Domestic violence (DV) rehabilitative program facilitators administer the same treatment programs to males who reoffend. When DV facilitators administer the same unsuccessful treatment programs to repeat offenders, facilitators may lose intrinsic and extrinsic motivation to perform their job. For this study a hermeneutic phenomenological methodology approach was used to explore the phenomenon of DV facilitators' motivation. Self-determination theory was used to frame the influence of intrinsic and extrinsic motivation on DV facilitators who administer treatment programs to repeat offending males. A recruitment flyer was placed in the DV organization, data were collected from 7 participants through face-to-face or telephone interviews that were 18 years of age, proficient English speaking, actively facilitating DV treatment programs to repeat offending males, and employed with the DV organization. Data were transcribed and coded using open and axial coding, and analyzed for themes. Findings indicated that accountability, intrinsic motivation, and commitment influenced DV facilitators when administering programs to repeat offenders. Social change implications include awareness of perceived laissez-faire criminal justice policy towards DV male offenders and the lack of community support of challenges and opportunities for enhancing motivation for DV program facilitators.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

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.

Based on the theoretical framework provided by Balanced Integration Differentiation (BID) Model (mamoglu, 1998 / 2003) and Self-Determination Theory (SDT) (Deci and Ryan, 1985), this study aimed to explore possible determinants of Turkish employees&amp / #8217 / subjective (i.e., life satisfaction) and psychological well-being. Previous SDT research demonstrated that autonomus causality orientation and perceived autonomy supportiveness of context predicted need satisfaction at work and in turn, employee well-being (e.g., Baard et al., 2004 / Ilardi et al., 1993). BID Model was tested in a work setting for the first time. Different from SDT research, relational aspects both as a form of self orientation and a contextual characteristic (i.e., perceived relatedness supportiveness) were included in this study, along with individuational orientation and perceived autonomy supportiveness dimension, to explore their possible influence on well-being. Three-hundred-eighty-three employees (154 women and 229 men) from various public and private sector organizations participated in the study. Onehundred- ninety-two of them were from public sector organizations, whereas 191 of them were from private sector organizations. Relational and individuational self orientations directly predicted need satisfaction and psychological well-being, whereas relational orientation directly predicted life satisfaction. Need satisfaction also predicted both types of wellbeing. Furthermore, relational orientation predicted both autonomy and relatedness supportiveness of work context and in turn, predicted need satisfaction and well-being in public sector organizations. Furthermore, individuational orientation predicted autonomy supportiveness and relational orientation predicted relatedness supportiveness and in turn, predicted need satisfaction and well-being in private sector organizations. The findings were discussed in terms of relevant literature.

Exercise is an important part of well-being. However, when performed excessively, it can lead to negative consequences such as anxiety, depression and feelings of guilt. This study aimed to qualitatively investigate what motivational regulations, defined by the Self-determination theory, that may provide an insight into why young women engage in excessive exercise. Data from seven participants was analyzed through a thematic analysis and resulted in four themes: Exercise affected by social influence, Ambivalence toward the amount of exercise, Benefits of exercise and Exercise affecting the sense of self. All of the motivational regulations belonged to the extrinsic type of motivation, ranging from external to integrated regulation, with social influence and health benefits being the most frequently mentioned reasons for exercise. Also, the informants were able to explain why they exercise, but less so in regard to the amount of exercise. / Träning är en förutsättning för välbefinnande. När träning utförs i en överdriven mängd kan det dock leda till negativa konsekvenser som ångest, depression och skuldkänslor. Syftet med denna studie var att kvalitativt undersöka vilka motivationsregleringar definierade av Självbestämmande teori som kan ge en inblick i varför unga kvinnor tränar i en överdriven omfattning. Materialet från sju deltagare analyserades genom en tematisk analys och resulterade i fyra teman: Social påverkan på träning, Ambivalens till träningsmängden, Fördelar med träning och Träning påverkar uppfattningen om sig själv. Alla motivationsregleringar tillhörde den yttre typen av motivation och sträckte sig från extern till integrerad reglering, där social påverkan och hälsofördelar var de mest frekvent nämnda anledningarna till träning. Informanterna kunde ge en förklaring till varför de tränar, men inte avseende deras träningsmängd.

This study explores the application of principles from game design, and the motivational psychology it is founded upon, to the domain of second language acquisition. A gameful design process based on playtesting andanalysis with design lenses is adapted and used to iteratively design and develop a system for conversation practice with the goal of creating a motivating and engaging experience.The results indicate effectiveness of the process, but generalizing the results would require further research with bigger sample sizes and studies with varied core activities.

Health behaviors tend to occur together. However, the research on what factors define and regulate their coexistence within individuals is still limited. There is also no established methodology to investigate regulation mechanisms of multiple health behaviours. The objectives of the study were to explore: 1) co-occurrence of multiple health behaviours (smoking, alcohol drinking, physical activity, and healthy eating) in a sample of Canadian university students; 2) the role of motivational (e.g., controlled, autonomous and intrinsic motivations), cognitive (e.g., health attitudes and health empowerment), and social contextual (e.g., family and friends) components in these regulation mechanisms; 3) the strengths and limitations of integrating variable-based and case-based methodological approaches to study the coexistence and regulation of multiple health behaviours. The research was based on the theoretical underpinnings of Self-Determination Theory (SDT) and a critical realism paradigm. College students (N==238) from the University of Saskatchewan completed a survey in Study 1. Six participants, purposefully selected from the sample were interviewed in Study 2. The most frequent multiple health behaviour cluster was ‘alcohol drinking+physical activity+healthy eating’ (62%; n=143). The results of multiple regression analysis (Study 1) confirmed that intrinsic and autonomous motivations were the best predictors of the frequency of alcohol consumption, physical activity, and healthy eating. Interview analyses in Study 2 also suggested that multiple health behaviours were best self-regulated when motivations were harmonized with individuals’ cognitions and emotions, and supported by their social contexts. Such balance could be achieved by exercising more self-control, making up for one health behaviour via another, or avoiding cognitive dissonance by ‘splitting up’ a negative concept into positive and negative ones (e.g., occasional smoking to release stress versus harmful chain smoking). Both Study 1 and Study 2 results present motivation as a hierarchical structure and provide evidence that motivational regulations across multiple health behaviours are interrelated. The comparative analysis of Studies 1 and 2 demonstrates that the integration of two different methodological approaches and the consilience between their results added to the validity and generalizability of the common findings. Importantly, contradictions in findings highlighted limitations of each methodological approach and were discussed in terms of implications for their methodological refinement.

Information Technology (IT) has been integrated in many foreign-language classrooms for some decades now. However, one of the many questions related to IT at school is whether it is beneficial for students and, if yes, in what way. This study compares two different teaching approaches in the English classroom in a Swedish secondary school. A digital approach and a traditional approach were tested during some teaching sessions, where two groups of students were compared to gauge the possible influence of IT on performance. In addition, questionnaires were administered to the students in order to measure their opinion of IT use in general and whether they find it motivating in class. The results suggest that a digital approach can boost performance and create more positive attitudes among the students than the more traditional approach.

Career education has become an integral part of high school programming in Canada (Gibbons, Borders, Wiles, Stephan & Davis, 2006). Research on school-based career interventions is on the rise throughout North America (Hiebert, 2010; Roest & Magnusson, 2005). The current study is intended to contribute to this growing area by examining the impact of an elective career education class offered in Saskatchewan public schools called Career and Work Exploration 30 (CWE30). CWE30 combines experiential classroom activities and work placements. Experiential learning has long been regarded as an effective way of increasing self-efficacy, as described in Social Cognitive Theory (SCT; e.g., Bandura, 1977), a factor shown to play a role in encouraging career exploration and confident career-related decision-making (e.g., Blustein, 1989). Another contributor to active career exploration is intrinsic motivation, described in Self-Determination Theory (SDT) as the innate desire to seek out knowledge and growth and to therefore engage in activities that foster this development (Deci & Ryan, 1985). Given the complex and relatively nascent nature of research in this area, the chosen methodology was a case study (Yin, 2014). Multiple types of data were collected. Fourteen grade 11 and 12 high school students from Saskatchewan completed the Career Decision-Making Self-Efficacy Scale - Short Form (CDMES-SF; Taylor & Betz, 1983) and a motivation questionnaire (adapted from Kerner et al., 2012) at the beginning and end of the second semester of the 2013-2014 school year. Two students and one teacher were interviewed. Further, the class curriculum, student attendance, blank copies of in-class activities, and homework that was assigned were collected. Results included significant differences in scores on the CDMSE-SF from pre to post testing and common themes on the qualitative measures such as frustration with assignments and placement time commitments; excitement about experiential learning; fears and uncertainties related to career decision-making; and suggestions for improvements emerged. Course documents provided further evidence as to the implementation of the CWE30 curriculum and the inclusion of factors thought to promote intrinsic motivation and self-efficacy as described in SDT and SCT respectively. Implications within the current literature as well as for future research are discussed.