Autonomy support and need satisfaction in prevocational programs on care farms: The self-determination theory perspective

Work ◽  
2015 ◽  
Vol 53 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Lina H. Ellingsen-Dalskau ◽  
Margrete Morken ◽  
Bente Berget ◽  
Ingeborg Pedersen
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

scholarly journals Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2448 ◽  
Author(s):  
Nuria Codina ◽  
Isabel Castillo ◽  
José V Pestana ◽  
Isabel Balaguer
Keyword(s):  
University Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Negatively Associated ◽  
The Relationship

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

Learning in Physical Education: A Self-Determination Theory Perspective

2017 ◽  
Vol 36 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Haichun Sun ◽  
Weidong Li ◽  
Bo Shen
Keyword(s):  
Physical Education ◽  
Affective Learning ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Future Directions ◽  
Learning Domains ◽  
Motivational Profiles ◽  
The Impact

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

Testing Self-Determination Theory via Nigerian and Indian adolescents

2009 ◽  
Vol 33 (5) ◽  
pp. 451-459 ◽  
Author(s):  
Kennon M. Sheldon ◽  
Neetu Abad ◽  
Jessica Omoile
Keyword(s):  
Life Satisfaction ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Older Students ◽  
Indian Adolescents ◽  
Positive Class ◽  
Nigerian Students ◽  
Indian Students

We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive associations with life-satisfaction independent of the amount of need-satisfaction. Finally, perceived maternal and paternal autonomy-support both predicted life-satisfaction. Support was also found for two demographic hypotheses: older students perceived less autonomy-support from parents and teachers, and Indian students reported greater life-satisfaction than Nigerian students.

Life Skills Development Through Sport in Brazil: A Study Based on Self-Determination Theory

2021 ◽  
pp. 003151252110008
Author(s):  
José Roberto Andrade do Nascimento Junior ◽  
Gabriel Lucas Morais Freire ◽  
Ricardo T. Quinaud ◽  
Daniel Vicentini de Oliveira ◽  
Lorcan Donal Cronin
Keyword(s):  
Life Skills ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Demographic Variables ◽  
Need Satisfaction ◽  
Self Determination ◽  
Skills Development ◽  
Life Skills Development ◽  
Identified Regulation

This study investigated whether a large sample of youth participants’ life skills development through sport was impacted by demographic variables and/or variables based on self-determination theory. Participants were 461 Brazilian youth sport (325 boys; 136 girls) aged 10–17 years ( Mage = 15.12, SD = 1.44). Participants completed a self-report research survey to assess demographic variables, coach autonomy support, basic need satisfaction, and sport motivation. We analyzed data using cluster analysis, a chi-square test and multivariate analysis of variance. We found that sport participants in the high life skills development cluster were older ( p = .007) and had more years of sport experience ( p = .032). Compared to the low life skills development cluster, sports participants in the high life skills development cluster displayed higher scores for coach’s autonomy support ( p = .001), autonomy satisfaction ( p = .002), competence satisfaction ( p = .001), relatedness satisfaction ( p = .001), and identified regulation ( p = .023). In practice, these findings indicate that coaches should seek to satisfy participants’ three basic psychological needs and encourage an identified regulation form of motivation when trying to promote participants’ life skills development through sport.

scholarly journals Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

2012 ◽  
Vol 34 (4) ◽  
pp. 481-502 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Nikos Ntoumanis
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Work Life ◽  
The Self ◽  
Self Determination ◽  
Interpersonal Behavior ◽  
Equation Modeling ◽  
Work Life Conflict

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.

Linking autonomy support and health at work: The self-determination theory perspective

2020 ◽  
Author(s):  
Yuxin Liu ◽  
Jamshed Raza ◽  
Jianwei Zhang ◽  
Nan Zhu ◽  
Habib Gul
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination

scholarly journals A Conditional Process Model of Children’s Behavioral Engagement and Behavioral Disaffection in Sport Based on Self-Determination Theory

2013 ◽  
Vol 35 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Thomas Curran ◽  
Andrew P. Hill ◽  
Christopher P. Niemiec
Keyword(s):  
Autonomy Support ◽  
Process Model ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Youth Soccer ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Potential Benefits

The potential benefits of children’s engagement in sport for their psychological, social, and physical health are well established. Yet children may also experience psychological and social impairments due, in part, to a variety of detrimental coach behaviors. In the current study, we proposed and tested a conditional process model of children’s self-reported behavioral engagement and behavioral disaffection in sport based on self-determination theory. Results from a sample of 245 youth soccer players suggested that structure from coaches related positively to behavioral engagement and negatively to behavioral disaffection, and that these relations were mediated by athletes’ basic psychological need satisfaction. Importantly, and in line with our hypotheses, these indirect effects were moderated by autonomy support from coaches, such that the mediation was evident only among those who reported higher levels of autonomy support. These findings underscore the importance of coaches’ providing guidance, expectations, and feedback (i.e., structure) in a way that respects athletes’ volition (i.e., autonomy support).

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