Motivation profiles in sport: A self-determination theory perspective

The present study examined the link between motivation profiles among adult sports participants and the outcomes of enjoyment, effort, positive and negative affect, attitude toward sport participation, intention to continue sport participation, satisfaction, and persistence in sport. Two samples of participants (n = 590 and n = 555) completed the Sport Motivation Scale and a range of self-report measures to assess the outcome variables. Exploratory cluster analyses applied to Sample 1 and confirmatory cluster analysis applied to Sample 2 identified two clusters of sport participants. The first comprised participants with high scores on both non self-determined and self-determined motives. The second comprised participants with high scores on self-determined motives but low scores on non self- determined motives. Participants in the first cluster scored higher on all outcome variables. The results are discussed with reference to a more in-depth understanding of the motivation dynamics of sport participation based on Self-Determination Theory

Understanding the Coping Process from a Self-Determination Theory Perspective

Purpose: To explore conceptual links between the Cognitive-Motivational-Relational Theory of coping (Lazarus, 1991) and Self-Determination Theory of motivation (Deci & Ryan, 1985) Method: We present a very brief overview of the two theories. We also discuss how components from the two theories can be examined together to facilitate research in the health/exercise domain. To this effect, we offer a preliminary integrated model of stress, coping and motivation, based on the two aforementioned theories, in an attempt to illustrate and instigate research on how motivational factors are implicated in the coping process. Conclusion: We believe that the proposed model can serve as a platform for generating new research ideas which, besides their theoretical relevance, may have important applied implications

Autonomy and morality: A Self-Determination Theory discussion of ethics

Kantian ethics is based on a metaphysical conception of autonomy that may seem difficult to reconcile with the empirically-based science of psychology. I argue that, although not formally developed, a Self-Determination Theory (SDT) perspective of ethics can broaden the field of Kantian-based moral psychology and specify what it means, motivationally, to have autonomy in the application of a moral norm. More specifically, I argue that this is possible when a moral norm is fully endorsed by the self through a process of internalization that is energized by intrinsic motivation and is facilitated by the fulfillment of the basic needs for autonomy, competence and relatedness. The conditions of the fulfillment of these needs may even implicitly reveal which norms will be integrated and treated as moral norms. I conclude that SDT offers a motivational approach that is useful in understanding the development of moral norms

Motivation in Physical Education Classes: A Self-Determination Theory Perspective

This paper presents a brief overview of empirical studies in school physical education (PE) that have employed SDT and, where relevant, proposes ideas for future research in this area. First, we review research on teachers’ interpersonal style and its relation to students’ motivation. Second, we discuss intervention studies aimed at optimizing teachers’ interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE

A Self-Determination Theory Perspective

학위논문(석사) -- 서울대학교대학원 : 사범대학 체육교육과,글로벌스포츠매니지먼트전공, 2022. 8. 이옥선.The main purpose of the study is to explore the motivation of class room teachers for carrying out Physical Education (PE), using the model Self-determination theory (SDT) in understanding their motivation from the perceived fulfillment of three psychological needs: autonomy, competence, and relatedness. Moreover, the study will look into how various personal, and environmental factors impact on teachers’ fulfillment of autonomy, competence and relatedness for a positive motivational outcome. The participants of this study were 160 primary classroom teachers (142 females and 18 males) from the government schools in Male’ (capital of Maldives) who teach physical education. A cross-sectional, survey-based study design was employed. Participants were administered questionnaires using online means (email and online messaging applications) that reliably and accurately assessed the variables of the study. Descriptive analysis were computed. Internal consistency trustworthiness of all the constructs were determined using Cronbach’s alpha. To address the first purpose of the study multiple regression analysis were employed to determine how the perceptions of autonomy, competence, and relatedness influence the dependent variables of perceived motivation to teach PE. The second purpose of the study administered multiple regression to explore how personal (i.e., educational background, teaching experience), and physical education environment (i.e., PE facility quality, administrative support) variables predict teachers’ perception of autonomy, competence, and relatedness. Results indicated that teachers’ perception of autonomy, competence, and relatedness were positively associated with self-determined motivation. Furthermore, personal and environmental factors did not indicated any relations with perceived needs satisfaction. Findings support the tenets of SDT, on the contrary, personal and environmental variables did not contribute to the needs satisfaction.본 연구의 목적은 자기 결정 이론(SDT)을 활용하여 체육 교사들의 세 가지 심리적 욕구 충족(자율성, 유능성, 관련성)에 따른 동기를 탐구하는 데 있다. 더불어 어떠한 개인적, 환경적 요인이 체육 교사의 긍정적인 동기를 위한 자율성, 유능성, 관련성 충족에 영향을 미치는지 알아보고자 하였다. 말레(몰디브의 수도)의 국공립 초등학교에서 근무하는 초등학교 체육 교사 160명(여 142명, 남 18명)이 본 연구에 참여하였으며, 온라인(E-mail 및 메시지 어플리케이션)을 통한 설문을 진행하였다. 설문지 기반의 단면 연구가 설계되었고, 참여자들의 모든 응답은 신뢰할 수 있고 정확하게 측정할 수 있는 온라인 수단(E-mail 및 메시지 어플리케이션)을 통해 기록 및 관리되었다. 수집된 응답을 바탕으로 기술 통계 분석을 실시하였으며, 모든 측정 도구의 신뢰도는 크롬바하 알파 값을 사용하여 확인하였다. 본 연구의 첫 번째 목적인 자율성, 유능성, 관련성에 대한 인식이 종속 변수인 체육 수업 동기에 미치는 영향을 알아보기 위해 다중회귀분석을 실시하였으며, 두 번째 목적인 개인적 변인(예: 교육 배경, 수업 경험) 및 물리적 교육 환경 변인(예: 체육수업 도구의 질, 행정적 지원)이 교사의 자율성, 유능성, 관련성 인식에 미치는 영향을 알아보기 위해 마찬가지로 다중회귀분석을 실시하였다. 연구 결과로서 자율성, 유능성, 관련성에 대한 교사들의 인식은 자기 결정 동기와 긍정적인 연관을 보였다. 그러나 개인적 및 환경적 변인은 자율성, 유능성, 관련성과 어떠한 관계를 보이지 않았다. 본 연구의 결과는 자기결정이론을 지지한다는 점을 시사하지만, 개인적 및 환경적 변인에 따른 영향을 밝히지 못함으로써 완벽하게 이론을 지지하지 못하였다.Chapter 1. Introduction 1 1.1. Study Background 1 1.1.1. Physical Education in Maldives 4 1.2. Significance 11 1.3. Purpose of the study 11 1.4. Research Questions 12 Chapter 2. Review of Literature 13 2.1. Motivation for teaching PE 13 2.1.1. Self-determination theory (SDT) 14 2.1.2. Competence 17 2.1.3. Autonomy 18 2.1.4. Relatedness 19 2.1.5. Extrinsic Motivation 20 2.1.6. Intrinsic Motivation 21 2.1.7. Self-Determination Continuum 24 2.1.8. Teachers' Basic Psychological Need Satisfaction 27 2.1.9. Personal and Environmental Factors Impact on Teachers' Fulfillment of Need Satisfaction 28 2.2. Theoretical Model 31 2.3. Hypothesis 33 Chapter 3. Method 34 3.1. Research Approach 34 3.2. Population and Participants 34 3.3. Research Instrument 35 3.3.1. Perceived teacher motivation scale 35 3.3.2. Perceived teacher autonomy scale 36 3.3.3. Perceived teacher competence scale 37 3.3.4. Perceived teacher relatedness scale 37 3.3.5. Teacher and school demographic questionnaire 38 3.4. Analysis Procedure 38 3.5. Credibility, Reliability, and Ethical Considerations 39 Chapter 4. Results 41 4.1. Descriptive Statistic 42 4.2. Reliability Analysis 45 4.3. Correlation Analysis 46 4.4. Regression Analysis 49 Chapter 5. Discussion 59 5.1. Overview of the study 59 5.2. Need Satisfaction and Relationship to Motivation 59 5.2.1. Intrinsic Motivation and Relationship of Need Satisfaction 60 5.2.2. Extrinsic Motivation and Relationship of Need Satisfaction 61 5.2.3. Amotivation Motivation and Relationship of Need Satisfaction 61 5.3. Personal and Environmental Factors Impact on Needs Satisfaction 62 5.3.1. Personal and Environmental Factors Impact on Autonomy 62 5.3.2. Personal and Environmental Factors Impact on Competence 63 5.3.3. Personal and Environmental Factors Impact on Relatedness 64 5.4. Research Implications 65 5.5. Research Limitation 66 5.6. Conclusion 67 References 69 Appendix A 76 Appendix B 77 Appendix C 86 Appendix D 87 국 문 초 록 88석

Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradig

On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as an unifying principle

Humans have a potential for growth, integration, and well-being, while also being vulnerable to defensiveness, aggression, and ill-being. Self-determination theory (R. M. Ryan & E. L. Deci, 2000, Self-determination theory and the facilitation of intrinsic motivation, social development and well-being, American Psychologist, Vol. 55, pp. 68–78) argues that satisfaction of the basic psychological needs for autonomy, competence, and relatedness both fosters immediate well-being and strengthens inner resources contributing to subsequent resilience, whereas need frustration evokes ill-being and increased vulnerabilities for defensiveness and psychopathology. We briefly review recent research indicating how contextual need support and the experience of need satisfaction promote well-being and different growth manifestations (e.g., intrinsic motivation, internalization), as well as a rapidly growing body of work relating need thwarting and need frustration to ill-being, pursuit of need substitutes, and various forms of maladaptive functioning. Finally, we discuss research on differences in autonomous self-regulation and mindfulness, which serve as factors of resilience

KOMPETENSI GURU, SPIRITUAL INTELLIGENCE, SELF DETERMINATION THEORYDAN ORGANIZATION CITIZENSHIP BEHAVIOR

AbstractThe purpose of this study was to examine the factors that affect the organization citizenship behavior, namely teacher competence, spiritual intelligence, and self-determination theory in junior high school teacher. Some 231 junior high school teachers in East Kotawaringin Sampit are given four scales to fill in, namely teacher competence scale, spiritual intelligence scale, self-determination theory scale and organization citizenshipbehavior scale. Data was analyzed with statistical techniques namely structural equation model (SEM). The results showed there is the influence of teacher competence in self-determination theory (ë= 0.147, p = 0.003).The influence of spiritual intelligence to self-determination theory was significant ( = 0874, p = 0.000). There is a significant influence of teachers’ competencies on organizational citizenship behavior (ë = 0097, p = 0.007). There is no significant influence of spiritual intelligence to organizational citizenship behavior (ë= 0070, p = 0461), but the effect through selfdetermination theory (ë= 0808). There is a significant influence of selfdetermination theory to organizational citizenship behavior (ë= 0924, p =0.000).Keywords: organizational citizenship behavior, self determination theory, spiritual intelligence, teacher competenc

Evaluation of a standard provision versus an autonomy promotive exercise referral programme: rationale and study design

Background The National Institute of Clinical Excellence in the UK has recommended that the effectiveness of ongoing exercise referral schemes to promote physical activity should be examined in research trials. Recent empirical evidence in health care and physical activity promotion contexts provides a foundation for testing the utility of a Self Determination Theory (SDT) -based exercise referral consultation. Methods/Design Design: An exploratory cluster randomised controlled trial comparing standard provision exercise on prescription with a Self Determination Theory-based (SDT) exercise on prescription intervention. Participants: 347 people referred to the Birmingham Exercise on Prescription scheme between November 2007 and July 2008. The 13 exercise on prescription sites in Birmingham were randomised to current practice (n=7) or to the SDT-based intervention (n=6). Outcomes measured at 3 and 6-months: Minutes of moderate or vigorous physical activity per week assessed using the 7-day Physical Activity Recall; physical health: blood pressure and weight; health status measured using the Dartmouth CO-OP charts; anxiety and depression measured by the Hospital Anxiety and Depression Scale and vitality measured by the subjective vitality score; motivation and processes of change: perceptions of autonomy support from the advisor, satisfaction of the needs for competence, autonomy, and relatedness via physical activity, and motivational regulations for exercise. Discussion This trial will determine whether an exercise referral programme based on Self Determination Theory increases physical activity and other health outcomes compared to a standard programme and will test the underlying SDT-based process model (perceived autonomy support, need satisfaction, motivation regulations, outcomes) via structural equation modelling. Trial registration The trial is registered as Current Controlled trials ISRCTN07682833