Saknades tränare, Nöje, Egen utveckling, Allmänt intresse, Ledarskapsintresse, Social kontakt, Tillfrågad, Besatt kompetens, samt Gott syfte. Resultatet visar även att tränarna upplevde inre motivation i störst utsträckning. Flera samband återfanns mellan åtta av kategorierna och typ av motivation. Tydligast var den positiva korrelationen mellan kategorin Bidra och självbestämmande motivation. Detta kan bero på att viljan att bidra går att relatera till det psykologiska behovet av samhörighet. Studien bidrar till kunskap kring inre motiverande faktorer hos idrottstränare.
According to Self-determination Theory, people perform better when they experience inner motivation, rather than motivation sprung from external factors. This study aims to examine motivation in floorball coaches. Especially, reasons for starting to work as a coach are examined, as well as relationships between those reasons and the coaches experienced type of motivation. A web-survey was sent to 1059 floorball coaches in Sweden, wich were answered by 355 coaches. The results show 12 reasons why the coaches chose to commit themselves: Their own children, Sports interest, Contribute, Lack of coaches, Enjoyment, Their own development, A general interest, Leadership interest, Social connections, Asked to, Possessed expertise and A good cause. The results also showed that the coaches experienced inner motivation to the largest extent. Several relationships were shown between eight of the categories and the different types of motivation. Of those, the most distinct was the relationship between Contribute and self-determined motivation. This may be due to that the will to contribute can be related to the psychological need for relatedness. The study contributes to the knowledge of factors that may affect inner motivation in athletic coaches.

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Hagdahl, Kristina, i Hammarbäck Jimmy. "Studiemotivation en jämförelse mellan gymnasieelevers egen uppfattning om motivationsnivå och Self-Determination Theory : en jämförelse mellan gymnasieelevers egen uppfattning om motivationsnivå och Self-Determination Theory". Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12132.

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Studien handlar om svenska gymnasieelevers motivation för att studera matematikämnet. Den teoretiska grunden hämtas ifrån Self-Determination Theory (Deci & Ryan, 1985). Studiens syfte är att undersöka hur väl gymnasieelevers egen uppfattning om sin motivationsnivå kan prediceras genom de fyra ingående motivationsorienteringarna i Self-Determination Theory: (1) external regulation; (2) introjected regulation; (3) identified regulation; och (4) intrinsic motivation. Deltagarna (n = 132), 44 pojkar, 84 flickor och fyra som valde att inte specificera kön, studerar vid två gymnasieskolor i Falu kommun. Deltagarna fick via en webbsida besvara en enkät som mätte variablerna: upplevd motivationsnivå, external regulation, introjected regulation, identified regulation och intrinsic motivation. Multipel regression användes för att testa om de ingående variablerna i Self-Determination Theory kan predicera deltagarnas upplevda motivationsnivå. Resultatet visar att 69.9% av upplevd motivationsnivå kan förklaras genom de fyra ingående motivationsorienteringarna. De ingående fyra motivationsorienteringarna fanns ordnade enligt teori, vilket innebar att faktorer som upplevs mer autonoma också indikerar på högre motivationsnivå. Studiens resultat visar att gymnasieelevers självupplevda motivationsnivå kan prediceras genom Self-Determination Theory och dess motivationsorienteringar. De deltagare som skattar sin egen motivationsnivå som hög, är också de deltagare som i högst grad drivs av identified regulation och inre motivation, liksom att de deltagare som skattar sin självupplevda motivationsnivå som lägre drivs mer av yttre motivation.

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Pelander, Laura, i Jesper Sundström. "Self-Determination Theory och Theory of Planned Behavior: Teoretiska ramverk för att predicera träningsmängd". Thesis, Umeå universitet, Institutionen för psykologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-159352.

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Träning medför såväl fysiska som psykiska hälsofördelar. Trots att detta är vedertaget, tränar människor olika mycket och det finns även en andel människor som tränar otillräckligt. I föreliggande studie användes Self-Determination Theory (SDT) och Theory of Planned Behavior (TPB), för att undersöka om faktorer inom dessa teorier kan förutsäga hur mycket människor i åldern 18 – 30 tränar i veckan. Data från personer som tränade olika mycket (n= 196, Målder= 24.94, SD= 2.69) samlades in genom ett elektroniskt självskattningsformulär som bestod av frågor om träning, Behavioral Regulations in Exercise Questionnaire (BREQ-3) och Theory of Planned Behavior Questionnaire. Multipla regressionsanalyser genomfördes för att undersöka hur väl SDT, TPB och en kombination av dessa predicerade träningsmängd. Resultatet visade att SDT och TPB såväl enskilt som tillsammans förklarade en signifikant andel av variansen i träningsmängd, samt att autonom motivation från SDT och upplevd beteendekontroll från TPB var de bästa prediktorerna för träningsmängd. Detta pekar på att en upplevelse av att träning är lätt, glädjefyllt och en integrerad del av en själv, förutsäger hög träningsmängd i veckan. Framtida forskning kan med fördel undersöka vilka andra faktorer utöver SDT och TPB som kan förklara varför människor tränar olika mycket.
Exercise entails both physical and mental health benefits. Despite this being common knowledge, people differ in the amount of exercise performed and some even exercise insufficiently. In the present study Self-Determination Theory (SDT) and Theory of Planned Behavior (TPB) were used to examine if factors within these theories can predict the amount of exercise performed in a week by people in the age of 18 to 30 years. Data from people that differed in the amount of exercise (n= 196, Mage= 24.94, SD= 2.69) was gathered through an electronic survey consisting of questions regarding exercise, Behavioral Regulations in Exercise Questionnaire (BREQ-3) and Theory of Planned Behavior Questionnaire. Multiple regression analysis was used to examine to what extent SDT, TPB and a combination of these were able to predict the amount of exercise. Results showed that SDT and TPB, both together and on their own, explained a significant amount of the variance in the amount of exercise performed and that autonomous motivation from SDT and perceived behavioral control from TPB were the best predictors for the amount of exercise performed. This suggests that the experience of exercise being easy, joyful and an integrated part of the self, predicts a high amount of exercise. Future research could examine other factors beyond SDT and TPB that can explain the difference in the amount of exercise people perform.

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Holmqvist, Rasmus, i Philippe Afola. "Instruktörers syn på motivation : En kvalitativ studie om hur instruktörer i yoga och crossfit motiverar sina deltagare". Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4660.

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Syfte Att undersöka hur yoga- och crossfitinstruktörer försöker motivera sina deltagare med utgångspunkt från basic psychological needs theory (BPNT) i Self determination theory (SDT). 1. Vilka metoder använder sig instruktörerna av för att skapa motivation? 2. Finns det någon skillnad mellan instruktörernas sätt att instruera sina deltagare och vad skiljer dem i så fall åt? 3. Hur uppfylls autonomi/meningsfullhet, tillhörighet och kompetens? Metod En kvalitativ intervjumetod användes där åtta informanter rekryterades, där hälften var yogainstruktörer och andra hälften var crossfitinstruktörer. Intervjun utformades för att undersöka instruktörernas arbetssätt i relation till BPNT i SDT. Induktiv dataanalys genomfördes för att belysa instruktörernas arbetssätt. Resultat Crossfitinstruktörerna kunde ge praktiska exempel på sitt arbetssätt i detalj. De ville gärna jobba med progressionsutveckling samt förmedla träningskunskap till deras deltagare. Det kunde påverka autonomistödet till deltagarna då crossfitinstruktörerna behövde vara mer strikta och noggranna i sitt ledarskap för att minska skaderisken. Tillhörighet och känsla av kompetens fick deltagarna genom att ingå i grupper och jobba med varandra. Yogainstruktörerna styrde bort fokus från kompetens i utförandet då de ansåg att prestation inte ingick i deras aktivitetsform. Genom att jobba utifrån sina egna förutsättningar i en autonomistödjande miljö visade de på fysiska och mentala fördelar med träningen. Yogainstruktörerna jobbade inte aktivt med begreppet tillhörighet i träningsformen. Slutsats Aktivitetsformerna skiljde sig i hur de uppfyllde begreppen i BPNT, där yogainstruktörer förmedlade mer autonomi till sina deltagare och där crossfitinstruktörer förmedlade kompetens i högre grad genom progressions- och prestationsutveckling. Arbetet kring tillhörighet skilde sig mellan träningsformerna. Yogainstruktörerna arbetade inte aktivt med tillhörighet bland deltagarna. Crossfitinstruktörerna arbetade mer med att integrera deltagare med varandra och att skapa en familjär känsla i gruppen.

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Netcoh, Steven. "Students' Experiences with Personalized Learning: An Examination Using Self-Determination Theory". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/738.

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In recent years, personalized learning has become a buzzword in the field of education and an approach that schools across the United States have adopted in their attempts to account for the diverse interests, aspirations, and needs of their students. Despite the growing interest in personalized learning, there is a dearth of empirical research on this educational approach, particularly as it relates to the student experience. Given the paucity of research in this area, little is known about the extent to which personalized learning can offer students a more beneficial quality of experience than traditional educational methods. This question is further complicated by the fact that personalized learning has been defined and put into practice in diverse ways. Given these conditions, the purpose of this study was to explore students' experiences with more humanistic forms of personalized learning at three high schools in Vermont. A pragmatic approach to qualitative research was used along with self-determination theory (SDT) as a framework to investigate students' perceptions of their autonomy, competence, relatedness, motivation, and well-being within the context of personalized learning. SDT was used as framework because it offers a lens for analyzing how social contexts affect people's experiences and proposes that individuals experience higher qualities of motivation, engagement, and performance when their basic psychological needs for autonomy, competence, and relatedness are met. Study findings, which are based on interviews with 28 students from three Vermont high schools, suggest participants generally felt autonomous, competent, and related in their personalized learning environments, which contributed to their intrinsic motivation, engagement, and well-being within these settings. Some features of personalized learning that supported multiple facets of students' basic psychological needs were the individualized nature of instruction, student-driven curriculum, and structures that enabled and supported community-based learning. Although many students suggested personalized learning supported their basic psychological needs, some struggled to direct and manage their own learning, which diminished their feelings of competence while others indicated that the individualized nature of their projects undermined their sense of relatedness to their peers. Overall, the findings indicate that humanistic approaches to personalized learning have the potential to contribute to a more beneficial quality of experience for high school students than traditional educational methods. The study has implications for educational policy and practice as it suggests personalization may be an effective approach for engaging a variety of students with their education and promoting the skills and dispositions for lifelong learning.

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Zhang, Nan. "CONSUMER INVOLVEMENT IN REVIEWING PRODUCTS ONLINE: A SELF-DETERMINATION THEORY PERSPECTIVE". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/873.

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Consumer online product reviews have profoundly affected consumer purchase decisions and products market performance. About 80% Internet users agree that their purchase decisions are influenced by online reviews. The features of online reviews, such as the volume, helpfulness, and valence have been found to significantly influence product sales. Despite of the marketing potential of online reviews, important gaps remain in consumer review research. First of all, there is a lack of understanding in the reward mechanism of review involvement. Research found that, although many people use online reviews to assist their purchase decisions, only 6% of consumers actually provide online reviews. Also, there is a lack of recognition of reviewers' purchase behaviors. Previous research has been focusing on the purchase behaviors of review readers. Indeed, people who provide reviews are existing consumers of the reviewed products. Past research showed that, it is easier and cheaper to keep current consumers than to explore new ones. Hence, it is relevant to investigate ways to improve reviewers' purchase behaviors. Specifically, to fill the above-mentioned gaps, this dissertation aims to answer several questions below: How do different types of rewards impact review involvement? Do causality orientations moderate the effect of rewards on review involvement? How can managers use causality orientations to improve the effect of rewards? How does reviewing a product online influence ones' own purchase behaviors? Results of two studies demonstrate that both intrinsic and extrinsic rewards improve review involvement. Further, review rewards are most effective when the rewards type matches a consumer's causality orientation. For example, intrinsic rewards works better with autonomous oriented individuals. Moreover, ones' causality orientation can be primed, and the primes interact with rewards types to improve review involvement in the same pattern as the causality orientations do. Results also show that by highly involving in reviewing a product online, reviewers' purchase behaviors are improved. However, the relationship between review involvement and reviewers' purchase behaviors is moderated by review valence. Theoretically, this research is the first known research to incorporate self-determination theory into consumer engagement/involvement literature. It is also among the first to investigate the purchase behaviors of review creators. Finally, it provides another empirical support for prime paradigm. Managerially, this research suggests ways to maximize the effectiveness of review rewards- managers can either use the right type of rewards to match with a consumer's causality orientation, or prime a consumer's causality orientation to match a given type of rewards. It also draws managers' attention on the sales potential of review creators. Managers can turn reviewers into loyal customers by rewarding their review involvement.

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DeCaro, Daniel Anthony. "Refining Self-Determination Theory One Construct at a Time: The Self-Determined Motivation Inventory (SDMI)". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1194384499.

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Felton, Luke. "Investigating the psychological functioning of athletes : the integration of attachment theory and self-determination theory". Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/11042.

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This thesis is presented as a collection of four studies in which the associations between athlete attachment styles, perceptions of basic psychological needs, and experiences of well/ill-being are examined. The first study of this thesis examined the mediating role of basic psychological need satisfaction, within the coach and parent relational contexts, in the associations between athletes (N = 430) global attachment styles and their experiences of well-being. Results demonstrated that satisfaction of the athletes basic psychological needs did mediate the associations between attachment styles and well-being. Study 2 examined whether mean differences and changes in athletes (N = 110) attachment style predicted psychological need satisfaction, within two relational contexts (coach and parent), and well-being, and whether mean differences and changes in need satisfaction within the relational contexts predicted well-being. Findings from the study provide further support for the role of attachment in need satisfaction and well-being within sport psychology, as well as highlighting important within- and between-person effects. Study 3 aimed to examine the possible social mechanisms that affect insecure athletes (N = 215) perceptions of basic need satisfaction. The social factors investigated as possible mediators were social support, interpersonal conflict, autonomy supportive behaviours, and controlling behaviours, each examined within both the coach and parent relational contexts. The findings of Study 3 highlighted that social factors have an important role in explaining the associations between athletes insecure attachment styles and their perceptions of basic psychological need satisfaction within two important relationships. The final study presented in this thesis aimed to focus on how thwarting of athletes basic psychological needs impacted upon athletes experiences of both well- and ill-being. Study 4 also measured athletes (N = 241) attachment styles to the coach specifically. Findings revealed that when athletes perceptions of their basic psychological needs were actively thwarted, within both aforementioned contexts, athletes insecure attachment to the coach impacted upon experiences of well- and ill-being. Overall, the findings of the current research have supplied new knowledge and understanding concerning athletes psychological functioning through the employment of established theoretical frameworks.

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Phillips, Amanda S. "Self-Efficacy and Competence: A Physical Activity Experimental Comparison". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538687/.

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Sedentary behavior has been shown to lead to overweight and obesity, which are risk factors for chronic diseases such as cardiovascular heart diseases (CHD) and type 2 diabetes mellitus. Two constructs have been used to attempt to enhance motivation in order to promote long-term physical activity behavior change: self-efficacy (from Self-Efficacy Theory) and competence (from Self-Determination Theory). Though these constructs are from two different theories and purportedly measure two different concepts, they have been used interchangeably in physical activity research. This project examined similarities and differences in the theoretical explanations of self-efficacy and competence. Participants were college students ages 18 to 53 (n = 194, 65.8% female) who were randomized to one of two intervention groups (competence vs. self-efficacy) or an attention control group, with an overall attrition rate of 0.6%. Repeated measures ANCOVAs controlling for strenuous exercise and BMI showed no within groups or between-groups differences in competence or self-efficacy. Measures of competence and self-efficacy were strongly correlated (r = .74). Further inspection showed both measures were tapping into a third variable: confidence. Additionally complicating the findings is documented evidence of college students over-reporting high confidence levels. Recommendations include incorporating items measuring growing mastery into competence scales and examining this same question for older sedentary adults.

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Lumb, Andrew. "Self-Determination Theory and Posttraumatic Growth in University Students Experiencing Negative Life Events". Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32859.

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Grounded in Self-Determination Theory (SDT; Deci & Ryan, 1985, 2000), the purpose of this thesis was to investigate the role of global/dispositional autonomous and controlled motivation orientations in facilitating posttraumatic growth (PTG; Tedeschi & Calhoun, 1996, 2004) following the experience of various significant negative life events (Manuscript 1), relationship dissolution (Manuscript 2), and bereavement (Manuscript 3) in two university student samples. The objectives were to investigate the contribution of dispositional autonomous and controlled motivation in statistically predicting PTG above and beyond previously researched correlates; and explore the mediating role of cognitive appraisals and coping strategies in explaining the relationship between dispositional motivation orientations and PTG. Consistent with the overall hypotheses of the thesis, dispositional autonomous motivation was positively associated with PTG across all three manuscripts. Across all three manuscripts, we found that dispositional autonomous motivation explained a unique portion of the variance in explaining PTG, above and beyond previously researched correlates of PTG and dispositional controlled motivation. Mediation results indicated an indirect effect of dispositional autonomous motivation on PTG through primary cognitive appraisal (Manuscript 1). Dispositional autonomous motivation was positively associated with task-oriented coping strategies across all three manuscripts. Moreover, task-oriented coping strategies were the strongest indirect effect in Manuscript 1, and the only significant indirect effect in Manuscript 2 and Manuscript 3 between dispositional autonomous motivation and PTG. Dispositional controlled motivation was positively related to disengagement-oriented coping strategies in Manuscript 1 and 2, but unrelated in Manuscript 3. Collectively, these findings highlight the importance of incorporating motivation orientations into theoretical models of PTG and aiding practitioners in better recognizing the significance of motivational factors in facilitating posttraumatic growth.

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Hagstedt, Emelie, i Nazan Mermer. "Self Determination Theory - Aspiration index inom Fastighetsmäklarbranchen : Att motiveras till att jobba". Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12689.

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Resultatet visar på skillnader i olika motivationsfaktorers påverkan på fastighetsmäklare, speciellt skillnader gällande inre och yttre faktorer. Resultatet har analyserats med hjälp av SDT. Vi har jämfört SDT modellen med Reiss och Maslows teorier i samma ämne, trots många likheter upptäckte vi även många skillnader mellan modellerna.

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Wilson, Jodi Bull. "Employee Motivation and Leader Behaviors| Examining Self-determination Theory and Worthy Leadership". Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606595.

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This exploratory study examined of the relationship between employee motivation orientations and leader behaviors through Self-Determination Theory (SDT) and the Worthy Leadership Model (WL). Leader Member Exchange theory (LMX) and SDT provide theoretical support for the present study. Structural equation modeling (SEM) provides correlations on a direct path analysis between the SDT constructs of intrinsic, identified, introjected and external motivation regulations and the WL constructs of capacity, character and commitment to lead. Results indicated when the leader’s capacity, commitment, and character to lead increased the degree of participant intrinsic, identified and introjected motivation decreased. The results also found that external motivation was insignificant with WL constructs. The impact of multicollinearity and suggestions for future research are included.

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Chatzisarantis, Nikolaos. "A self determination theory approach to the study of physical activity intentions". Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324531.

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Matošić, Doris. "The role of narcissism in sport coaching : a self-determination theory perspective". Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7580/.

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The aim of the current thesis was to investigate coach narcissism as an antecedent of controlling and autonomy-supportive coach interpersonal styles proposed by self-determination theory (SDT); potential indirect effects that underlie those relations, and the outcomes of such coach interpersonal styles. The current thesis is comprised of a systematic review and three empirical chapters. Chapter 2 reviewed the literature on antecedents of controlling and need supportive interpersonal styles and identified narcissism as an antecedent of particular importance to sport coaching. This chapter has also illustrated a dearth of research investigating narcissism as an antecedent of coach interpersonal styles, which then became a key theme of the empirical studies that followed. Across these studies, narcissism was found to be positively associated with controlling interpersonal style in coaches (Chapters 3, 4, and 5), however it was not associated with autonomy-supportive style (Chapter 3). Some of these studies also revealed indirect effects (i.e., empathic concern, effectiveness beliefs about controlling interpersonal style) that helped explain the relation between narcissism and controlling interpersonal style (Chapters 3 and 5), and narcissism and autonomy-supportive interpersonal style (Chapter 3). Finally, coaches' controlling interpersonal style was associated with need frustration and positive attitudes toward doping in athletes (Chapter 4), and moral disengagement in coaches (Chapter 5). These novel finding extend SDT literature by offering further understanding on antecedents and outcomes of coach interpersonal styles.

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Standage, Martyn. "A self-determination theory approach to understanding motivation in physical activity settings". Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289792.

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Gruenewald, John M. "Self-determination theory and hedonic well-being in a cross-cultural perspective". Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/j_gruenewald_040109.pdf.

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Tobin, Vannessa J. "Facilitating exercise behaviour change a self-determination theory and motivational interviewing perspective /". Thesis, Bangor University, 2003. http://www.oregonpdf.org.

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Thesis (Ph. D.)--University of Wales, Bangor, 2003.
Includes bibliographical references (leaves 203-222). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

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Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.

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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.

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Sykes, Cheryl. "Thinking beyond 'sticks' in Australian employment services: A self-determination theory perspective". Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/89771.

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Taking a self-determination theory perspective, this study examined the experience of unemployed people in Australia’s mandatory employment services system. Using longitudinal quantitative data, a mediation analysis found that when the system thwarted jobseekers’ psychological need for relatedness and competence, poorer mental health outcomes were reported whereas support for relatedness predicted better mental health outcomes. Thwarting competence need was also predictive of lower job search intentions. A supplementary qualitative analysis provided additional support for these findings.

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Rose, Elaine A. "Motivational and affective responses to exercise : issues for adherence and the role of causality orientations". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341181.

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Huggins, Anna Louise. "Implementing the self-management threshold learning outcome in Australian legal curricula : insights from self-determination theory". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61127/1/08385335_LW52_Thesis.pdf.

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In 2010, six Threshold Learning Outcomes (TLOs) for law were developed by the Australian Learning and Teaching Council's Discipline Scholars: Law. The final of these outcomes, TLO 6, concerns self-management. This thesis examines strategies for implementing self-management in Australian legal education by first contextualising the development of TLO 6 in light of other relevant national and international developments in higher education, and secondly, analysing this learning outcome through the lens of Self-Determination Theory (SDT), an influential branch of educational psychology. It is argued that the central concept of autonomous self-regulation in SDT provides insights into factors that are relevant to law students’ capacities for long-term self-management, which is reinforced by analysis of the literature on law students’ distress. Accordingly, curriculum design that supports students’ autonomy may simultaneously promote students’ self-management capacities. The discussion of theoretical and practical perspectives on autonomy supportive curriculum design in this thesis thus illuminates potential pedagogical approaches for the implementation of TLO 6 in Australian legal curricula.

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安藤, 史高, i Fumitaka ANDO. "自己決定意識が自律性支援の認知・動機づけに及ぼす影響". 名古屋大学大学院教育発達科学研究科, 2001. http://hdl.handle.net/2237/3071.

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Edwards, Tiffany. "Relationship Between Self-Determination and Employee Retention". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7136.

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Retention of registered nurses (RNs) is essential to the sustainability of quality health care services. More than 55% of hospitals in the United States have not translated retention initiatives into a formal retention strategy. The purpose of this study was to examine the relationship between training programs, new hire onboarding processes, frozen positions, and nurse retention. The self-determination theory was the theoretical framework for this study. Secondary data were collected from the 2016 Texas Hospital Nurse Staffing Survey. Data were analyzed using multiple linear regression. The results of the multiple linear regression were statistically significant, with F(3, 251) = .602, p > .001, R2 = .007. Although the model is significant, length of residency/internship/fellowship, length of new employee training, and total number of direct resident care RN positions frozen does not add significant predictive value to turnover. The results of the multiple linear regression produced correlation of the independent variables with the dependent variable of nurse turnover. Length of residency/internship/fellowship was positively correlated with RN turnover rate at .025, length of new employee training was negatively correlated at .072, and total number of direct resident care RN positions frozen was negatively correlated at .012. The findings of this study might influence positive social change by providing insights into length and content of programs and the effect of understaffing on retention of RNs. An increase in retention of RNs might contribute to improved hospital reputation, financial capability, and organizational balance leading to a positive effect on the economy, sustainability, and quality of life of the surrounding community.

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Rocchi, Meredith. "Contexts, Motivation, and Coaching Behaviours – A Self-Determination Theory Perspective on Coach-Athlete Relationships". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35129.

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Based in Self-Determination Theory (SDT), the overall objective of this thesis was to explore how the coaching context, coach psychological needs, and coach motivation influenced coaches’ interpersonal behaviours when they interacted with their athletes, and how these interpersonal behaviours impacted athletes’ psychological needs and motivation in sport. This objective was achieved through a series of 10 studies, looking at different samples of coaches and athletes, divided into four manuscripts. First, there was a need to create a measure that captured both perceptions of others’, as well as self-reports of the six interpersonal behaviours according to SDT (autonomy-support, competence-support, relatedness-support, autonomy-thwarting, competence-thwarting, and relatedness-thwarting). As such, in Manuscript #1, the Interpersonal Behaviours Questionnaire (IBQ) was created and validated as a general measure of perceptions of other people’s interpersonal behaviours (Study 1 N = 534 students; Study 2 N = 351 students) and as a self-report of interpersonal behaviours used in general (Study 3 N = 607 students). In Manuscript #2, the validity of the measure was extended to include the sport context by testing the scale with coaches and athletes. Specifically, Study 1 (N = 239 athletes) validated the measure with a sample of athletes reporting on their coaches’ behaviours, and Study 2 (N = 240 coaches) looked at coaches’ reports of their own behaviours in their interactions with their athletes. Overall, the results of these five studies provided support for the factor structure and validity of the IBQ as a measure of perceived and self-reported interpersonal behaviours in both the general context, as well as sport. Next, Manuscript #3 explored the antecedents of coaches’ reported interpersonal behaviours. Specifically, Study 1 (N = 56 coaches) looked at the coaching context in order to identify the factors that had the largest impact on coaches’ experiences. In Study 2 (N = 310 coaches), the relationship between coaches’ psychological needs, motivation for coaching, and interpersonal behaviours was explored to confirm the sequence occurred as would be expected according to SDT. Finally, in Study 3 (N = 225 coaches), the influence of the contextual factors on coaches’ psychological needs, motivation, and interpersonal behaviours was examined. Overall, the results supported that coaches in a supportive context experienced increased need satisfaction, higher autonomous motivation for coaching, and were more likely to engage in supportive interpersonal behaviours with their athletes; while coaches in a thwarting context experienced increased need frustration, higher controlled motivation, and were more likely to engage in thwarting interpersonal behaviours. Finally, Manuscript #4 explored the outcomes of coaches’ interpersonal behaviours. First, Study 1 (N = 180 athletes) looked at athletes’ perceptions of their coaches’ behaviours and how their perceptions impacted psychological needs and motivation in sport. Lastly, Study 2 (N = 278 athletes; N = 53 coaches) explored whether coaches’ self-reports of their interpersonal behaviours were in line with their athletes’ same perceptions of these behaviours, and explored the factors that were related to whether coaches and athletes were in agreement. These last two studies found that supportive interpersonal behaviours promoted need satisfaction and autonomous motivation for athletes; while thwarting interpersonal behaviours promoted need frustration and controlled motivation for athletes. Overall, this thesis helped extend the existing research in motivational psychology and helped address some important limitations.

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42

Fridlund, Sandra. "Lärares strategier för att skapa yttre motivation i matematik samt idrott och hälsa". Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-52257.

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Tidigare forskning visar på problematiken beträffande elevers motivation i skolan. Problematiken som framgår är att fler elever är omotiverade till att delta i matematik samt idrott och hälsa än för några år sedan. Tidigare forskning lyfter även fram vikten av att det är lärarnas främsta ansvar att motivera eleverna i skolan. Tidigare forskning lyfter fram att motivation påverkar elevernas delaktighet i undervisningen. Syftet med studien är att skaffa bredare förståelse för vilka strategier lärare använder för att skapa yttre motivation i ämnet matematik samt idrott och hälsa. För att besvara syftet och forskningsfrågorna har observationer, ostrukturerade intervjuer, fältanteckningar och ljudinspelning används som datainsamlingsmetod. Tre metodfrågor har även det varit till hjälp för att besvara studiens forskningsfrågor. Det teoretiska ramverket som använts i studien är Self-determination theory. Det genomfördes ett urval av det insamlade materialet där den yttre motivationen kunde identifieras. Analysen visade på att alla typer av yttre motivation (external regulation, introjected regulation, identified regulation, integrated regulation) användes i undervisningen. Analysavsnittet visade även på att lärarna använde strategierna i olika hög grad i respektive ämne. Det innebar att den yttre motivationen kunde identifieras mer under idrottslektionerna än på matematiklektionerna. Likheter och skillnader mellan matematikundervisningen och idrottsundervisningen har även identifierats beträffande de olika typerna av yttre motivation.
The first part of this review is regarding the lack of motivation amongst pupils in school. Bottom line in this review is about how motivation has an influence in the participation in the pupil’s education. Pervious research shows that motivation affects the participation in education. Previous research also showed that teachers have a responsibility to motivate pupils in school. The pupil’s motivation in education has a big influence of the participation in class. The purpose is to investigate which strategies teachers use to motivate pupils in mathematics and physical education. The review used the methods observations, structured interviews, notes and sound recording to answer the purpose and research questions. Self-determination theory has used a framework in the review. A selection has been done, from the collected material, which proved to be external motivation. The analyse shows that every type of external motivation was visible (external regulation, introjected regulation, identified regulation, integrated regulation) in education. The analyse section in the review, shows that teachers predomenantly, used motivation in different ways. External motivation been visibility the most in physical education class, than in lecture in math. The results have proved that all the types of external motivation were visible.

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Nyholm, Tobias, Louise Funke i Aleksandra Fors. "Möten & Motivation : en studie om hur möteskulturen i traditionella projektmiljöer påverkar motivation". Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-39882.

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Syftet med denna studie är att undersöka vilka effekter möteskulturen i traditionell projektmiljö har på motivation hos mötesdeltagarna. Möteskultur i traditionella projekt kan vara ostrukturerad eftersom det är upp till varje enskild projektledare att sätta upp riktlinjer för hur möten ska genomföras. Den empiriska undersökningen i form av kvalitativa intervjuer utfördes på Totalförsvarets forskningsinstitut, FOI, och deltagarnas upplevda motivation analyserades utifrån Self Determination Theory. Intervjuresultat visade på en demotiverande upplevelse i flera situationer, både kring möteskulturen och i hur mötesinnehållet hanteras. Författarna fann att motivationen påverkades av agenda och syftet med mötet, närvaro, mötestider, mötesformen samt feedback. Resultatet visade att den undersökta möteskulturen var ostrukturerad vilket ledde till en uppkomst av en submöteskultur med fler mindre informella möten som i sin tur leder till en upplevelse av att arbetsflödet bryts och de intervjuade kände sig mer stressade och mindre produktiva. Eftersom agil projektledningsmetodik brukar framhållas motiverande ur flera aspekter för författarna en diskussion om hur införandet av agila möten kan vara främjande för motivationen i traditionella projektmiljöer.
The purpose of this study was to examine the effects the meeting culture in traditional projects has on the participants’ motivation. The meeting culture in traditional projects can differ in effectiveness since it is dependant on the project manager to arrange, hold and follow up the meeting. The empiric study was conducted in the form of qualitative interviews at the Swedish Defence Research Agency, FOI, and the motivation experienced by participants' was analysed by Self Determination Theory. The results from the interviews showed a demotivating experience in several situations, both regarding the meeting culture and how the meeting content was handled. The authors found that the motivation was affected by the agenda and purpose of the meeting, the attendence, time and form of the meeting and feedback. The results revealed that the examined meeting culture was unstructured which led to an emerging sub-meeting culture of an increasing number of smaller informal meetings. This in turn led to an experience of the work flow being disturbed and the interviewees feeling more stressed and less productive. Since agile project methodology is often regarded as motivating from several aspects, the authors conducted a discussion on how the implementation of agile meetings can be conducive to motivation in traditional project environments.

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Rahmih, Lina, i Erika Forsberg. "Kontraproduktivt arbetsbeteende – en studie bland miljöarbetare". Thesis, Högskolan i Gävle, Avdelningen för arbetshälsovetenskap och psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32820.

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Studiens syfte var att undersöka om normer och motivation kan upplevas ha inverkan på kontraproduktivt arbetsbeteende inom miljöarbete. Den idag vedertagna benämningen miljöarbete har tidigare omfattats av olika typer av renhållningsarbete. Respondenterna, som arbetade på olika anläggningar runt om i Sverige, valdes ut efter att de själva anmält intresse att delta i studien. Studien bestod av en induktiv och kvalitativ forskningsprocess och genomfördes med hjälp av telefonintervjuer. Intervjuerna analyserades genom en tematisk analys. Resultatet visade att individens motivationsnivå kan upplevas ha inverkan på dennes benägenhet att agera utifrån ett kontraproduktivt beteende. Likaså kan normer upplevas bidra till kontraproduktivt beteende. Utifrån respondenternas redogörelser upplevs inre motivationsfaktorer ha essentiell betydelse i frågan om benägenheten att uppvisa kontraproduktivt arbetsbeteende på organisationen.
The purpose of the study was to investigate whether norms and motivation can be perceived as having an impact on counterproductive work behaviour among environmental workers. The term environmental workers comprise different types of cleaning workers. The respondents were chosen after they themselves declared an interest in participating in the study. The following study consisted of an inductive and qualitative research process and were conducted with the help of telephone interviews. The interviews were analysed through a thematic analysis. The result showed that the individual's level of motivation can be perceived to have an influence on the individual tendency to act on the basis of counter-productive behaviour. Similarly, norms can be perceived as support for counter-productive behaviour. Based on the respondents' statements, internal motivation factors are considered to be of crucial importance in the question of the tendency regarding counterproductive work behaviour among environmental workers.

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45

Kirchhoff, Tobias, i Eddie Riffo. "Hierarki eller autonomi, hur yttrar sig motivationen? : En jämförelse av motivation hos ledare och självstyrda". Thesis, Malmö universitet, Malmö högskola, Institutionen för Urbana Studier (US), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41631.

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Denna studie kombinerar enkätundersökning med kvalitativa intervjuer i syftet att identifiera och jämföra motivationsfaktorer för eget ledarskap i självstyrande organisationer kontra formella ledare. I studien ingår åtta respondenter från en självstyrande organisation och för att identifiera vilka drivkrafter och psykologiska behov dessa besitter genomfördes en enkätundersökning. Underlaget för studien baserar sig på MyNeeds, ett analysverktyg utvecklat från Self-Determination Theory. Utifrån denna teori har de identifierat sex psykologiska behov som ofta är omedvetna och genom verktyget kan mätas på individnivå. Analysresultatet från studien har därefter jämförts med data från en kontrollgrupp som tagits fram vid Malmö Universitet genom det samarbete som finns med MyNeeds. I syfte att närmare undersöka hur respondenterna själva ser på sitt ledarskap i en självstyrande organisation och vad de motiveras utav i sin befattning, genomfördes semistrukturerade intervjuer. Resultat av studien visar att det finns skillnader i hur drivkrafterna fördelar sig i jämförelse mellan respondenter och kontrollgrupp, studiens deltagare hade större benägenhet att drivas av ett behov av samhörighet än de formella ledarna som ingick i studiens jämförelseunderlag.

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46

Brunet, Jennifer. "Social physique anxiety and physical activity among adolescents : a self-determination theory perspective". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112327.

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This study examined the relationships between social physique anxiety (SPA) and physical activity and sedentary behaviours among older adolescents. The research was grounded in self-determination theory (SDT; Deci & Ryan, 1985). Three hundred and eighty one males and females completed scientifically-supported questionnaires. Multivariate and univariate analyses of variance revealed that male adolescents reported lower SPA and higher competence, relatedness, self-determined motivation, and physical activity levels compared to females. Regression analyses supported the integration of SPA in SDT, and the main tenets of SDT were maintained. Specifically, the basic psychological needs were important correlates of motivation, and motivation was a positive correlate of PA behaviour and a negative, albeit weak, correlate of sedentary behaviour. Collectively, these findings suggest that SPA experiences can be understood within a motivational framework that explains the functional role played by SPA on health behaviour.

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Morgan, Lucy Gianna Fitzgerald. "Professional caregiving and prosocial behaviour : an exploration within self-determination theory and beyond". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61509/.

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Concerns have been raised about the quality of care provided by professional caregivers to vulnerable older adults. However, little is known about the psychological mechanisms that may affect professional caregivers' ability to provide good care. This thesis presents four papers which sought to address this gap in our knowledge. The first paper reports a proposed quantitative multilevel study, investigating the effects of nursing home manager-level and care assistant-level variables on psychosocial caregiving among care assistants. There were no effects of manager-level variables. However, structural equation modelling (SEM) analyses found care assistants' community aspirations and basic need satisfaction at work positively predicted the autonomy and relatedness support care assistants showed towards service users. No indirect effects were found. The second paper presents a new measure of autonomy, relatedness, and competence satisfaction, which had improved construct validity compared to an existing measure and good external validity, being related to measures of well-being and ill-being in expected ways. The third paper reports the relationships between autonomy, relatedness, and competence satisfaction and prosocial behaviour. SEM analyses showed that a higher order factor of basic need satisfaction explained a small but significant amount of variance in prosocial behaviour, but that autonomy, competence, and relatedness satisfaction were not independent predictors. The final paper presents a grounded theory analysis of semi-structured interviews with a range of individuals associated with nursing homes for the elderly. The findings highlight the role of a person-centred perspective at all levels of caregiving, with positive management practices interacting with the qualities and approaches of individual caregivers to support the provision of good care. Overall, this body of research provides a preliminary understanding of the interplay between the personal qualities of professional caregivers and socio-environmental factors in the provision of good care. In addition, it has contributed meaningfully to the SDT literature and its application to real-world settings. These findings pave the way for future research to provide further beneficial insights for policy and practice in professional caregiving.

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Yu, Chen-An. "Motivation and physical activity among rheumatoid arthritis patients : a self-determination theory approach". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6197/.

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Rheumatoid Arthritis (RA) is a chronic inflammatory disease that can negatively impact people both psychologically and physically. Health benefits of regular physical activity (PA) have been demonstrated for RA patients (Cooney et al., 2011), however people living with RA are more likely to be sedentary (Sokka et al., 2008; Yu et al., 2015). A Self-Determination Theory (SDT) based approach was adopted in this thesis. The validity and reliability of the Behavioural Regulation in Exercise Questionnaire-2 (BREQ-2) was tested (Chapter 2) within RA patients via a mixed method approach. In a second study (Chapter 3), hypothesised relationships based on SDT between autonomy support from the important other (s), basic psychological needs, motivation regulations and RA patients’ subjective vitality and self-reported PA was tested via structural equation modelling. Presumed mediation effects were also examined. As an incongruence between PA measurement has been found previously (Semanik et al., 2011), the agreement with self-reported PA and sedentary time (ST) were determined (Chapter 4) on both objective and subjective PA, then related to the VO2 max test. The next investigation (Chapter 5) assessed the associations between motivation regulations, objectively measured PA/ST and a key indicator of compromised mental health (i.e., depressive symptoms). Overall findings of this thesis were discussed in Chapter 6, and future research directions, practical implication and limitations proposed.

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Han, Jenny. "A Self-determination Theory Based Prenatal Care Intervention for Low-income Pregnant Women". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/954.

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Self-determination Theory postulates that there are innate psychological needs for autonomy, competence, and relatedness, and that satisfaction of these needs fosters the development of autonomous motivation. Research suggests that autonomous forms of motivation are important for behavior change and maintenance. With increasing research on Self-determination Theory and its possible applications, there is a demand for research that develops and tests behavioral interventions. This study seeks to apply Self-determination Theory to a prenatal care intervention for low-income pregnant women in the Los Angeles area. The Self-determination Theory based and the non-Self-determination Theory based prenatal care interventions will be compared. Perceived autonomy, competence, relatedness, and autonomous motivation will be measured as well as health care behaviors (healthy behavior habits, prenatal care return rates, and adherence to doctor’s regimen). Perceived autonomy competence, relatedness, autonomous motivation, and healthy behavior will be measured before and after the intervention. Return rate and adherence to doctor’s regimen will be measured post-intervention. The Self-determination Theory based intervention group is expected to report higher levels of autonomous motivation, perceived autonomy, competence, relatedness, and healthy behavior, higher return rates, and better adherence to doctor’s orders than the control group. The findings may help shape prenatal care interventions for low-income pregnant women resulting in healthier pregnancies and reduced risk factors for infant disease and mortality.

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O'Brien, Kimberly E. "Self-Determination Theory and locus of control as antecedents of voluntary workplace behaviors". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000379.

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