Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory.
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ABSTRACT:
SUBMITTER: Szulawski M
PROVIDER: S-EPMC8425535 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:ObjectivesTo evaluate cost-effectiveness of a tobacco dependence intervention based on self-determination theory (SDT) and consistent with the Public Health Service (PHS)-sponsored Clinical Practice Guideline for Treating Tobacco Use and Dependence.Study designAdult smokers were recruited into a randomized cessation-induction trial of an intensive intervention versus community care. Seven-day point prevalence (7dPP) tobacco abstinence and cost-effectiveness of the intervention were examined using 737 participants with health insurance.MethodsCommunity care (CC) participants received smoking-cessation pamphlets and information on local treatment programs. Intervention participants received those materials and were asked to meet 4 times over 6 months with study counselors to discuss their health in a manner that supported autonomy and perceived competence. The third-party payer's perspective was used for this analysis, and the primary outcome was cost-effectiveness using self-reported 7dPP tobacco abstinence at 6 months. Sensitivity analyses were performed using costs of generic medications, biochemically validated tobacco abstinence, actual rates of tobacco abstinence, life-years saved (not adjusted for quality of life), and costs in 2011 US dollars. A subgroup analysis was conducted using smokers who did not want to stop within 30 days.ResultsSmokers in the intervention, relative to CC, were more likely to attain 7dPP tobacco abstinence at 6 months. The overall incremental cost-effectiveness ratio was $1258 per quality-adjusted life-year saved, in US dollars. The sensitivity and subgroup analyses yielded similar results.ConclusionsAn intervention based on SDT and consistent with the PHS Guideline facilitated tobacco abstinence among insured smokers and was cost-effective compared with other tobacco dependence and medical interventions.
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Project description:Based on self-determination theory the study seeks to examine influence of teacher autonomy support, structure and relatedness support on amotivation of middle school students. This correlational study based in Indian sub-continent establishes that all three dimensions of teacher support (i.e., teacher autonomy, teacher structure and teacher relatedness support) reduces amotivation however teacher structure have the strongest influence. No gender and age differences were reported for the study. Study highlights the importance of reverse side of motivation (amotivation) and predicates that teacher support is essential not only in increasing motivation but also in reducing amotivation. Training teachers is necessary to increase their ability of providing autonomy support, structure and relatedness support.
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Project description:The professional practice of classical music performers has been better understood and enhanced across the last two decades through research aimed at tailoring rehearsing strategies that support the development of a sense of self as an agentic and proactive learner. One approach focuses on helping students make use of various tools that can enhance their learning, particularly in terms of what they do, feel and think when practicing and performing music. This study expands literature on expertise development by embracing the idea that this line of research would benefit from additional studies where the researcher forms part of the research process as an active participant who generates data, especially when these researchers are "members" of the social world they study, and therefore have insider knowledge. Thus, this case study is focused on the first author, a professional cellist who is also a researcher in the educational psychology of music, as the only participant. It extends current research by providing a detailed longitudinal mapping of a professional cellist's preparation across nine profiled concerts in five countries of classical-romantic repertoire and a commercial recording that resulted from 100 weeks of dedicated practice. Anonymous feedback from the audiences and interviews with an expert musician who followed the concerts and the CD recording was also collected. For the data analysis, traditional psychometric measurements were applied to test the internal consistency of the time series data as well as the relationship between variables. In addition, the application of Leximancer analysis of the self-reflections allowed the researchers to probe self-regulated learning (SRL) and self-determination theory (SDT) processes in ways that uniquely mapped, over time, her differing motivations to perform at a high level. Specifically, we report that the cellist's psychological needs and her motivational resources changed across time within the social context of performing music publicly, and that the various self-regulatory processes she drew upon impacted (both positively and negatively) on her ongoing actions, thoughts and feelings. Implications of the study are relevant for all forms of expertise development research, and especially for understandings about the nature of skill development in the context of learning to perform demanding literature in music.
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Project description:This paper presents data from a mixed-method pilot study (n = 84) searching into learning psychological aspects of an outdoor science teaching program. We use data from qualitative explorations into the pupils' learning motivation during field observation, a group interview, and open questionnaires, in order to understand quantitative measures from the Self-Determination Index (SDI), and the Practical Orientation (PO) of the program. Our data suggest that lower self-regulated pupils in "normal" science classes show a significantly higher self-regulated learning motivational behavior in the outdoor educational setting (p < 10(-4)), and that the outdoor-teaching has generally been perceived as more practical than teaching at the normal school context (p < 10(-4)), irrespective of gender or school culture. We are going to provide in-depth analyses of all quantitative findings with our qualitative data and thus explain the findings logically, with respect to the direction of the statistical interpretation, and substantially, with respect to the meaning of the discoveries. We conclude that outdoor programming appears to be a suitable tool to trigger interest in science in youngsters, especially for less motivated pupils.
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Project description:The aim of this study was to evaluate the influence of a trainer's interpersonal relations from the perspective of autonomy support and controlling style on sportspeople's basic need satisfaction and frustration, motivation, and resilience. The study used a cross-sectional design based on self-determination theory (SDT). Sportspeople (N = 324) completed questionnaires to measure their perceptions of trainers' autonomy-supportive and controlling coaching styles, basic need satisfaction and frustration in the sports context, motivation for sport, and resilience. Structural equation modeling of the proposed relations among variables supported SDT by showing a positive relation between perceived autonomy support and the satisfaction of basic psychological needs (β = .39, p < .001) and a negative relation with the frustration of psychological needs (β = -.17, p < .05). The coach's perceived interpersonal controlling style showed a positive relation with the frustration of psychological needs (β = .55, p < .001) and a negative relation with the satisfaction of basic psychological needs (β = -.27, p < .05). Furthermore, autonomous motivation showed a negative relation (β = -.46, p < .001) with the frustration of psychological needs and a positive relation (β = .35, p < .05) with the satisfaction of basic psychological needs and resilience (β = .60, p < .001). In addition, the resilience of sportspeople was indirectly affected to the same extent by the trainer's influence through control (β = -.38, p < .05) and perception of autonomy support (β = .16, p < .05) through the mediators of satisfaction of basic psychological needs and motivation. These results show the influence of the coach on the motivation and resilience of sportspeople.
| S-EPMC6701773 | biostudies-literature
Project description:BackgroundThe affective components of learning, including student motivation, has yet to be thoroughly investigated in undergraduate ophthalmology education. This study aims to use Self-Determination Theory (SDT) as a framework to describe the variations in student perceptions of motivation in studying ophthalmology through their satisfactions of autonomy, competence and relatedness, and to highlight factors that stimulate or hinder this.MethodsPenultimate year medical students from a single tertiary educational institution undertaking a clinical placement in ophthalmology participated in in-depth interviews to explore factors affecting their perceptions of motivation in studying ophthalmology. Interviews were transcribed and analysed according to the principles of interpretive phenomenography through the theoretical framework of SDT.ResultsOf the 39 students invited, 10 agreed to participate. Variations in perceptions of experiences generated the outcome space. Participants experienced either amotivation, external locus extrinsic motivation, internal locus extrinsic motivation and intrinsic motivation (conceptions of the outcome space). This was described with respect to their satisfaction of autonomy, competence and relatedness (dimensions of the outcome space). Additionally, 21 factors that impacted on motivation were identified, of which five over-arching factors impacted all three basic psychological needs - guidance, growth mindset, assessment, curricular pressure and extracurricular pressure.ConclusionsThe findings of this study provide a unique insight into the motivation of medical students studying ophthalmology. This provides an exciting opportunity for medical educators to address the affective aspect of learning.
| S-EPMC10512850 | biostudies-literature
Project description:The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.
| S-EPMC8083004 | biostudies-literature
Project description:Despite the European Nitrate Directive (ND) being issued almost 30 years ago, groundwater nitrate contamination is still a serious threat to ecosystems and human health. In one of the areas most affected by nitrates, the Lombardy Plain (Italy), the effectiveness of the ND and the capacity of governance to support its application correctly was assessed using a socio-hydrogeological approach. Nitrate trends over 11 years show that most regions present steady or increasing concentrations, highlighting how contamination can affect previously impaired situations and supposedly resistant and resilient aquifers. Stakeholder network analysis reveals that the governance framework does not support knowledge dissemination and changes in farmers' attitudes, hindering water quality improvements. Nitrogen input needs to be reduced and manure relocation monitored. The local governance scale has a key role in enhancing ND dissemination. Reports to the EU Commission should integrate multi- or interdisciplinary evaluation of trends, including governance dynamics, alongside hydrochemical information.
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Project description:BackgroundThe Diabetes Prevention Program (DPP) and metformin can prevent or delay the onset of type 2 diabetes mellitus (T2DM) among patients with prediabetes. Yet, even when these evidence-based strategies are accessible and affordable, uptake is low. Thus, there is a critical need for effective, scalable, and sustainable approaches to increase uptake and engagement in these interventions.MethodsIn this randomized controlled trial, we will test whether financial incentives and automated messaging to promote autonomous motivation for preventing T2DM can increase DPP participation, metformin use, or both among adults with prediabetes. Participants (n = 380) will be randomized to one of four study arms. Control Arm participants will receive usual care and educational text messages about preventing T2DM. Incentives Arm participants will receive the Control Arm intervention plus financial incentives for DPP participation or metformin use. Tailored Messages Arm participants will receive the Control Arm intervention plus tailored messages promoting autonomous motivation for preventing T2DM. Combined Arm participants will receive the Incentives Arm and Tailored Messages Arm interventions plus messages to increase the personal salience of financial incentives. The primary outcome is change in hemoglobin A1c from baseline to 12 months. Secondary outcomes are change in body weight, DPP participation, and metformin use.DiscussionIf effective, these scalable and sustainable approaches to increase patient motivation to prevent T2DM can be deployed by health systems, health plans, and employers to help individuals with prediabetes lower their risk for developing T2DM.
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Project description:Background: It is generally accepted that learning engagement is predictive of better learning outcomes. Yet, there might be some underlying motives for students to engage in or disengage from learning. Aims: Grounded in self-determination theory, this study aimed to examine whether satisfaction of international students' innate needs for autonomy, competence, and relatedness correlated positively with their engagement in learning and improvement of health literacy in China. Sample: Forty-three international undergraduates from a medical university in China participated in the study. Methods: Both qualitative and quantitative methods were used to deal with data collected from surveys on health literacy, perceived need satisfaction and the need satisfaction intervention, and from observation log recording dynamic changes in the students' performance while implementing a need-satisfying scheme in Hygiene education. In addition, final examination scores of with/without-intervention parts were compared to unveil the effect of the intervention. Results: Perceived autonomy support motivated the participants to engage actively in learning; close relation to peers and teachers encouraged them to take on challenges; satisfying their need for competence enabled them to have better performance and academic achievements as well as an improvement on health literacy. Conclusions: The present study suggested that fulfillment of the students' basic needs contributes to their engagement in learning and improvement of health literacy.
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