Browsing by Subject "Self-determination theory"

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Open Access
The associations of basic psychological needs and autonomous-related self with time perspective: the cultural and familial antecedents of balanced time perspective
(Elsevier, 2018) Akırmak, A.; Tuncer, N.; Akdogan, M.; Erkat, Orhan Batuhan
Time perspective develops from learning experiences pertaining to family and culture (Zimbardo & Boyd, 1999), however no study specifically examined these factors. The present research examines cultural and familial processes influencing subjective time perceptions and balanced time perspective. Participants (n = 305) filled out a questionnaire that consisted of the Zimbardo Time Perspective Inventory (ZTPI), Basic Psychological Needs (BPN), Autonomous-Related Self (ARS), and Trait Anxiety Inventory. Balanced time perspective was operationalized as a derived score from the ZTPI factors, deviation from balanced time perspective (DBTP). BPN and ARS were related to the ZTPI factors and DBTP. A hierarchical regression analysis demonstrated that autonomy, competence, and ARS predicted DBTP. Finally, the results of two simple mediation analyses showed that the associations of ARS and BPN with trait anxiety were mediated by DBTP. It was suggested that social and familial restrictions disrupt the balance in time perspective leading to lower subjective well-being.
Open Access
Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating
(Routledge, 2016) Oz, A. O.; Lane, J. F.; Michou, A.
The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (Mage = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.
Open Access
Awareness and motivation: a narrative intervention on EFL learners
(2019-07) Dingler, Travis Brent
The aim of this study was to describe EFL learners’ self-awareness of their motivation as well as the evolution of it through a narrative-based intervention. It also sought to determine the students’ perceptions of this intervention. A series of writing prompts was created based on Narrative Therapy (NT; White & Epston,1990). Classroom activities were included on the topic of motivation as defined by Self-determination theory (SDT; Ryan & Deci,2017) to provide concepts to better define their motivation. The study took place in a preparatory program in a Turkish university in Ankara over eight weeks. Data was collected from responses to the writing prompts, notes taken by the instructor, and interviews. Content analysis was employed utilizing rubrics based on emergent themes, SDT, and the purpose of each prompt. Data was categorized, analyzed, and quantified in terms of frequency by category. The findings revealed these learners had identified motivation regarding their academic and professional goals, and viewed English as a tool to accomplish these goals. A positive shift in quality of motivation was found for a few students. A noticeable difference in quality of motivation between the global and local domain was observed among a number of students. It was found that awareness of motivation was expanded for some. The study supports existing literature stating that EFL students in Turkey are generally motivated by professional and academic goals and that even a small motivational intervention can have a positive impact.
Open Access
English learners’ motivation in higher education programs: instructional and personal correlates
(2021-01) Aydın, Görkem
This study investigated the motivational factors linked with English language learning motivation in higher education. A systematic review (Study 1) aimed to clarify the complexity of conceptualization and operationalization of motivational concepts in L2 learning in the literature of the English for Academic Purposes (EAP) program and English Preparatory Program (EPP) contexts, and their relation to educational correlates. A prospective study (Study 2) investigated the relation of students’ motivational experience at the beginning (T1) of an eight-week course in EPPs to their academic buoyancy at the end of the course (T2) and achievement in the final exam (T3). In-depth systematic review (Study 1) of 30 articles showed that only 16 articles defined motivation clearly and consistently with a motivational theory, that there was consistency between definitions and measures of motivation in only 17 articles and that there were weaknesses in the methodology of the reviewed studies. Study 2, with 267 students revealed through SEM that students’ T1 need frustration predicted negatively T1 autonomous and positively T1 controlled motivation, which, in turn, predicted positively and negatively, respectively, T2 academic buoyancy. T1 need satisfaction related positively to T2 academic buoyancy. Finally, T2 academic buoyancy mediated the relation between students’ need satisfaction and final achievement while controlled motivation was also negatively related to final achievement. The results of both studies were discussed in terms of improvements of instruction and curriculum changes in EAP programs and EPPs.
Open Access
Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals
(John Wiley and Sons Ltd., 2014) Michou, A.; Vansteenkiste, M.; Mouratidis, A.; Lens W.
Background: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. Aims: We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). Sample: Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. Method: In both studies, a correlational design was used and the hypotheses were tested via path modelling. Results: Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. Conclusion: Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.
Open Access
A global experiment on motivating social distancing during the COVID-19 pandemic
(National Academy of Sciences, 2022-05-27) Legate, N.; Nguyen, T.; Weinstein, N.; Moller, A.; Legault, L.; Vally, Z.; Tajchman, Z.; Zsido, A. N.; Zrimsek, M.; Chen, Z.; Ziano, I.; Gialitaki, Z.; Basnight-Brown, D. M.; Ceary, C. D.; Jang, Y.; Ijzerman, H.; Lin, Y.; Kunisato, Y.; Yamada, Y.; Xiao, Q.; Jiang, X.; Du, X.; Yao, E.; Ryan, W. S.; Wilson, J. P.; Cyrus-Lai, W.; Jimenez-Leal, W.; Law, W.; Unanue, W.; Collins, W. M.; Richard, K. L.; Vranka, M.; Ankushev, V.; Schei, V.; Lerche, V.; Kovic, V.; Krizanic, V.; Kadreva, V. H.; Adoric, V. C.; Tran, U. S.; Yeung, S. K.; Hassan, W.; Houston, R.; Urry, H. L.; Machin, M. A.; Lima, T. J. S.; Ostermann, T.; Frizzo, T.; Sverdrup, T. E.; House, T.; Gill, T.; Fedetov, M.; Paltrow, T.; Moshontz, H.; Jernsäther, T.; Rahman, T.; Machin, T.; Koptjevskaja-Tamm, M.; Hostler, T. J.; Ishii, T.; Szazsi, B.; Adamus, S.; Suter, L.; Von Bormann, S. M.; Habib, S.; Studzinska, A.; Stojanovska, D.; Jansenn, S. M. J.; Stieger, S.; Primbs, M. A.; Schulenberg, S. E.; Buchanan, E. M.; Tatachari, S.; Azouaghe, S.; Sorokowski, P.; Sorokowska, A.; Song, X.; Morbée, S.; Lewis, S.; Sinkolova, S.; Grigoryev, D.; Drexler, S. M.; Daches, S.; Levine, S. L.; Geniole, S. N.; Akter, S.; Vracar, S.; Massoni, S.; Costa, S.; Zorjan, S.; Sarioguz, E.; Izquierdo, S. M.; Tshonda, S. S.; Miller, J. K.; Alves, S. G.; Pöntinen, S.; Solas, S. A.; Ordoñez-Riaño, S.; Ocovaj, S. B.; Onie, S.; Lins, S.; Biberauer, T.; Çoksan, S.; Khumkom, S.; Sacakli, A.; Coles, N. A.; Ruiz-Fernández, S.; Geiger, S. J.; FatahModares, S.; Walczak, R. B.; Betlehem, R.; Vilar, R.; Cárcamo, R. A.; Ross, R. M.; McCarthy, R.; Ballantyne, T.; Westgate, E. C.; Ryan, R. M.; Gargurevich, R.; Afhami, R.; Ren, D.; Monteiro, R. P.; Reips, U.; Reggev, N.; Calin-Jageman, R. J.; Pourafshari, R.; Oliveira, R.; Nedelcheva-Datsova, M.; Rahal, R.; Ribeiro, R. R.; Radtke, T.; Searston, R.; Jai-Ai, R.; Habte, R.; Zdybek, P.; Chen, S; Wajanatinapart, P.; Maturan, P. L. G.; Perillo, J. T.; Isager, P. M.; Kacmár, P.; Macapagal, P. M.; Maniaci, M. R.; Szwed, P.; Hanel, P. H. P.; Forbes, P. A. G.; Arriaga, P.; Paris, B.; Parashar, N.; Papachristopoulos, K.; Chartier, C. R.; Correa, P. S.; Kácha, O.; Bernardo, M.; Campos, O.; Bravo, O. N.; Mallik, P. R.; Gallindo-Caballero, O. J.; Ogbonnaya, C. E.; Bialobrzeska, O.; Kiselnikova, N.; Simonovic, N.; Cohen, N.; Nock, N. L.; Hernandez, A.; Thogersen-Ntoumani, C.; Ntoumanis, N.; Johannes, N.; Albayrak-Aydemir, N.; Say, N.; Neubauer, A. B.; Martin, N. I.; Torunsky, N.; Van Antwerpen, N.; Van Doren, N.; Sunami, N.; Rachev, N. R.; Majeed, N. M.; Schmidt, N.; Nadif, K.; Forscher, P. S.; Corral-Frias, N. S.; Ouherrou, N.; Abbas, N.; Pantazi, M.; Lucas, M. Y.; Vasilev, M. R.; Ortiz, M. V.; Butt, M. M.; Kurfali, M.; Kabir, M.; Muda, R.; Del Carmen M. C. Tejada Rivera, M.; Sirota, M.; Seehuus, M.; Parzuchowski, M.; Toro, M.; Hricova, M.; Maldonado, M. A.; Arvanitis, A.; Rentzelas, P.; Vansteenkiste, M.; Metz, M. A.; Marszalek, M.; Karekla, M.; Mioni, G.; Bosma, M. J.; Westerlund, M.; Vdovic, M.; Bialek, M.; Silan, M. A.; Anne, M.; Misiak, M.; Gugliandolo, M. C.; Grinberg, M.; Capizzi, M.; Espinoza Barria, M. F.; Kurfali, Merve A.; Mensink, M. C.; Harutyunyan, M.; Khosla, M.; Dunn, M. R.; Korbmacher, M.; Adamkovic, M.; Ribeiro, M. F. F.; Terskova, M.; Hruška, M.; Martoncik, M.; Voracek, M.; Cadek, M.; Frias-Armenta, M.; Kowal, M.; Topor, M.; Roczniewska, M.; Oosterlinck, M.; Thomas, A. G.; Kohlová, M. B.; Paruzel-Czachura, M.; Sabristov, M.; Greenburgh, A.; Romanova, M.; Papadatou-Pastou, M.; Lund, M. L.; Antoniadi, M.; Magrin, M. E.; Jones, M. V.; Li, M.; Ortiz, M. S.; Manavalan, M.; Muminov, A.; Stoyanova, A.; Kossowska, M.; Friedemann, M.; Wielgus, M.; Van Hooff, M. L. M; Varella, M. A. C.; Standage, M.; Nicolotti, M.; Coloff, M. F.; Bradford, M.; Vaughn, L. A.; Eudave, L.; Vieira, L.; Lu, J. G.; Pineda, L. M. S.; Matos, L.; Pérez, L. C.; Lazarevic, L. B.; Jaremka, L. M.; Smit, E. S.; Kushnir, E.; Wichman, A. L.; Ferguson, L. J.; Anton-Boicuk, L.; De Holanda Coelho, G. L.; Ahlgren, L.; Liga, F.; Levitan, C. A.; Micheli, L.; Gunton, L.; Volz, L.; Stojanovska, M.; Boucher, L.; Samojlenko, L.; Delgado, L. G. J.; Kaliska, L.; Beatrix, L.; Warmelink, L.; Rojas-Berscia, L. M.; Yu, K.; Wylie, K.; Wachowicz, J.; Charyate, A. C.; Desai, K.; Barzykowski, K.; Kozma, L.; Evans, K.; Kirgizova, K.; Belaus, A.; Emmanuel Agesin, B. B.; Koehn, M. A.; Wolfe, K.; Korobova, T.; Morris, K.; Klevjer, K.; Van Schie, K.; Vezirian, K.; Damnjanovic, K.; Thommesen, K. K.; Schmidt, K.; Filip, K.; Staniaszek, K.; Adetula, A.; Grzech, K.; Hoyer, K.; Moon, K.; Khaobunmasiri, S.; Rana, K.; Janjic, K.; Suchow, J. W.; Kielinska, J.; Cruz Vásquez, J. E.; Chanal, J.; Beitner, J.; Vargas-Nieto, J. C.; Roxas, J. C. T.; Taber, J.; Urriago-Rayo, J.; Askelund, A. D.; Pavlacic, J. M.; Benka, J.; Bavolar, J.; Soto, J. A.; Olofsson, J. K.; Vilsmeier, J. K.; Messerschmidt, J.; Czamanski-Cohen, J.; Waterschoot, J.; Moss, J. D.; Boudesseul, J.; Lee, J. M.; Kamburidis, J.; Joy-Gaba, J. A.; Zickfeld, J.; Miranda, J. F.; Verharen, J. P. H.; Hristova, E.; Beshears, J. E.; Djordjevic, J. M.; Bosch, J.; Valentova, J. V.; Antfolk, J.; Berkessel, J. B.; Schrötter, J.; Urban, J.; Röer, J. P.; Norton, J. O.; Silva, J. R.; Pickerin, J. S.; Vintr, J.; Uttly, J.; Kunst, J. R.; Ndukaihe, I. L. G.; Iyer, A.; Vilares, I.; Ivanov, A.; Ropovik, I.; Sula, I.; Groyecka-Bernard, A.; Sarieva, I.; Metin-Orta, I.; Prusova, I.; Pinto, I.; Bozdoc, A. I.; Almeida, I. A. T.; Pit, I. L.; Dalgar, I.; Zakharov, I.; Arinze, A. I.; Ihaya, K.; Stephen, I. D.; Gjoneska, B.; Brohmer, H.; Flowe, H.; Godbersen, H.; Kocalar, H. E.; Hedgebeth, M. V.; Chuan-Peng, H.; Sharifian, M.; Manley, H.; Akkas, H.; Hajdu, N.; Azab, H.; Kaminski, G.; Nilsonne, G.; Anjum, G.; Travaglino, G. A.; Feldman, G.; Pfuhl, G.; Czarnek, G.; Marcu, G. M.; Hofer, G.; Banik, G.; Adetula, G. A.; Bijlstra, G.; Verbruggen, F.; Kung, F. Y. H.; Martela, F.; Foroni, F.; Forest, J.; Singer, G.; Muchembled, F.; Azevedo, F.; Mosannenzadeh, F.; Marinova, E.; Strukelj, E.; Etebari, Z.; Bradshaw, E. L.; Baskin, E.; Garcia, E. O. L.; Musser, E.; Van Steenkiste, I. M. M.; Ahn, E. R.; Quested, E.; Pronizius, E.; Jackson, E. A.; Manunta, E.; Agadullina, E.; Sakan, D.; Dursun, P.; Dujols, O.; Dubrov, D.; Willis, M.; Tümer, M.; Beaudry, J. L.; Popovic, D.; Dunleavy, D.; Djamal, I.; Krupic, D.; Herrera, D.; Vega, D.; Du, H.; Mola, D.; Chakarova, D.; Davis, W. E.; Holford, D. L.; Lewis, D. M. G.; Vaidis, D. C.; Ozery, D. H.; Ricaurte, D. Z.; Storage, D.; Sousa, D.; Alvarez, D. S.; Boller, D.; Rosa, A. D.; Dimova, D.; Krupic, D.; Marko, D.; Moreau, D.; Reeck, C.; Correia, R. C.; Whitt, C. M.; Lamm, C.; Solorzano, C. S.; Von Bastian, C. C.; Sutherland, C. A. M.; Ebersole, C. R.; Overkott, C.; Aberson, C. L.; Wang, C.; Niemiec, C. P.; Karashiali, C.; Noone, C.; Chiu, F.; Picchiocchi, C.; Brownlow, C.; Karaarslan, C.; Cellini, N.; Esteban-Serna, C.; Reyna, C.; Ferreyra, C.; Batres, C.; Li, R.; Grano, C.; Carpentier, J.; Tamnes, C. K.; Fu, C. H. Y.; Ishkhanyan, B.; Bylinina, L.; Jaeger, B.; Bundt, C.; Allred, T. B.; Vermote, B. J.; Bokkour, A.; Bogatyreva, N.; Shi, J.; Chopik, W. J.; Antazo, B.; Behzadnia, B.; Becker, M.; Bayyat, M. M.; Cocco, B.; Ahmed, A.; Chou, W.; Barkoukis, V.; Hubena, B.; Khaoudi, A.; Žuro, B.; Aczel, B.; Baklanova, E.; Bai, H.; Balci, B. B.; Babincák, P.; Soenens, B.; Dixson, B. J. W.; Mokady, A.; Kappes, H. B.; Atari, M.; Szala, A.; Szabelska, A.; Aruta, J. J. B.; Domurat, A.; Arinze, N. C.; Modena, A.; Adiguzel, A.; Monajem, A.; Ait El Arabi, K.; Özdogru, A. A.; Rothbaum, A. O.; Torres, A. O.; Theodoropoulou, A.; Skowronek, A.; Urooj, A.; Jurkovic, A. P.; Singh, A.; Kassianos, A. P.; Findor, A.; Hartanto, A.; Landry, A. T.; Ferreira, A.; Santos, A. C.; De La Rosa-Gomez, A.; Gourdon-Kanhukamwe, A.; Luxon, A. M.; Todsen, A. L.; Karababa, A.; Janak, A.; Pilato, A.; Bran, A.; Tullett, A. M.; Kuzminska, A. O.; Krafnik, A. J.; Massey, D.
Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This crosscountry, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one's core values) or behavioral intentions. Results supported hypothesized associations between people's existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.
Open Access
Is it promoted or endorsed achievement goals and underlying reasons that predict students’ intrinsic motivation?
(2016-06) Karakaş, Özge N.
The aim of this research was to investigate (a) the effects of mastery-approach (MAp) and performance-approach (PAp) goals induced in an autonomous or a controlling condition to students’ intrinsic motivation through an experiment (Study 1), and (b) the relation of an endorsed achievement goal during a specific computerized game and the autonomous or controlling underlying reasons to students’ intrinsic motivation (Study 2) by using a cross-sectional design. In Study 1, 66 students from a private non-profit university in Ankara, Turkey were randomly assigned to four experimental conditions (mastery-approach goal with autonomous reasons, mastery-approach goal with controlling reasons, performance-approach goal with autonomous reasons, performance approach goal with controlling reasons) to play a computerized tennis like game. After the game they reported their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of a MANOVA showed that there were no differences in participants’ intrinsic motivation across the four conditions. In Study 2, 110 students from a private non-profit university in Ankara, Turkey were asked to play the computerized tennis like game; they were not induced any conditions. The participants reported after the game their intrinsic motivation as well as their achievement goal and underlying reasons during the game. The results of hierarchical regression analyses indicated that reasons underlying achievement goals (AGs) were related to students’ intrinsic motivation. The findings of this study are discussed as well as implications for education and for further research.
Open Access
It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades
(Elsevier, 2020-12-07) Mouratidis, Athanasios; Michou, Aikaterini; Sayil, M.; Altan, Servet
Can controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.
Open Access
Mindfulness as an intervention in English teachers’ quality motivation for lesson preparation
(2021-10) Pamuk, Zeynep Olgun
In this experimental study, an 8-minute mindfulness guided meditation which aimed to increase teachers’ emotional well-being and help them connect to their genuine selves before they prepare their lesson plans was developed and implemented into an online platform for 50 English teachers living in Ankara, Turkey. While 25 of them were assigned to the to listen to the mindfulness guided meditation recording as the experiment group, the control group listened to a Ted Talks speech about the “growth mindset”, before and after which the participants’ controlled and autonomous motivations were measured through Comprehensive Relative Autonomy Index (C-RAI). The findings in the study revealed that the teachers’ autonomous motivation levels were not affected by an 8-minute mindfulness guided meditation, although a decrease in both autonomous and controlled motivations was observed after the intervention for all the teachers in the control and the experiment groups. Also, the teachers’ introjected, identified, and intrinsic motivations were found to be correlated with their gender, age, and workload.
Open Access
Need satisfaction as a mediator of associations between interparental relationship dimensions and autonomy supportive parenting: A weekly diary study
(Willey, 2020-02-08) Koçak, A.; Mouratidis, Athanasios; Uçanok, Z.; Selçuk, E.; Davies, P. T.
Guided by the self‐determination theory, this weekly diary study tested a process model in which week‐to‐week mother‐reported interparental conflict and perceived partner responsiveness were associated with maternal autonomy support by means of maternal psychological need satisfaction. During six consecutive weeks, 258 mothers (Mage = 41.71 years) and their 157 adolescents (51.4% females, Mage = 14.92 years) from Turkey provided weekly reports of the study variables via an online survey. Multilevel analyses showed that maternal need satisfaction was predicted by lower levels of interparental conflict and greater levels of perceived partner responsiveness. Maternal need satisfaction, in turn, was positively associated with maternal and adolescent reports of maternal autonomy support. Further, these week‐to‐week associations were partly moderated by maternal perfectionism. The results underscore the dynamic nature of the intra‐family relationships, the important role of particular conditions in which mothers may become more autonomy supportive, and the necessity to consider mother’s personal characteristics while examining these dynamics.
Open Access
An observational study of the relationship of teachers’ instructional behavior and student engagement
(2018-03) Devrim, Nehir
This study investigated the relationship between teachers’ need supportive instructional behaviors (i.e., relatedness support and provision of structure) and different types of student engagement (i.e., behavioral, emotional, cognitive and agentic engagement) from the perspective of self-determination theory. To this end, during a specific lesson teachers’ provision of structure, relatedness support and student engagement were assessed by both self-reports and observations. The participants (N=191) came from one public and one private high school in Ankara, Turkey in 10 different classes. Regression analyses revealed that both provision of structure and relatedness support can be both predicted by behavioral, emotional, agentic and overall engagement with some gender differences. The results show that the joint effects of provision of structure and relatedness support predict more engaged classrooms. Also, frequency analysis results revealed some degree of difference in students’ and observers’ perceptions of need supportive teaching. Students overestimated their teacher’s provision of structure and relatedness support. Finally, the results revealed some degree of difference in students’ and observers’ perception of student engagement. Frequency Analysis revealed that the students are more in line with their teacher than observers regarding their own engagement. However, the students also overestimated their own engagement compared to their teachers suggesting that the teachers need to put more effort in commonly agreeing with their students the needed and actual quality of engagement.
Open Access
Pathways to need-supportive instruction
(2024-09) Cilalı, Bengü
How learners and teachers respond to academic challenges is essential for attaining desired achievement outcomes. When faced with challenges, some show perseverance, while others give up easily. Two essential mechanisms underlying these differences are mindset beliefs (growth or fixed) and types of motivation (well-internalized or poorly internalized). However, little is known about how mindsets relate to different types of motivation, and even less about how educators' teaching mindsets and motivation contribute to need-supportive instruction. Two separate yet complementary studies were conducted to address these research gaps. Study 1 meta-analytically reviewed 45 studies with 112 effect sizes on the relationships between mindset beliefs and different types of motivation, revealing medium effect sizes for the relationships between growth mindset and well-internalized motivation types. These findings suggest that those with a growth mindset are more likely to have autonomous motivation which helps them handle challenges better. Based on this evidence, Study 2 examined to what extent English as a Foreign Language (EFL) instructors' (N = 348) teaching mindsets and quality of teaching motivation matter for their need-supportive instruction. Structural Equation Modeling (SEM) results showed that fixed teaching mindset beliefs directly and negatively predicted autonomy-supportive teaching. Furthermore, fixed teaching mindset beliefs negatively predicted competence-supportive teaching through the external regulation of teaching motivation. Additionally, intrinsic regulation of teaching motivation mediated the relationships between fixed teaching mindset beliefs and both competence-supportive and relatedness-supportive teaching styles. These findings highlight the importance of promoting a growth mindset and intrinsic motivation among educators to create need-supportive learning environments.
Open Access
Teacher and student interest, quality of motivation and engagement in content-based EAP classes
(2020-06) Doğdu, Ecem Merve
The present study sought to investigate if there was a relation among ENG 101/ 102 instructors’ and students’ interest, quality of motivation (i.e., autonomous versus controlled motivation) and students’ engagement in content-based EAP classes. The study was carried out at an English-speaking private university located in Ankara. The participants of the study were 52 freshmen (51% female, 49% male; Mean age = 19.59, SD = 0.5) taking ENG 101 and 102 classes which are compulsory English and essay composition courses. The results of the hierarchical regression analyses demonstrated that students’ interest in the theme of their ENG 101/102 classes was a significant and positive predictor for students’ autonomous motivation as well as their agentic and behavioral engagement. Furthermore, instructors’ perceived quality of motivation in teaching the content of ENG 101/102 classes was significantly and positively linked to students ‘quality of motivation. On the other hand, while instructors’ and students’ interest and enthusiasm in the themes of ENG 101/102 classes were significant and positive predictors of students’ agentic engagement, students’ behavioral engagement was only predicted by autonomous student motivation and student interest in the themes of their class. The implications for practice were provided in the light of the findings.
Open Access
Toward a better understanding of the reciprocal relations between adolescent psychological need experiences and sleep
(SAGE Publications, 2020) Campbell, R.; Vansteenkiste, M.; Soenens, B.; Vandenkerckhove, B.; Mouratidis, Athanasios
In two diary studies, we examined the reciprocal daily association between the satisfaction and frustration of adolescents’ basic psychological needs and sleep, and the role of stress and fatigue in these associations. In Study 1 (N = 211; 52% female; Mage = 15.86 years, SD = 1.18 years), daily need experiences were unrelated to daily fluctuations in subjective sleep outcomes. However, shorter daily sleep quantity was related to higher daily fatigue, which in turn related to more daily need frustration and less need satisfaction. Study 2 (N = 51; 49% female; Mage = 15.88 years, SD = 2.88 years) extended these findings by demonstrating that daily need frustration related to shorter objective sleep quantity and longer wake after sleep onset, indirectly through higher symptoms of stress. Poor sleep quality also related to worse need experiences via higher daily fatigue. These findings underscore the dynamic interplay between daily need experiences and adolescent sleep.
Open Access
Within-person configurations and temporal relations of personal and perceived parent-promoted life goals to school correlates among adolescents
(American Psychological Association, 2013-08) Mouratidis, A.; Vansteenkiste, M.; Lens, W.; Michou, A.; Soenens, B.
Grounded in self-determination theory, this longitudinal study examined the academic correlates of middle and high school students' (N = 923; 33.4% male) intrinsic and extrinsic aspirations (i.e., life goals) and the type of aspirations that they perceive their parents to promote to them. Person-centered analysis revealed 3 meaningful groups: a relatively high intrinsic aspiration group, a relatively moderate intrinsic aspiration group, and a relatively high-intrinsic and high-extrinsic aspiration group. Tukey post hoc comparisons indicated that students in the high intrinsic aspiration group scored higher on mastery-approach goals, effort regulation, and grades than students in the other 2 groups and lower on performance-approach goals and test anxiety than students in the high-high aspiration group. A match between learners' own aspiration profile and the perceived parent-promoted aspiration profile did not alter these between-group differences. Further, intrapersonal fluctuations of intrinsic aspirations covaried with mastery-approach goals over a 1-year time interval, while extrinsic aspirations covaried with performance-approach goals and test anxiety in the same period; none of these within-person associations were consistently moderated by between-student differences in perceived parental aspiration promotion. Instead, perceived parent-promoted intrinsic and extrinsic aspirations were, respectively, positive and negative predictors of between-student differences in positive school functioning. The present results highlight the importance of endorsing and promoting intrinsic aspirations for school adjustment. © 2013 American Psychological Association.