<p>This dissertation aimed to study the effects of rationale generation on college students’ autonomous motivation. Specific research questions were: (1) to investigate the relations among rationale generation, motivation, and learning through the lens of SDT; (2) to examine the causal effects of rationale generation on autonomous motivation and learning performance; and (3) to understand students’ perceptions of successful motivation strategies during uninteresting but required academic activity. An explanatory sequential mixed method design was used to answer these questions. </p>

The student population of the Southern California community college used for this study was just over 10,000 students in 2011. While retention rates for all community college students are a matter of concern, retention rates for Basic Skills students are particularly alarming. The college used for this study reports that 97% of their students assessed into developmental education courses. Currently, California community colleges are working towards implementing several types of intervention strategies with the objective of positively influencing Basic Skill student persistence. Summer bridge programs are one of these strategies. Students completing summer bridge programs are showing signs of immediate academic improvement. However, there is a gap in knowledge regarding the continuing retention rates for students participating in the programs and the motivational factors that influenced the students to participate in, and complete, the programs to begin with. This study focused on student retention and motivational factors through the lens of Self-Determination Theory. While external motivation factors are sometimes viewed as a means to an end and not necessarily conducive to long-range success, Self-Determination Theory supports the concept that extrinsic motivation factors can merge into intrinsic motivation and can therefore be productive. Researchers have suggested summer bridge programs should be evaluated over a longer period of time and should incorporate additional measures rather than relying solely on pre-test/post-test data. With this in mind, this study examined one summer bridge program over a four-year period and focused on student survey data and interview data, which asked students to self-report their motivational influences for attending one of four summer bridge programs. Using the lens of Self-Determination Theory, the researcher analyzed the data looking for intrinsic and extrinsic motivational factors. One of the significant outcomes of the study is that the researcher was able to identify motivational factors relating specifically to one summer bridge program. Some eternal factors reported included retaking the assessment test, receiving school supplies, and meeting the requirements of specific scholarships. Intrinsic motivational factors focused on building relationships and improved academic competence. Finally, continued research regarding intrinsic and extrinsic motivational factors can also expand to the larger community college student body since motivation in higher education is a multilayered concept.

The Pilot Work Requirement (PWR) for the Housing Authority of San Bernardino is a mandated welfare to work program that was implemented with the goal of promoting self-sufficiency of its residents. Self-sufficiency is both economic and psychological. Participants in welfare-to-work programs view self-sufficiency as a process which includes empowerment, autonomy and confidence and not attainable without motivation. This study measured participant motivation in relation to the PWR program and how it correlates psychological self-sufficiency. The findings of this study suggest that PWR participants have accepted the mandate and have integrated the values of work, education and volunteerism, as their own. And that the PWR participants have psychological self-sufficiency. This study provides more insight about the psychological process of self-sufficiency as residents work towards achieving the goal of economic self-sufficiency.

Cette recherche vise à évaluer l’influence de la rémunération fixe et de la rémunération variable sur la motivation autonome au travail. La recherche mobilise la théorie de l’autodétermination. Elle se compose de deux études distinctes basées sur deux échantillons de 147 puis de 137 salariés de la même coopérative viti-vinicole. La première étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets du niveau de rémunération fixe sur la motivation autonome et la satisfaction au travail ainsi que sur un ensemble de comportements reliés. Les résultats supportent l’hypothèse que le support organisationnel perçu médiatise totalement la relation entre la rémunération fixe et la motivation autonome. Cette étude supporte également les hypothèses que la motivation autonome médiatise totalement la relation entre le soutien organisationnel perçu et l’engagement, puis que l’engagement médiatise totalement la relation entre la motivation autonome et la satisfaction au travail.La deuxième étude a pour objectif de tester un modèle de recherche qui tente d’expliquer les effets modérateurs des rémunérations variables sur la relation entre la motivation autonome et la performance au travail. Les effets modérateurs des rémunérations variables individuelles et collectives sont étudiés de façon différenciée sur différentes facettes de la performance : dans la tâche, contextuelle et adaptative. Les résultats de l’étude supportent l’hypothèse que la motivation autonome est positivement reliée à la performance dans la tâche, contextuelle et adaptative. Cette étude supporte également l’hypothèse que les primes individuelles modèrent positivement la relation entre la motivation autonome et les différentes facettes de la performance. / This research aims to evaluate the influence of fixed and variable compensation on autonomous motivation at work. The research mobilizes the self-determination theory. It consists of two separate studies based on two samples of 147 and 137 employees of the same wine cooperative. The aim of the first study is to test a research model that attempts to explain the effects of the fixed compensation level on autonomous motivation and job satisfaction, as well as on a set of related behaviors. The results support the hypothesis that perceived organizational support fully mediates the relationship between fixed compensation and autonomous motivation. This study also supports the hypothesis that autonomous motivation fully mediates the relationship between perceived organizational support and engagement, and that engagement fully mediates the relationship between autonomous motivation and job satisfaction. The aim of the second study is to test a research model that attempts to explain the moderating effects of variable compensation on the relationship between autonomous motivation and performance at work. The moderating effects of individual and collective compensation are studied in a differentiated way. Similarly, task, contextual and adaptive performance is examined in a differentiated way. The results of the study support the hypothesis that autonomous motivation is positively related to, task, contextual and adaptive performance. This study also supports the hypothesis that individual compensation positively moderates the relationship between autonomous motivation and the different facets of performance.

The degradation of the environment and climate change represent some of the most important environmental issues affecting our society today, and we need to better understand what can be done in order to mitigate the negative effects of human activity on the environment. The present program of research proposes to examine, through three studies, how the frequency of pro-environmental behaviours (PEB) and harmful-environmental behaviours (HEB) are related to self-determined (SDM) and non-self-determined motivation (NSDM), stages of change (SOC), the satisfaction versus the frustration of basic psychological needs as defined by Self-Determination Theory, and nature relatedness. In Study 1 (N = 377), a scale was created to measure two distinct types of environmental behaviours, PEB and HEB, and the relationships between these types of environmental behaviours and SDM and NSDM were examined. Results demonstrated that both types of behaviours loaded on two distinct factors when conducting an exploratory factor analysis, that they were associated differently with environmental motivation, and that levels of motivation were different according to the reported frequency of adoption of PEB and HEB. In Study 2a (N = 266) and 2b (N = 529), the role of stages of change (SOC) was introduced to determine whether environmental motivation and behaviours were different across SOC and to examine whether SOC played a mediating or moderating role in the relationship between environmental motivation and behaviours. Results indicated that people in the later SOC displayed higher levels of SDM and PEB while people in the earlier stages reported higher levels of NSDM and HEB. It was also observed that SOC partially mediated the relationship between environmental motivation and behaviours. In Study 3 (N = 507) nature relatedness was compared to the satisfaction and frustration of basic psychological needs proposed by SDT to examine their respective roles in the association of motivation, SOC, PEB and HEB. Results revealed that nature relatedness was incremental to need satisfaction and frustration with regard to levels of SDM. Also, nature relatedness was an important determinant of SOC and both types of environmental behaviours. As for the proposed model, it was demonstrated that high levels of nature relatedness were associated with higher PEB and lower HEB through partial mediation by SDM and SOC, while need frustration was linked to a higher reported frequency of HEB through mediation by NSDM. Overall this thesis expands on SDT research by highlighting the importance of including HEB in conjunction with PEB and by demonstrating the prominent roles that SOC and nature relatedness could play in the motivational process associated with environmental action.

The creation of excessive budgetary slack can be costly, causing organizations to implement internal controls to motivate employees to report more honestly. Internal control research explores many control-related motivations; however, the behavioral effects of autonomy in expanded organizational hierarchies are not well understood in budgeting contexts. This paper examines managerial autonomy and firms’ rationales for the implementation of internal controls in a setting that extends the common participatory dyad utilized in prior literature to an organizational hierarchy that includes owners, mid-level managers, and employees. This setting is explored through the lens of self-determination theory and psychological reactance theory, which offer complementary yet opposite conceptualizations of autonomy. This paper posits that owner restrictions on mid-level manager autonomy can spillover and indirectly influence budgeting decisions. Additionally, the potential for this spillover to influence the relationship between a firm’s rationale for the implementation of internal controls and subsequent budgetary decisions is examined. Findings indicate that the autonomy of mid-level managers has a spillover effect that influences manager’s rejection rates between rounds, but not across rounds and does not interact with a firm’s control implementation rationale.

Virtual learning environments have become prevalent in the workplace to improve talent development. However, because there are so many different types of design options, not all learners are finding success in the virtual learning environment. This mismatch can negatively impact employees' motivation and learning outcomes. The purpose of this study was to explore how design features of a virtual learning environment impacted adult learners' motivation in the workplace. Constructivist and self-determination theories were used as theoretical frameworks. The research question in this study explored how social and external contextual factors influence an adult learner's motivation to learn in a virtual learning environment. A qualitative case study was used to explore the data collected from 8 federal employees who used a virtual learning environment for professional development. Data were collected from interviews, surveys, and direct observations and analyzed using inductive coding to determined patterns and themes for study. The results from the study indicated the participants viewed visual learning, learner control, ease of use, technical competence, instructor support, and technical support as critical factors that must be addressed when using a virtual learning environment to improve talent development. The findings from the study can provide insights that could be used by training developers for how to design virtual learning environments to provide a positive environment. The social change impact will be to improve the virtual learning environments for the federal workforce to improve motivation and create a culture of talent development for individual growth and organizational capabilities.

Older people are frequently faced with physical conditions that require treatment. A better understanding of the components of engagement relating to the outcomes of treatment was the focus of the study. The purpose of this quantitative study was to examine whether there was an association between the independent variables of optimism, pessimism, motivation, and self-determination and their impact on the dependent variable of achieving physical activity goals in 86 geriatric patients, ages 65 to 80 receiving physical therapy services. The theoretical framework of self-determination, motivation, optimism, and pessimism was assessed by using two self-report questionnaires, The Self-Determination Scale and The Revised Life Orientation Test, along with reviewing physical therapy evaluations, progress notes, and discharge summaries. It was found through the use of a multiple regression analysis that no significant difference in modified independence existed between those with low versus high optimism, pessimism, self-determination, and motivation; there was also no significant difference in the number of physical therapy goals achieved upon discharge. The findings of this study warrant further research on the connection between cognitive and physical abilities and the decline of health due to the aging process. The implication of social change is the need for continued research for clarification of what has been provided through previous research that high levels of optimism, self-determination, and motivation explain a positive outcome in the treatment, rehabilitation process, and achievement of goals versus the contradictory results demonstrated in this research study.

Although there is ample information on the negative aspects of video game playing, we know less about the benefits and how the benefits transfer to the gamers’ workplace. Further understanding of these relationships may offer employees and employers more insight on how they can reduce counterproductive workplace behaviors (CWB) while also improving workplace morale and productivity. The purpose of this quantitative nonexperimental study is to examine the relationships between time spent engaging in gameplay, workplace self-esteem, and positive and negative workplace behaviors among gamers. Participants anonymously completed an online questionnaire utilizing the Behind the Screen Measure, Counterproductive Workplace Behavior Checklist, the Rosenberg Self-Esteem Scale, and the Work Extrinsic Intrinsic Motivation Scale. The crosssectional design consisted of 202 self-identified employed gamers over the age of 18 living in the United States. A series of linear regressions was used to test the hypotheses. According to the study results, frequency of gameplay and workplace self-esteem levels predicted CWB and intrinsic motivation, with low workplace self-esteem being a significant predictor of negative work-related behaviors. Employers, gamers, and friends and family also benefit from the knowledge that over two and a half hours of gaming could have negative effects on their self-esteem and work behaviors. This study facilitates positive social change by promoting a need for increased awareness to gamers and organizations which offer support and long-term positive social change among two different populations.

Self-determination and self-advocacy skills, necessary for students to successfully transition to secondary education and beyond, are often missing in students with disabilities. These skills are an important part of the process of addressing transition in an Individualized Education Program (IEP). The purpose of this case study was to gain an understanding of general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities. Guided by Deci and Ryan's self-determination theory, this study examined general education teachers' perceptions about self-determination and self-advocacy skills in students with disabilities, and attempted to determine how these skills changed after students with disabilities worked with a peer advocate. General education teachers' perceptions about self-determination and self-advocacy were identified, as well as differences in perceptions regarding students who worked with a peer advocate and those who did not. A purposeful sample of 5 general education teachers was selected to participate in this study. Teachers participated in 1 interview, completed an anonymous survey, and participated in 1 classroom observation. Descriptive analysis was used to present the information in a narrative. Participants felt that self-determination and self-advocacy skills were important for students with disabilities. Teachers with the experience of having peer advocates in their classroom noticed an increase of self-determination and self-advocacy skills in students with disabilities. This study may provide positive social change by giving insight to educators on ways to utilize peer tutors or advocates with students with disabilities to aid in their academic and social success, resulting in successful student participation in the IEP process and transitioning from middle school to high school.