<div> <p>According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for their academic performance. When self-determined, students learn because of personal interest or identification, out of a sense of volition, as opposed to pressure or indifference. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support à needs satisfaction à motivation à learning outcomes is termed the general self-determination theory model (hereafter the General Model), and numerous studies have provided support for it. </p> <p>However, the current evidence regarding the General Model is limited, in that no study to date has examined it in its full using within-individual methods. Between-individual analytical methods answer the question of whether a person with higher response on variable A is also more likely to report higher levels of B, whereas within-individual analytical methods answer the question of whether the same person is more likely to experience variable B when reporting experiences of A. Despite the popularity of between-individual methods in educational psychology, they may not be able to reveal the within-person relationships between variables, which are critical for understanding inner psychological processes and mechanisms. </p> <p>Therefore, the current study aims to apply a within-individual analytical approach to the General Model, using a large dataset collected at Purdue over several years. Specifically, in the current dataset, not only may a student provide multiple responses, but also the same classroom contain various students’ responses. Therefore, a cross-classified path model is used, such that the General Model is analyzed under the framework of “responses cross-classified under students and classrooms”. This model enables me to explain the variance-covariance matrix of the variables using the General Model on three levels: the situational (within-student and within-classroom) level, the student level, and the classroom level.</p> <p>Results generally supported the predictions of the General Model on the within-individual, within-classroom level. That is, for the same student, in the same classroom, when she or he experiences higher levels of autonomy support, they would also be more likely to have their psychological needs satisfied, and to study for self-determined reasons, which is then associated with higher perceived learning performance. Unexpected findings include the dominant effect of competence, the direct effects of learning climate and competence, and the lack of relationship between grades and other variables. The General Model is also largely replicated on the student- and classroom-levels.</p> <p>In addition, supplemental analyses showed that (1) although the general trend of motivation and perceived learning climate across one’s college life is null, the trend is moderated by major, such that students in business-related majors decrease in self-determined motivation and perceptions of autonomy support, whereas students in social sciences increase in self-determined motivation and perceptions of autonomy support; (2) there is limited and inconsistent support for a buffer effect, such that the higher autonomy and competence needs satisfaction students generally get, the lower their needs satisfaction in a specific classroom depends on the learning climate. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in the classroom.</p></div>

Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development. Thematic analysis of semi-structured interviews suggested the following contextual factors improve motivation: emerging proficiency, synergy, interpersonal dynamics, volition, and internalization. Additionally, apprehension, minor barriers, and contentious interpersonal dynamics may reduce intrinsic-like motivation. As teachers encountered supportive contextual factors, they satisfied their need to experience competence, relatedness, and autonomy which encouraged value internalization of new learning manifesting as an epistemological shift in teaching paradigm. By internalizing the value of new learning, teachers may become more likely to authentically enact new pedagogy in their classrooms. The results of this study indicated lesson study with open approach may provide a robust form of learning capable of changing prior instructional beliefs. These findings suggest principals create and maintain contextual factors (with deliberate intent) that promote intrinsic-like motivation and the teacher change process to enhance the healthy development of teacher learning.

To conduct this qualitative dissertation study, a phenomenological approach was utilized. The purpose of the study was to examine the perspectives of highly motivated, economically disadvantaged, middle school students to discover the factors that they identified as integral to their overall development and their intrinsic motivation, over time, to learn. A key component of this study was to give voice to the students who participated in this study and utilize their perspectives as a primary data source. Participants in this study included six middle school students, identified as economically disadvantaged, two from fifth grade and four from the seventh grade. Self-determination theory was used as a theoretical framework to guide and inform the analysis of students' perspectives, obtained through individual, semi-structured interviews with each student and classroom observations. Six themes, related to students' intrinsic motivation to learn and succeed in school, were identified. Extrinsic factors were also prominent. Although students expressed a true love of learning, they also acknowledged that external factors such as grades and testing influenced their motivation to learn. Autonomy, competence, and relatedness were major factors at play in the school, classrooms, and homes of these students. Recommendation for practice suggest that teachers, administrators, and parents shift their emphasis away from testing and grades to a greater focus on the internal factors that motivate students to learn so students will be more likely to enjoy the learning process and develop, both in school and over their life span, a love of learning in the process.

The purpose of this study was to: (a) examine if the relation between motivation and exercise is moderated by exercise specific self-efficacy (b) examine if the relation between motivation and exercise is moderated by mental toughness. The data collection was via a non-random convenience sample and snowball sample. The study used a quantitative cross-sectional design with 51 participants (24 men and 27 women), where the participants were between the ages 18-30 (M=23.8, SD=3.2). The results showed that exercise specific self-efficacy had a positive statistical significant correlation with self-determined exercise motivation (r = .63, p&lt;.01) and total exercise amount (r = .47, p&lt;.01). The result also showed that mental toughness had a positive statistical significant correlation with self-determined exercise motivation (r = .33, p&lt;.05) and total exercise amount (r = .37, p&lt;.01). However, the results showed no statistically significant moderating effect of exercise specific self-efficacy respectively mental toughness on the relationship between exercise motivation and amount of exercise. It is proposed that broader and more developing studies are needed within the subject and to investigate more potential underlying factors that could affect the relationship between exercise motivation and amount of exercise. The information in the following study can result in more people being able to sustain their exercise behaviour and that more people succeed with their exercise goals. / Syftet med studien var att: (a) undersöka om self-efficacy modererar sambandet mellan motionsmängd och självbestämmande motionsmotivation samt (b) undersöka mental tuffhet modererar sambandet mellan motionsmängd och självbestämmande motionsmotivation. Insamlingen av data skedde via ett icke slumpmässigt bekvämlighetsurval och snöbollsurval. Studien var en kvantitativ tvärsnittsstudie med 51st deltagare (24 män och 27 kvinnor), där deltagarna var mellan åldrarna 18-30 år (M=23,8, SD=3.2). Resultatet visade att motionsspecifik self-efficacy hade ett positivt statistiskt signifikant samband med självbestämmande motionsmotivation (r = .63, p&lt;.01) och motionsmängd (r = .47, p&lt;.01). Resultatet visade även att mental tuffhet hade ett positivt statistiskt samband med självbestämmande motionsmotivation (r = .33, p&lt;.05) och motionsmängd (r = .37, p&lt;.05). Däremot visade resultatet ingen statistiskt signifikant modererande effekt av motionsspecifik self-efficacy respektive mental tuffhet på sambandet mellan motionsmotivation och motionsmängd. Resultatet belyser vikten av att undersöka psykologiska faktorer som bidrar till utvecklingen av självbestämmande motionsmotivation och ökad motionsmängd. Det föreslås bredare och mer utvecklande studier kring området, samt att undersöka fler potentiella bakomliggande faktorer som kan påverka sambandet mellan motionsmotivation och motionsmängd. Detta kan medföra att fler människor lyckas bibehålla sitt träningsbeteende samt att fler människor lyckas nå sina motionsmål.

Fysisk aktivitet är något som kan främja ett gott åldrande och tillför ett viktigt socialt stöd som människor behöver. Det finns många positiva aspekter med att leva ett fysiskt aktivt liv, både för individen och samhället. Dock finns det för lite svensk forskning inom området om vad som motiverar äldre att ägna sig åt fysisk aktivitet.    Syftet med den kvalitativa studien är att undersöka hur äldre kvinnor upplevde sin medverkan i en tidigare motionsgrupp som de var aktiva i för cirka 15 år sedan, och hur detta sedan har påverkat deras fysiska aktivitetsnivå. Sex kvinnor intervjuades och studien analyserades med hjälp av självbestämmandeteorin.    Resultatet visar att flera faktorer har betydelse för den fysiska aktivitetsnivån. Motivationsfaktorer för att vara fysisk aktiv är den sociala samhörigheten. Även regelbundenheten bidrar till att träningen känns roligare eftersom det blir en del av dem. En motivationsfaktor till är de fysiska och psykiska fördelarna som träningen tillför. Varför en av deltagarna inte är aktiv i dagens läge är för att hon inte tillhör en grupp och har inte disciplinen att få träningen gjord på egen hand. / Physical activity is something that can promote good aging and provides important social support that people need. There are many positive aspects to living a physically active life, both for the individual and for society. However, there is too little Swedish research in the area about what motivates the elderly to engage in physical activity.   The purpose of the qualitative study is to investigate how older women experienced their participation in a previous exercise group in which they were active about 15 years ago, and how this has subsequently affected their physical activity level. Six women were interviewed and the study was analyzed using the self-determination theory.    The results show that several factors are important for the level of physical activity. Motivational factors for being physically active are social affiliation. Also, regularity helps make the exercise feel more fun as it becomes part of them. An additional motivating factor is the physical and psychological benefits of exercise. The reason why one of the participants is not active in the current situation is because she does not belong to a group anymore and lacks the disciplin to train by herself.

<p>In the face of an increasingly pressing refugee crisis, host organizations have become a key context for refugee integration (Bimrose & McNair, 2011). Successful integration is critical to refugees’ well-being. However, our theoretical understanding of this process is still limited. This is partly because research centering on refugees is scarce, and the literature lacks a unifying framework to explain how varied integration practices could address refugee needs. To address this gap, the current study applies self-determination theory (SDT) to systematically understand how organizational practices may support refugees’ autonomy, competence, and relatedness needs. To do so, I examine refugee (vs. non-refugee) perceptions of organizational support helpfulness and explore its underlying processes (e.g., needs deprivation, work centrality). Findings suggest that refugees tend to view autonomy and relatedness practices as especially helpful, and these relationships are mediated through higher work centrality. I conclude with a discussion of the theoretical and practical implications of the findings for refugee workplace integration.</p>

Syftet med studien var att undersöka vad som motiverar individer med fysiska funktionsnedsättningar att delta i parasport samt vad upplevda barriärer och resurser har för betydelse för motivationen. Tio intervjuer genomfördes med aktiva atleter inom parasport. Samtliga var män i åldrarna 24–73 (M= 45.2, SD= 17.28) och alla hade en fysisk funktionsnedsättning.  En semistrukturerad intervjuguide baserad på SDT tillämpades (Ryan &amp; Deci, 2002). Resultatet visade på att det fanns flera faktorer som motiverade deltagarna till att delta i parasport. De mest framträdande faktorerna var att det är roligt, må bättre både fysiskt och psykiskt samt att känna en tillhörighet till omgivningen. Vidare visade resultatet att deltagarna upplevde barriärer som kunde försvåra deras deltagande i parasport som exempelvis långa resor och dyra kostnader för utrustning. Däremot hade deltagarna tillgång till resurser som bidrog till att de kunde delta i parasport. Dels visade sig att tillgång till ekonomiskt stöd och stöd från omgivningen var av betydelse. Deltagarna redogjorde även för att tillgång till rätt utrustning och möjlighet att låna utrustning underlättade deltagandet i parasport, vilket inte tidigare studier har redogjort för som underlättande faktorer.  Studiens resultat redogör för motivationsfaktorer till deltagande i parasport samt upplevda barriärer och vilka resurser som är av betydelse för att underlätta deltagandet i parasport. Därmed kan föreningar och organisationer använda sig av denna kunskap för att skapa strategier för att få fler individer aktiva inom parasporten samt få de som redan är aktiva att fortsätta med parasport. / The purpose of the study was to investigate what motivates individuals with physical disabilities to participate in parasport and how experienced barriers and resources can affect the motivation. Ten interviews with active athletes in parasport were conducted. All of them were men in the ages 24 to 73 (M= 45.2, SD=17.28) and had a physical disability. A semi structured interview guide based on SDT was applied (Ryan &amp; Deci, 2002).  The result showed that there were various factors that motivated the participants to participate in parasport. Most prominent of these factors were that parasport was fun, better physical, and psychological health and a sense of belonging to the surrounding. Furthermore, the result showed that the participants did experience barriers that could complicate for them to participate in parasport, for example long-way travels and expensive equipment costs. However, the participants had access to resources that contributed to their ability to participate in parasport. Both financial support and support from their environment were important. They also reported that an ability to access proper equipment and loan of equipment facilitated participation in parasport, which previous studies has not reported to be facilitating factors. The results of this study reports motivation factors for participation in parasport, experienced barriers and which resources that are of importance to facilitate parasport participation. Thus, association and organisations can use this knowledge to create strategies that can enable for more individuals to participate in parasport and make more to continue with parasport.

[pt] Desde 2008, ano em que a disciplina de Filosofia tornou-se obrigatória nas escolas do Brasil, pesquisadores da área intensificaram seus estudos para o ensino dessa disciplina. Esta pesquisa tem como objetivo buscar compreender quais são os fatores intrínsecos e extrínsecos que motivam o aluno do Ensino Médio pela disciplina de Filosofia, à luz da Teoria da Autodeterminação. Para tal, utilizou-se uma entrevista semiestruturada e um questionário, aplicados em uma escola pública e em uma escola privada do Rio de Janeiro, com uma amostra de 12 alunos distribuídos entre o primeiro e o terceiro ano do Ensino Médio. Os instrumentos buscavam averiguar a motivação dos alunos para o estudo de Filosofia no Ensino Médio, comparando sua entrada e sua saída desse segmento. Os dados produzidos sugerem uma forte relação entre a aprendizagem de Filosofia e a motivação intrínseca e reiteram a importância do papel motivacional do professor para o aprendizado do aluno. Este trabalho, tendo apresentado as concepções dos estudantes sobre o conceito de Filosofia e seu ensino, contribui, portanto, para a compreensão dos fatores e contextos que motivam alunos do ensino médio a estudarem Filosofia, fornecendo, assim, pistas para a prática docente e para a elaboração do currículo escolar desse segmento de ensino. / [en] Since 2008, the year when Philosophy became a mandatory subject in Brazilian schools, researchers started focusing their studies in the teaching of that subject. Our research seeks to identify intrinsic and extrinsic factors that motivate high school students for the subject of Philosophy, in light of the Self-Determination Theory. To do so, we used a semi-structured interview and a questionnaire, which were applied in a public school and in a private school in Rio de Janeiro, with a sample of 12 students from the 1st and 3rd years of high school. The instruments asked students about their motivation to learn philosophy. The data obtained suggests a strong relationship between the learning of philosophy and intrinsic motivation. In addition, it confirms the importance of teachers motivational role in for the student learning. This work, having presented the conceptions of students about the concept and teaching of Philosophy, contributes to an understanding of the factors and contexts that generate motivation in students for learning philosophy, thus offering hints for the teaching of that subject and for thinking about school curriculum.

People who live with Type 1 diabetes (T1D) have to carefully self-administer insulin to keep blood glucose levels in a safe healthy range – a complex and demanding task (WHO, 2016). Social support has been found to alleviate diabetes-stress and increase management behaviors (Mackey et al., 2016). Social support from family members is especially advantageous, however currently no single family-based intervention has been established to show reliable improvements in T1D outcomes (Rosland et al., 2010). A review of the literature reveals that social support promoting autonomy is associated with the best T1D outcomes; social support that undermines autonomy is associated with worse T1D outcomes (Kelly & Berg, 2018). These findings are consistent with the self-determination theory (SDT), which identifies autonomy as a psychological need (Ng et al., 2012). The findings of this literature review support the need for a disease-specific family-based intervention that is built on the foundations of SDT.

Denna studie gjordes för att undersöka om samtalsmetoden Livsspelet, som vuxit fram ur klinisk verksamhet, har kopplingar till motivationsteorin Self-determination theory (SDT). Ett framträdande drag hos denna teori är framhävandet av tre psykologiska behov som antas ha betydelse för människors motivation och utveckling: Kompetens, autonomi (självbestämmande) och samhörighet. För att uppnå syftet konstruerades ett analysinstrument, avsett att undersöka om och hur samtalsledarens yttranden kunde kopplas till uppfyllandet av de tre grundbehoven. Tio inspelade samtal med en klient transkriberades. Samtalsledarens samtliga yttranden kodades enligt analysinstrumentet och placerades in i en av 18 kategorier, under fem olika teman. Därefter räknades antalet yttranden i de olika kategorierna för att undersöka hur stor del av samtalsledarens yttranden som kunde kopplas till de tre grundbehoven. Resultatet av undersökningen visade att en majoritet av samtalsledarens yttranden kunde kopplas till de tre grundbehoven kompetens, autonomi och samhörighet.