Autonomous Motivation and Pro-Environmental Behaviours Among Bedouin Students in Israel: A Self-Determination Theory Perspective

2015 ◽  
Vol 31 (2) ◽  
pp. 223-247 ◽  
Author(s):  
Haya Kaplan ◽  
Nir Madjar
Keyword(s):  
High School Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Large Scale ◽  
Intervention Program ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
School Students ◽  
Environmental Behaviours

AbstractPromoting pro-environmental behaviours (PEBs) among students is a major concern for educators. The present article presents an educational program based on a self-determination theory framework (SDT; Deci & Ryan, 2000) and a study demonstrating that working according to the theoretical principles presented in the program leads to the desired outcomes. The primary aim of the study was to test whether a hypothesised model in which autonomy support by students’ parents and moderators in a large-scale intervention program would be associated with autonomous motivation, which would in turn lead to PEBs, over and above the contributions of the students’ self-perceived competence and relatedness. The participants were 102 Bedouin high-school students (Grades 8 to 10) sampled from a cultural background characterised by a collectivist-hierarchical society in Israel. The results, based on structural equation modelling, indicated that moderators and parental autonomy support, as well as self-perceived relatedness and competence, were associated with students’ autonomous motivation, which in turn was associated with pro-environmental behaviours (including cleaning behaviours, activism, and preserving behaviours). The study supported the hypothesised model and demonstrated that SDT can be utilised as a theoretical framework for educational programs aimed at improving students’ self-determined PEBs.

scholarly journals The Antecedents and Consequences of Metacognitive Knowledge in Mathematics Learning: A Self-Determination Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Yun Tang ◽  
Xiaohan Wang ◽  
Yu Fang ◽  
Jian Li
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Mathematics Learning ◽  
Autonomous Motivation ◽  
Mathematics Performance ◽  
Metacognitive Knowledge ◽  
Self Determination ◽  
Equation Modeling ◽  
School Students ◽  
Avoidance Strategies

Grounded in the self-determination theory and the metacognitive and affective model of self-regulated learning, this study investigated the longitudinal relationship of self-determined motivation as the antecedent and academic performance as the consequence of metacognitive knowledge (MK) in mathematics learning. Two waves of data were collected from senior high school students (N = 327) in the second semester in Grades 10 and 11. A longitudinal mediation model was analyzed using structural equation modeling. Results revealed that autonomous motivation was positively related to MK of competence-enhancing strategies and negatively related to MK of avoidance strategies. Furthermore, mathematics performance was positively predicted by MK of cognitive/metacognitive strategies and negatively predicted by MK of avoidance strategies. This study expands the understanding of MK and elaborates on the dynamics between MK, self-determined motivation, and mathematics performance. Especially, this study differentiates the MK of adaptive and maladaptive strategies and examines their motivational antecedents and academic effects. Our findings also suggest that autonomous motivation has longitudinal benefits on MK.

scholarly journals Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model

2018 ◽  
Vol 123 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Noud Frielink ◽  
Carlo Schuengel ◽  
Petri J. C. M. Embregts
Keyword(s):  
Intellectual Disability ◽  
Autonomy Support ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Theory Model ◽  
Need Satisfaction ◽  
Self Determination ◽  
Level Of Functioning

Abstract The tenets of self-determination theory as applied to support were tested with structural equation modelling for 186 people with ID with a mild to borderline level of functioning. The results showed that (a) perceived autonomy support was positively associated with autonomous motivation and with satisfaction of need for autonomy, relatedness, and competence; (b) autonomous motivation and need satisfaction were associated with higher psychological well-being; (c) autonomous motivation and need satisfaction statistically mediated the association between autonomy support and well-being; and (d) satisfaction of need for autonomy and relatedness was negatively associated with controlled motivation, whereas satisfaction of need for relatedness was positively associated with autonomous motivation. The self-determination theory provides insights relevant for improving support for people with intellectual disability.

A cross-cultural analysis of autonomy in education

2009 ◽  
Vol 7 (2) ◽  
pp. 253-262 ◽  
Author(s):  
Valery I. Chirkov
Keyword(s):  
Autonomy Support ◽  
Academic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Self Determination ◽  
Deterministic Models ◽  
Psychological Evidence

In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.

scholarly journals Explaining the Relationship between Autonomy Support and Motivational Process of Health Behavior in Patients with Diabetes from Self-Determination Theory Perspective: Literature Review

2018 ◽  
Vol 2 (93) ◽  
Author(s):  
Brigita Miežienė ◽  
Liuda Sinkariova ◽  
Rasa Jankauskienė
Keyword(s):  
Literature Review ◽  
Health Behavior ◽  
Psychological Health ◽  
Autonomy Support ◽  
Experimental Studies ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Patients With Diabetes ◽  
Motivational Process

Background. The aim of this study is to provide an overview of the research examining the relationships between contextual factor – autonomy support – and motivational process to control diabetes using self-determination theory as a guiding framework. Methods. Overview of published literature of applying SDT examining motivation and behavior in patients with diabetes was performed. Sage, Medline and Google Scholar data basis were searched using “autonomy support and diabetes” and “self-determination and diabetes” words combinations. Literature review included cross-sectional, longitudinal research and experimental studies. Results. Research shows that autonomy support directly affects autonomous motivation, competence and patient satisfaction. Through the mediators in the behavior motivation model - autonomy and competence – autonomy support is associated with diabetes related behavior, physiological and psychological outcomes. Conclusions. It may be concluded that interrelationship between contextual social (relationship with health care specialists), inner psychological (motivation) and physiological (glycemic index) factors is crucial considering the content of educational programs of diabetes care. So, minimization of long-term diabetes complications, enhanced psychological health and quality of life could be expected if health professionals provide autonomy support for their  diabetes patients.Keywords: autonomous motivation, perceived competence, health-behavior.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

Perceived Teacher Autonomy Support and Self-Determination Skill Expression: Predictors of Student Engagement Among African American High School Students

2021 ◽  
pp. 009579842110091
Author(s):  
Janise S. Parker ◽  
Leandra Parris ◽  
Megan Lau ◽  
Angela Dobbins ◽  
Lauren Shatz ◽  
...  
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Student Engagement ◽  
Autonomy Support ◽  
Female Students ◽  
Teacher Autonomy ◽  
Self Determination ◽  
School Students ◽  
Male And Female

This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.

scholarly journals How to promote fruits, vegetables, and berries intake among patients with type 2 diabetes in primary care? A self-determination theory perspective

2019 ◽  
Vol 6 (1) ◽  
pp. 205510291985497 ◽  
Author(s):  
Anne M Koponen ◽  
Nina Simonsen ◽  
Sakari Suominen
Keyword(s):  
Type 2 Diabetes ◽  
Autonomy Support ◽  
Self Care ◽  
Female Gender ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
High Social Support ◽  
Perceived Autonomy Support

The results of this study showed the importance of autonomous motivation for healthy eating. Autonomous motivation and female gender were the determinants most strongly associated with fruits, vegetables, and berries intake among patients with type 2 diabetes. Other determinants of fruits, vegetables, and berries intake were high education, high social support, high age, and a strong sense of coherence. Autonomous motivation and self-care competence mediated the effect of perceived autonomy support from a physician on fruits, vegetables, and berries intake. Thus, physicians can promote patients’ fruits, vegetables, and berries intake by supporting their autonomous motivation and self-care competence. The results are in line with self-determination theory.

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