SDT 强化动机

No abstract available

&NA; Motivation is essential in any aspect of behavioral change. For practicing nurses intervening with patients to promote specific behaviors, consideration of the theoretical underpinning for motivation to change or initiate behaviors is key in delivering effective nursing care. Similarly, nurse researchers whose study requires active engagement of individual participants need to consider motivation for adherence to study procedures and interventions. The purpose of this article is to provide an overview of intrinsic motivation as presented in self‐determination theory (SDT).

This study aimed to use self-determination theory to explore if teachers have ignited or thwarted students’ intrinsic motivation in secondary schools, and therefore, become or not become autonomous in their own learning. According to the theory, human motivation requires consideration of the innate psychological needs of individuals. These needs include autonomy, competence, and relatedness. The study was carried out by reviewing the literature on self-determination theory. The words used to retrieve the articles from the databases included self-determination theory, human motivation, intrinsic motivation, extrinsic motivation, autonomy, competence, and relatedness. It is reported that when students are intrinsically motivated, they become engaged in their own learning, and they can participate fully in the required activities. Under the right classroom conditions, the students are also autonomously motivated—that is, they are engaged in their academic work with authenticity and vitality. It is identified that when students understand the worth and purpose of the activities that are given to them to perform, they feel ownership, and autonomously carry out the activities. The autonomy-supportive environment is conducive to the students’ engagement in an integrative emotional regulation, and therefore, this conducive environment enhances students’ well-being, reducing emotional dysregulation, and fostering high-quality interpersonal relationships. So, teachers are discouraged from being authoritarian in their classrooms but encouraged to provide conducive learning environments for students to intrinsically engage in their education so that they can flourish

Applications of self-determination theory in second or foreign language (L2) learning have continuously provided crucial implications but remain limited in terms of sample scope and the comprehensiveness of tested models. This is particularly important in a large yet under-researched context such as Saudi Arabia, as it enables a stronger assessment of the external validity of the theory. In this study, data were collected from 815 undergraduate students across 35 universities in the country to examine the relationships among the three basic psychological needs, intrinsic motivation, classroom engagement, and grade point average (GPA) in English as an L2. Results showed that variable levels were moderate. A series of one-way ANOVAs indicated that all study variables were consistent across age, gender, and geographical location. Using set-exploratory structural equation modeling (set-ESEM), we found that the effect of the three basic psychological needs and intrinsic motivation on GPA was solely indirect through classroom engagement. Moreover, the influence of classroom engagement on GPA was itself indirectly mediated by intrinsic motivation. Implications for both theory and L2 educational practice are discussed.

Self Determination Theory posits that individuals may be more likely to initiate and maintain behaviors tied to intrinsic (vs. extrinsic) motivations and may provide a useful framework for understanding youth participation in novel sports. Using the Intrinsic Motivation Inventory (IMI) and Patient-Centered Assessment and Counseling for Exercise Plus Nutrition (PACE+) surveys, motivation and physical activity habits were explored in 27 children/adolescents (ages 7–16) enrolled in Parkour, an individual, non-competitive youth sport. Fifteen Parkour participants were also interviewed to gain an understanding of their motivations for participating. Study participants had high median IMI subscale scores related to interest/enjoyment (6.71/7) and perceived choice (6.40/7) compared to the whole scale. Similarly median sub-scale Pros and Self-Efficacy scores for physical activity from the PACE+ were high (4.25/5 and 3.91/5, respectively). The themes of autonomy and enjoyment were consistently reported in the qualitative interviews, expanding on the quantitative results. Other themes included appreciation for camaraderie, creativity, and a drive for improvement. These results provide early evidence that Parkour, and similar lifestyle sports, may be tied more to intrinsic than extrinsic motivations and could have potential for adoption and maintenance by youth with low motivation to engage in physical activity to promote healthy behaviors.

This meta-analysis aims to shed light on the added value of the complex multidimensional view on motivation of Self-determination theory (SDT). We assess the unique and incremental validity of each of SDT’s types of motivation in predicting organizational behavior, and examine SDT’s core proposition that increasing self-determined types of motivation should have increasingly positive outcomes. Meta-analytic findings (124 samples) support SDT, but also adds precision to its predictions: Intrinsic motivation is the most important type of motivation for employee well-being, attitudes and behavior, yet identified regulation is more powerful in predicting performance and organizational citizenship behavior. Furthermore, introjection has both positive and negative consequences, while external regulation has limited associations with employee behavior and has well-being costs. Amotivation only has negative consequences. We address conceptual and methodological implications arising from this research and exemplify how these results may inform and clarify lingering issues in the literature on employee motivation.

In the domain of educational psychology, the cultivation of intrinsic motivation within children presents a pivotal challenge, especially when considering the limitations inherent in conventional reward and punishment systems. This research delves into the efficacy of Self-Determination Theory (SDT) as a transformative approach to foster intrinsic motivation, transcending traditional methods by emphasizing autonomy, competence, and relatedness. The study systematically reviews existing literature and employs theoretical analysis to construct a comprehensive methodological framework aimed at enhancing intrinsic motivation through educational practices rooted in SDT. The core of SDT posits that satisfying the psychological needs for autonomy (self-governance and freedom in learning), competence (mastery and effectiveness in tasks), and relatedness (meaningful social connections) can significantly bolster the intrinsic motivation of learners. By aligning educational strategies with these fundamental psychological needs, this research hypothesizes that learners will not only exhibit a heightened state of internal motivation but also demonstrate improved learning attitudes and behaviors. The findings from this study provide empirical support for the superior efficacy of SDT-based strategies over traditional reward and punishment approaches. Specifically, the application of SDT in educational settings has shown to markedly enhance children's intrinsic motivation, thereby fostering a more engaging and effective learning environment. This shift not only promotes a deeper, more self-driven engagement with learning material but also cultivates a positive outlook towards education, setting the stage for lifelong learning. In conclusion, the research underscores the significant potential of SDT to redefine motivational strategies within educational paradigms, offering a robust alternative to traditional methods by effectively nurturing the internal drive to learn among children.

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness. It employs a mixed-methods, longitudinal case study approach, using data obtained from motivational questionnaires, reflective journals, classroom observations, focus group interviews and individual interviews at four stages throughout one academic year. The findings conclude that TPRS results in sustained, heightened positive emotions in the FL classroom and can be a highly effective tool to intrinsically motivate students of FLs. The autonomous nature of co-created stories results in an increased sense of language ability, whilst also fostering strong connections within the class. The students’ positive motivational and emotional trajectories were maintained at the end of the academic year. The findings resonate with conclusions from other studies on the importance of positive emotions in the FL classroom for engagement and motivation whilst reflecting previous studies linking increased student motivation to increased teacher motivation.

PurposeThe use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.Design/methodology/approachA survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.FindingsResults showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.Originality/valueOverall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.

No abstract available

One source of an organization's competitive advantage is knowledge. Knowledge plays an important role in innovation and performance in organizations in previous studies. The purpose of this study is to investigate the influence of motivation in information sharing. This research is motivated by intrinsic factors (the joy of helping others). The Self Determination Theoty and Theory of Reason Action describe the mechanism. In order to describe the method by which motivation influences information sharing, knowledge sharing intents are utilized. The findings of testing the hypothesis indicate that intrinsic desire positively influences information sharing behavior and that knowledge sharing intentions are fully regulated.

This study aimed to examine the roles of intrinsic and extrinsic motivation in shaping students’ engagement and academic performance in online learning environments, using Self-Determination Theory as the guiding framework. The research was conducted in August 2025 at the Institut Agama Islam Negeri SUSKA, Indonesia, involving 98 third-semester students enrolled in online coursework. A quantitative correlational design was employed, utilizing the Intrinsic Motivation Inventory (IMI) and the Academic Motivation Scale (AMS) to measure students’ intrinsic and extrinsic motivation levels. Online learning performance was assessed through official course grades obtained from the academic department. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results showed that intrinsic motivation was positively and significantly associated with online learning performance, whereas extrinsic motivation demonstrated a weaker but still meaningful relationship with students’ engagement. Regression findings indicated that intrinsic motivation emerged as the strongest predictor of online learning outcomes. These findings underscore the importance of creating autonomy-supportive digital learning environments that foster students’ internal motivational processes.

Motivation is a key driver of learning. Prior work on motivation has mostly focused on conventional learning contexts that did not necessarily involve AI. Hence, little is known about students’ motivation to learn AI. This study examined the structure of students’ AI motivational system using self-determination theory as the theoretical framework. Self-determination theory posits that there are qualitatively distinct types of motivation, including intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. Students' motivation, in turn, is strongly shaped by whether their basic psychological needs for competence, autonomy, and relatedness are satisfied. We used network analysis to explore the structure of students’ AI motivation. Participants included 1465 students from 47 universities. Introjected regulation was central to the AI motivational system but intrinsic motivation was less central. This meant that many students learned AI primarily out of guilt or shame and not because of personal enjoyment. Furthermore, competence satisfaction seemed more important than autonomy and relatedness satisfaction in AI-enriched learning environments. Hence, key practical implications include the need to have clear goals and standards as well as to build students' competence in using AI tools. This study enriches the AI education literature by focusing on students' motivational systems and suggesting ways to cultivate better engagement with AI.

Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners’ experience of cognitive load, motivation, engagement, and achievement. Students (N = 1287) in years 7–10 in four Australian high schools completed survey measures of motivation, engagement, cognitive load, and their teachers’ perceived instructional strategies and motivating style. Results suggest that teachers’ load-reducing instructional strategies were related to lower cognitive load and were positively associated with relative autonomous motivation, engagement, and achievement. Teachers’ motivating styles characterized by autonomy support and structure were also associated with reduced extraneous and intrinsic cognitive load, as well as motivation and engagement. We conclude that by using load-reducing strategies and a motivating style characterized by structure and autonomy support, teachers can reduce students’ cognitive load and improve their self-regulated motivation, engagement, and achievement. In so doing, we discuss a number of future avenues for the joint study of self-determination theory and cognitive load theory, with the aim of refining and extending both perspectives.

Despite substantial studies on the influence of emotional support from teachers on student engagement, there is a dearth of research regarding how academic motivation improves the effectiveness of teacher support in improving college student engagement. This study investigates the mediating role of academic motivation in the relationship between teacher emotional support and student engagement. Utilizing Self-Determination Theory (SDT), we examine how intrinsic and extrinsic motivation, as well as amotivation, influence engagement. This study employs a quantitative, cross-sectional research design to examine the mediating role of academic motivation in the link between teacher emotional support and student engagement. A total of 1,250 university students participated, responding to validated scales measuring teacher emotional support, academic motivation, and engagement. The results revealed that teacher emotional support significantly predicts both academic motivation and student engagement. Furthermore, academic motivation partially mediates this relationship, with intrinsic and extrinsic motivation enhancing engagement, while amotivation negatively impacts it. These findings underscore the importance of emotional support in fostering motivation, leading to greater academic engagement. The study highlights the psychological mechanisms underlying student engagement, contributing to research on higher education strategies. The results emphasize the need for educators to create emotionally supportive environments to maximize student motivation and engagement. Future research should explore correlational design to establish causality and examine additional factors such as peer support and learning environments.

Students’ well-being has received increasing international attention. However, research on well-being among higher vocational education (HVE) students, particularly in non-WEIRD contexts, remains limited. This study addresses this gap by investigating the relationships between goals, motivation, and well-being for HVE students in China through the lens of self-determination theory. A survey was administered to 1106 HVE students at a vocational college in China to collect data on their goal content, motivation, and well-being. Quantitative analyses revealed that motivation plays a dual role, acting as both a mediator and a moderator in the relationship between goals and well-being. This dual role is crucial for understanding not only how goals influence well-being but also under what conditions different types of goals promote or hinder well-being. Specifically, intrinsic goals, when paired with autonomous motivation, were found to significantly predict increased well-being. While extrinsic goals combined with controlled motivation also reliably predicted well-being, this relationship should be interpreted cautiously within the specific cultural context of the study. Furthermore, positive relationships between extrinsic goals and well-being, as well as between amotivation and well-being, were observed, contrasting findings from ‘WEIRD’ contexts. This study provides novel insights into how motivation functions as both a moderator and mediator in the goal-well-being relationship within a ‘non-WEIRD,’ specifically Chinese, HVE context. These findings underscore the importance of supporting students in pursuing goals to enhance their well-being. Further research is needed to explore these relationships in diverse cultural settings.

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Androgen deprivation therapy (ADT) for prostate cancer adversely affects quality of life. Whilst exercise is effective for ameliorating many side effects, most people are inactive, with lack of motivation a key barrier. Self-determination theory (SDT) specifies the quality, rather than quantity, of motivation as essential for optimal engagement. We aimed to explore exercise motivation in men on ADT through the theoretical lens of SDT. As part of a mixed-method longitudinal study, semi-structured interviews exploring exercise behaviour and perceptions, were conducted with people receiving ADT for prostate cancer. Thematic analysis identified motivation themes aligned with SDT concepts. Twenty-four men participated (median age 74 years; ECOG 0: 92%, metastatic: 29%). We identified two key themes: (1) type of exercise motivation and (2) use of need-supportive techniques in exercise environments. Motivations ranged from intrinsic (for enjoyment) to external (compliance with other’s expectations). Key strategies to support psychological needs included offering choice in exercise programming, providing meaningful rationales for exercise, tailored guidance from exercise professionals, and social support. This SDT-grounded study provides insights into motivations driving exercise in people receiving ADT and how social and healthcare contexts influence these motivations. The study underscores the importance of considering exercise motivation when discussing, referring, and designing tailored exercise interventions to ensure they are need-supportive to optimise engagement. Implications for cancer survivors. This study highlights the importance of exercise interventions that are supportive of psychological needs. Incorporating need-supportive strategies may enhance exercise participation and improve physical and psychosocial outcomes for men receiving ADT.

Learning motivation plays a crucial role in students' academic performance. Self-determination theory (SDT), a theoretical framework for explaining human behavioral motivation, provides an important perspective for examining the impact of learning motivation on academic achievement. Based on SDT, this study conducts an in-depth analysis of the influence of intrinsic motivation, extrinsic motivation, and motivational regulation on students' academic performance. By comparing different types of motivation, the research finds that intrinsic motivation has a significant positive relationship with academic achievement, while extrinsic motivation can also enhance academic performance under certain conditions. This study aims to provide educational strategies for educators to improve students' academic performance, particularly in terms of motivation stimulation and autonomy support.

We create a Personal Finance Motivation scale to measure the motivation to understand and manage one's personal finances. The scale is designed to measure intrinsic motivation, four forms of extrinsic motivation (identified, introjected, external material, and external social regulation), and amotivation. These subscales fall along a self‐determination continuum as postulated by Deci and Ryan (1985). We validate the scale using survey data and hypotheses drawn from Self‐Determination Theory (SDT). Correlations among the subscales and Cronbach's alpha support the scale's factor structure and indicate internal consistency. Regression results indicate that intrinsic motivation and a composite of intrinsic motivation and identified regulation are associated with respondents' assessments of the importance of finance and their own competence related to financial decision‐making, when respondents have someone to help them make decisions, and when respondents are not financially dependent on another. We conclude that our Personal Finance Motivation scale is sound and that its subscales are related to competence, relatedness, and autonomy as predicted by SDT. We discuss applications for researchers, instructors, and financial advisors.

This study investigated the influence of learning motivation on academic performance among Chinese vocational college students using Self-Determination Theory as the theoretical framework. A quantitative correlational design was employed, involving 485 students from Guangdong Polytechnic of Industry and Commerce. The findings demonstrated that academic performance was significantly predicted by both intrinsic and extrinsic motivation, which together accounted for 48.6% of the variance in GPA. While the academic year moderated the effects of extrinsic motivation, gender moderated the relationship between intrinsic motivation and performance. Students with the highest levels of intrinsic motivation achieved the best academic results, according to cluster analysis, which also showed distinct motivational profiles. These results demonstrate the universal importance of autonomous motivation and offer compelling empirical support for SDT in a non-Western vocational education setting. The study provides useful recommendations for raising student achievement through motivation-focused.

Language learning is the foundation of deeper learning. Maximizing the motivation in language learning can effectively improve our learning efficiency. As society becomes increasingly digitalized and intelligent, improving language learning efficiency is more urgent than ever. This article explores strategies to boost language learning motivation through the lens of self-determination theory. The author discusses how they stimulate language learning motivation by examining the three key factors of self-determination theory which are autonomy, competence and relatedness. At the same time, author discusses why these three basic psychological factors are crucial to meet our basic psychological needs. Interviews with foreign language learners provide insights into their experiences. The findings suggest that when learners' psychological needs are met, they experience reduced anxiety and increased intrinsic motivation, ultimately enhancing their language learning efficiency and social competitiveness.

Motivation remains a key factor in shaping students' academic paths in higher education. Based on the Self-Determination Theory (SDT), this study explored how intrinsic psychological needs—autonomy, competence, and relatedness—interact with behavioral, cognitive, and emotional aspects of engagement among 300 students. Using a quantitative approach, the researchers used validated survey tools and applied Pearson correlation, ANOVA, and t-tests to analyze the data. The results showed significant positive relationships: autonomy linked to behavioral engagement, competence to cognitive engagement, and relatedness to emotional engagement. These findings suggest that satisfying students' psychological needs promotes different types of academic engagement. Additionally, notable age-related differences emerged in cognitive engagement and competence, where younger students (18–20 years old) demonstrated higher cognitive involvement, while older students (21–23 years old) showed greater emotional engagement and relatedness. Regarding gender, although behavioral engagement and autonomy did not differ between males and females, cognitive engagement and competence, along with emotional engagement and relatedness, varied significantly, with female students reporting higher levels of involvement. These results underscore the importance of creating autonomy-supportive environments, enhancing students’ sense of competence, and cultivating meaningful peer and teacher relationships. Implications for educational practice include designing strategies tailored to age and gender differences to boost engagement, motivation, and academic achievement. The findings advance understanding of how motivation appears across different demographic groups and lay the groundwork for future efforts to enhance student learning experiences in higher education.

"Intrinsic motivation crowding out", the erosion of high-quality, sustainable motivation through the introduction of financial incentives, is one of the most frequently discussed but yet little researched potential unfavorable consequence of Performance-based Financing (PBF). We used the opportunity of the introduction of PBF in Malawi to investigate whether and how PBF affected intrinsic motivation, using a mixed-methods research design theoretically grounded in Self-Determination Theory (SDT). The quantitative component served to estimate the impact of PBF on intrinsic motivation, relying on a controlled pre- and post-test design, with data collected from health workers in 23 intervention and 10 comparison facilities before (March/April 2013; n = 70) and approximately two years after (June/July 2015; n = 71) the start of the intervention. The qualitative component, relying on in-depth interviews with health workers in selected intervention facilities one (April 2014; n = 21) and two (September 2015; n = 20) years after the start of PBF, served to understand how PBF did or did not bring about change in intrinsic motivation. Specifically, it allowed us to examine how the various motivation-relevant elements and consequences of PBF impacted health workers' basic psychological needs for autonomy, competence, and relatedness, which SDT postulates as central to intrinsic motivation. Our results suggest that PBF did not affect health workers' overall intrinsic motivation levels, with the intervention having had both positive and negative effects on psychological needs satisfaction. To maximize positive PBF effects on intrinsic motivation, our results underline the potential value of explicit strategies to mitigate unintended negative impact of unavoidable design, implementation, and contextual challenges, for instance by building autonomy support activities into PBF designs.

Obesity remains a global health issue with significant physical, social, and psychological impacts. One increasingly popular approach to managing obesity is the Intermittent Fasting (IF) diet. This study aims to examine the motivation and effectiveness of IF among fitness center members who also engage in regular exercise. Using the Self-Determination Theory (SDT) framework, this research explores internal and external factors influencing participants' commitment to IF.This qualitative descriptive study employed semi-structured interviews conducted at Idachi Fitness Metro Indah Mall. Thematic analysis following Braun and Clarke’s six-phase process was used to identify key themes. The findings revealed five categories of motivation: intrinsic regulation, identified regulation, introjected regulation, external regulation, and amotivation. Participants highlighted the benefits of IF, such as weight management, increased energy, and improved sleep quality. These findings underscore the importance of combining IF with exercise for achieving optimal health outcomes. Additionally, external motivations, such as social support and encouragement from trainers, often developed into intrinsic motivations as participants experienced health improvements. Further research is recommended to explore the long-term effects of combining IF and exercise on health and motivation.

This study explores how serious games can foster learner motivation and cultural identity using Self-Determination Theory (SDT) as a guiding framework. We designed a game—The Taste of Truth, a culturally grounded serious game, to support students' needs for autonomy, competence, and relatedness, and compared the motivational, academic, and cultural identity outcomes between a game-based learning group and a traditional media group. The experimental results revealed that the game-based approach significantly improved learners’ intrinsic motivation, academic achievement, and cultural identity, with no significant differences observed in gender. These findings affirm the effectiveness of SDT-based design strategies and highlight the potential of serious games as inclusive and culturally responsive educational tools. This research contributes to the growing body of evidence that serious games can simultaneously achieve cognitive, affective, and sociocultural learning goals.

This study investigates how personalized recommendation algorithms on sports consumption platforms influence users’ psychological needs, exercise motivation, and mental health outcomes. Based on Self-Determination Theory (SDT), it examines whether algorithm-driven content (e.g., tailored workouts, adaptive goals) can address underlying psychological demands—autonomy, competence, and relatedness—while mitigating emotional barriers such as anxiety, stress, and motivational deficits that often hinder sustained exercise engagement. A mixed-methods approach combined quantitative surveys (n = 500 active fitness platform users) and qualitative interviews (n = 30). Psychological measures included the Sport Motivation Scale (SMS-6) and the Behavioral Regulation in Exercise Questionnaire (BREQ-3) to assess intrinsic/extrinsic motivation and emotional states. Algorithm interaction logs tracked personalized content exposure. Structural equation modeling analyzed relationships between algorithmic features, psychological need satisfaction, and mental health indicators over three months. Algorithm-driven personalization significantly enhanced intrinsic motivation and mental well-being by fulfilling core psychological needs: autonomy (customizable recommendations reduced anxiety by increasing perceived control), competence (adaptive challenges decreased stress through improved self-efficacy), and relatedness (social features alleviated emotional isolation). Quantitatively, users receiving need-supportive algorithms showed 35% higher exercise adherence and significantly lower self-reported anxiety (p<.01). However, excessive algorithmic control correlated with increased stress and motivational decline. Personalized algorithms aligned with SDT principles effectively support psychological needs, reduce emotional barriers, and promote sustained exercise behavior. To enhance mental health outcomes—including reduced anxiety and stress—sports platforms should prioritize user autonomy, adaptive feedback, and socially connected design. Future research should explore clinical implications for populations with diagnosed emotional disorders and ethical aspects of algorithm-driven mental health interventions. This research was supported by Shanxi Province Science and Technology Strategy Research Special Project (202404030401120).

The article examines the role of self-determination theory in enhancing the motivation of female volleyball players. It analyzes how the satisfaction of athletes' psychological needs affects their sports performance by identifying their intrinsic and extrinsic motivations. The article also presents practical strategies aimed at developing sports motivation and methods for their application. The effectiveness of the theoretical ap-proach in improving both sports performance and psychological well-being of female volleyball players is emphasized.

This study explores the influence of authentic leadership on organizational citizenship behavior (OCB), with job-related motivation serving as a mediator, structured within the framework of self-determination theory (SDT). Conducted in the palm oil manufacturing industry in Central Kalimantan, Indonesia, the study surveyed 312 employees, of whom 145 provided fully completed and valid responses, yielding a response rate of 46.5%. The data were assessed using Structural Equation Modeling (SEM) with SmartPLS version 3.3.0. The results indicate that authentic leadership positively and significantly affects both job-related motivation and OCB. Furthermore, job-related motivation plays a significant role in enhancing OCB and mediates the relationship between authentic leadership and OCB. These findings emphasize the critical role of authentic leadership in fostering employees’ intrinsic motivation by meeting their psychological needs for autonomy, relatedness, and competence. This intrinsic motivation, in turn, encourages employees to engage in extra-role behaviors that lead to organizational success, even without external rewards or recognition.

This study explores the influence of Artificial Intelligence (AI) and social media integration on student motivation through the lens of Self-Determination Theory (SDT), which emphasizes autonomy, competence, and relatedness as key motivational constructs. Utilizing a quantitative explanatory approach, data were collected from 100 Generation Z university students who actively use AI-based educational tools and social media for academic purposes. Structural Equation Modeling with Partial Least Squares (SEM-PLS) was employed to test the proposed relationships among AI integration, social media use, SDT dimensions, and student motivation. The results reveal that both AI and social media significantly contribute to student motivation, with SDT acting as a key mediating construct. AI enhances personalization and autonomy, while social media promotes collaboration and relatedness. The findings underscore the strategic potential of technology in fostering intrinsic motivation and improving educational engagement. This study contributes to the growing body of literature advocating for the pedagogical alignment of technology and psychological motivation theories in higher education.

With the integration of artificial intelligence into educational processes, its impact remains to be discovered.The aim of the present study was to determine whether, after a 7‐month intervention in which a subject of artificial intelligence was taught, students improved their psychological needs for competence, autonomy and relatedness, potentially leading to an increase in their intrinsic motivation towards learning. Additionally, the study examined the impact of students' use of ICT and the influence of gender along the intervention.This longitudinal study included a total of 50 adolescents from Secondary Education, who responded to a series of scales to measure the main constructs of perceived competence, autonomy, relatedness and intrinsic motivation at two different times (T1 and T2).The results showed that, regardless of gender and the frequency of academic or non‐academic use of ICT, statistically significant improvements were observed only in the need for relatedness. Likewise, an analysis of structural equation models revealed that students' initial competence (T1) was the main predictor of their initial motivation (T1), and having this initial motivation was essential for further improving motivation after the intervention (T2). Similarly, each basic psychological need at its initial time point (T1) significantly predicted that same psychological need at its final time point (T2), with considerably high explained variances.These results shed some light on the potential effect that AI‐based interventions can have on the basic psychological needs of secondary education students.

OBJECTIVES This study aimed to examine how pharmacy students at Kuwait University experience autonomy, competence, and relatedness, and to explore the internal and external factors influencing their academic motivation and their career intentions. METHOD Data were collected through semi-structured interviews with pharmacy students at Kuwait university. Interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. RESULTS A total of 17 students participated in this study. Satisfaction of students' autonomy, competence, and relatedness needs enhanced intrinsic motivation and academic engagement, while frustration led to reliance on extrinsic motivation and potential burnout. Key barriers included limited control over academic decisions, limited practical training, and feelings of isolation. In contrast, supportive peer relationships, mentorship, and opportunities for clinical practice were identified as key motivating factors that influenced academic performance and career choices. CONCLUSION Fulfilling pharmacy students' basic psychological needs: autonomy, competence, and relatedness is essential for fostering intrinsic motivation and academic engagement. Addressing barriers such as limited academic autonomy, restricted practical training, and feelings of isolation can enhance motivation, reduce burnout, and support academic success. These findings highlight the importance of creating supportive, student-centered learning environments in pharmacy education.

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Recent HCI research has shown significant interest in investigating digital working instructions for guiding novices to perform manual tasks. While performance enhancement has been a primary focus, it is increasingly recognized that technology’s impact extends beyond objective metrics. Trainee motivation and engagement plays a pivotal role in enhancing learning outcomes and effectiveness. This paper investigates the utilization of principles from Self Determination Theory–clear attainable goals, meaningful rationale, and perspective taking–in designing multimedia instructions to enhance novice users’ indicators of psychological well-being. We present findings from an experiment involving real-world woodworking, where novice users, in a between-subjects study, followed interactive, in-situ projection-based guidance. Results demonstrate that adhering to SDT postulates can positively influence perceived competence, intrinsic motivation and task execution quality. These findings offer valuable insights for designing digital instructions to guide and train novices, emphasizing the importance of psychological well-being alongside task performance.

The availability of blood is highly dependent on donors. The phenomenon of the perception of blood as expensive or sold is also often heard, which means that distrust of blood donors affects the motivation to donate. Increasing perception with donor motivation as volunteers to be willing to help patients in need. For this reason, we are interested in research on the influence of self-determination theory on donor perceptions. The research method used is quantitative SEM PLS with the help of the Wrap PLS 7.0 calculation tool. The research sample used the V region of East Java, Indonesia because this area is most often hit by natural disasters so the blood donor is needed. All question items have been valid and reliable with the results of the study explaining the very good model of Amotivation, External Regulation, Introjected Regulation has no effect on perception. Identification regulation, integration regulation, intrinsic regulation can be used to build blood donor perceptions.

Perfectionism, characterized by excessively high standards and an inability to tolerate imperfections, significantly impacts students' learning motivation and academic performance. This paper investigates the relationship between perfectionism and learning motivation by distinguishing between adaptive and maladaptive perfectionism. The study explores how different types of perfectionism influence intrinsic and extrinsic motivation and academic outcomes. Adaptive perfectionists maintain high standards but view failures as learning opportunities. It can play an important role in influencing students’ intrinsic motivation and resilience. In contrast, students with high maladaptive perfectionism experience more anxiety and self-doubt, which undermine their intrinsic motivation and academic performance. Utilizing Self-Determination Theory (SDT), the present paper provides insights into the psychological mechanisms underlying these effects and informs educational strategies.

In this study, based on Self-Determination Theory (Deci & Ryan, 1985) and its sub-theory, the Organismic Integration Theory, motivation was classified into six stages. Six factors promoting motivation were selected, referencing basic psychological needs theory and previous research. A survey was conducted to understand the impact of these motivational factors at each stage of motivation. By understanding the influence of these factors, the study aims to propose appropriate approaches for each stage of motivation, providing insights into the necessary steps to transition from extrinsic motivation to intrinsic motivation.

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The trend of volunteering increases from year to year in the world, but the challanges of retaining volunteers increased because it depends solely on their intent to stay. Therefore, volunteer satisfaction needs to be achieved. Self Determination Theory (SDT) offers three dimensions, namely autonomy, competence, and connectedness to elaborate individual's intrinsic motivation to feel satisfied. When these three needs are met, theoretically a person will feel satisfied at work. This research aims to examine and analyze the influence of fulfilling their psychological needs on job satisfaction thus satisfied volunteers are more willing to stay longer and see how work spirituality influences this relationship. The research results show that there is a significant influence between job satisfaction and intention to stay.

Most of our workforce consists of members of Generation Y, making it necessary to understand their motivations to work on projects. In this article we investigate the motivation of young project professionals in the context of four case studies. Based on self-determination theory, we outline the Conceptual Model of Young Project Professional Motivation, which is comprised of autonomy, competence, relatedness, and purpose. The study offers several contributions to theory and practice. First, the article extends the understanding to self-determination theory by operationalizing the different needs of young project professionals in projects. Second, it explicitly adds the need for purpose as a central motivator to our theoretical understanding. Third, it puts the motivators in contexts and shows that these motivators have varying levels of importance in different project and organizational contexts. From a practice perspective, the study contributes to a better understanding of how to attract and retain young project professionals in organizations, for example, by fostering work environments and career opportunities that are aligned with their needs. We conclude this article with a research agenda.

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This study aimed to further our understanding of the predictors of the decline of students' intrinsic motivation in math in secondary school. Based on cognitive evaluation theory and stage-environment fit theory, we tested the hypotheses that changes in the three basic needs (competence, autonomy, and relatedness) can explain interindividual differences in the decline of students' intrinsic motivation. A sample of N = 337 German students (t1: M = 11.33 years, SD = 0.59) was followed for 5 years from the end of Grade 5 to the end of Grade 10. Students gave self-reports on their intrinsic motivation in math, perceived competence, autonomy, and social relatedness. Latent change score models showed declines in students' intrinsic motivation in math over the period of time. Moreover, we found interindividual differences in changes of students' intrinsic motivation. Furthermore, decreases in students' perceived competence, autonomy, and social relatedness significantly predicted the decline in students' intrinsic motivation. Therefore, the present findings provide suggestions as to how the decline of students' intrinsic motivation in secondary school could be explained. Implications for future research as well as for educational practice in schools are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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ABSTRACT Service-learning (SL) has gained global popularity for promoting students’ civic engagement and democratic and pluralistic values and impacting faculty and communities. It relies on foundational pillars (the 4 Rs): respect, reciprocity, relevance, and reflexivity. While the drivers of faculty motivation have received attention from researchers, a gap remains in understanding what sustains their motivation and engagement over time. This study aims to address this gap by exploring the perspectives of a group of European scholars through the lens of Self-Determination Theory. A hybrid thematic analysis was employed to analyze the 22 semi-structured interviews collected in 14 European countries. The findings reveal that SL exerts a transformative influence on the community, students, faculty, and higher education institutions, nurturing a heightened sense of competence among faculty members. Institutionalization is a pivotal factor in sustaining and rewarding engaged faculty scholarship, enabling autonomy in academic roles, and aligning personal values with institutional endeavors. Finally, the community experience within SL fosters positive connections with colleagues and communities at local, national, and international levels. As a result, this study introduces a fifth foundational pillar, extending the existing 4 Rs model: relatedness. Future research directions and implications are proposed.

Purpose Understanding customers’ experiences with self-service technology (SST) is of high importance to service research. Previous research, however, has mainly focused on customers who are adept in using SST services. This study aims to provide insights into the under-researched field of the experiences of customers’ with difficulties in using SST. Design/methodology/approach Drawing on self-determination theory, the role of motivational aspects in SST usage behavior is proposed. A model involving perceived needs and intrinsic motivation is developed and empirically tested in a survey among 213 American customers with difficulties using SST in restaurant service settings. Findings The results show that customers’ perceived competence strongly influences their motivation to engage with SST, followed by autonomy and relatedness. Results also find the positive and significant impact of intrinsic motivation on satisfaction and behavioral intentions. Finally, multi-group analysis is performed to examine differences between customers with low and high technology anxiety. Results show that perceived autonomy and competence from SST usage are strong indicators among customers with low technology anxiety, and that relatedness is a major determinant of intrinsic motivation among customers with high technology anxiety. Originality/value As a neglected area of research has been in customers who have difficulty in using SST, the findings of this study provide useful guidelines to address customers’ difficulties in using SST.

In order to design learning environments that foster students’ research skills, one can draw on instructional design models for complex learning, such as the 4C/ID model (in: van Merriënboer and Kirschner, Ten steps to complex learning, Routledge, London, 2018). However, few attempts have been undertaken to foster students’ motivation towards learning complex skills in environments based on the 4C/ID model. This study explores the effects of providing autonomy, competence and relatedness support (in Deci and Ryan, Psychol Inquiry 11(4): 227–268, https://doi.org/10.1207/S15327965PLI1104_01, 2000) in a 4C/ID based online learning environment on upper secondary school behavioral sciences students’ cognitive and motivational outcomes. Students’ cognitive outcomes are measured by means of a research skills test consisting of short multiple choice and short answer items (in order to assess research skills in a broad way), and a research skills task in which students are asked to integrate their skills in writing a research proposal (in order to assess research skills in an integrative manner). Students’ motivational outcomes are measured by means of students’ autonomous and controlled motivation, and students’ amotivation. A pretest-intervention-posttest design was set up in order to compare 233 upper secondary school behavioral sciences students’ outcomes among (1) a 4C/ID based online learning environment condition, and (2) an identical condition additively providing support for students’ need satisfaction. Both learning environments proved equally effective in improving students’ scores on the research skills test. Students in the need supportive condition scored higher on the research skills task compared to their peers in the baseline condition. Students’ autonomous and controlled motivation were not affected by the intervention. Although, unexpectedly, students’ amotivation increased in both conditions, students’ amotivation was lower in the need supportive condition compared to students in the baseline condition. Theoretical relationships were established between students’ need satisfaction, students’ motivation (autonomous, controlled, and amotivation), and students’ cognitive outcomes. These findings are discussed taking into account the COVID-19 affected setting in which the study took place.

ABSTRACT While people from marginalised groups are increasingly involved in design processes, research is scarce on the reasons why people with intellectual disabilities participate in such activities. Drawing on Self-Determination Theory, we explore what motivates young adults with intellectual disabilities to participate in technology design activities. This case study is based on reoccurring interviews and focus groups interviews with seven young adults with intellectual disabilities who participated in design activities. We also gathered reflective notes from eight support staff and conducted participant observations of the activities. An inductive thematic data analysis revealed six themes that contribute to motivation. These themes were deductively analysed with a focus on the three basic psychological needs in Ryan and Deci’s (2002) Self-Determination Theory: autonomy, competence, and relatedness. Our study shows that a sense of enjoyment, influencing the designed technology and the design activity, enhancing skills and knowledge, experiencing a sense of self-efficacy, developing social relationships, and experiencing a sense of meaningfulness can lead to the fulfilment of the need for autonomy, competence, and relatedness. The results suggest that participation over time is essential to understand participants’ needs for autonomy, competence, relatedness and to facilitate enjoyable design activities that motivate participants with intellectual disabilities.

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Adaptive Learning Technologies (ALTs) have gained prevalence in K-12 classrooms. ALT automation features like real-time data insights and content sequencing shift teachers’ approach to understanding and addressing students’ learning needs, yet few studies have explored teachers’ experiences. This study uses self- determination theory to examine how ALT features and implementation practices affect teachers’ fundamental psychological needs for autonomy, competence, and relatedness—factors known to influence teacher motivation and student outcomes. Through thematic analysis of short-answer and video responses from 47 K-12 teachers across the US, we found that teachers’ psychological needs are supported when automated features provide reliable assessments and are balanced with opportunities for teacher intervention. However, our analysis revealed that current ALTs constrain these key features, diminishing teachers’ feelings of autonomy, efficacy, and connection with students. We discuss implications for enhancing ALT design to better support teachers and thereby support student learning.

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Background Older adults adopt and use eHealth systems to build autonomy, competence, and relatedness and engage in healthy behaviors. The motivational technology model posits that technology features, such as those on websites, smart displays, and mobile phones, must allow for navigability, interactivity, and customizability, which spur feelings of self-determination and intrinsic motivation. We studied ElderTree, an online system for older adults that provides on-demand videos of healthy living content, self-monitoring, and weekly researcher-hosted video meetings. Objective We aimed to understand the theoretical crossover between the motivational technology model and self-determination theory using features of ElderTree to understand the usability of the technology and how it may support older adults’ autonomy, competence, and relatedness. Methods Drawing participants from a randomized controlled trial of a mobile health app for older adults with multiple chronic conditions, we conducted qualitative interviews with 22 older adults about their use of the app; the interviews were coded using qualitative thematic analysis. Results Older adults did find that features within ElderTree such as content available on demand, good navigation, and weekly researcher-led video calls supported feelings of autonomy, competence, and relatedness, respectively. Individual differences such as a background using computers also influenced participants’ experiences with the smart displays. Conclusions Participants confirmed the features that increased internal motivation, such as interactivity correlating with feelings of relatedness, but they also found other ways to support autonomous health behavior change beyond narrow views of navigability, interactivity, and customization.

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Technological innovation in the healthcare sector is increasing, but integration of information technology (IT) in the care process is difficult. Healthcare workers are important agents in this IT integration. The purpose of this study is to explore factors that feed motivation to use IT. Self-determination theory (SDT) is applied to study how motivational factors impact effective IT use among frontline caregivers in residential care settings. As the team is very important to these caregivers, the team is our unit of analysis. In an embedded single case study design, interviews were conducted with all nine members of a team effectively using IT. All three basic psychological needs from SDT - autonomy, competence and relatedness - were found to have impact on effective IT use, though autonomy was primarily experienced at team level. Conversely, the effective use of an IT collaboration tool influences relatedness.

The use of fitness apps (some based on behavior change theories) is increasing. Recently a taxonomy mapped app features to the Basic Psychological Needs (BPNs) posited by the Self-Determination Theory (SDT), providing the opportunity to inform the design of fitness apps by this theory of human motivation. However, it is unknown if the user’s perceptions of such SDT-based design would support the BPNs. This is important as the SDT states that interventions supporting the BPNs produce long-term benefits. Following the taxonomy of app features based on SDT, we designed and developed Agon, an iPhone app. We deployed the app through a one-month field study involving 49 participants. The study allowed participants to use the app in their everyday lives, providing sufficient exposure for us to capture meaningful perceptions. This work contributes empirical evidence that the features included in our design correctly mapped to the Basic Psychological Needs. We discuss implications for researchers and designers targeting effective interventions.

The purpose of the current study is to examine the relationships between need satisfaction, motivation, and outcomes as well as the differential effects of the three psychological needs. The sample consisted of 1549 students from 10 secondary schools in Singapore. Structural equation modelling (SEM) analysis showed that students’ psychological needs are positively related to autonomous motivation, and this in turn, lead to higher enjoyment, value and lower pressure. On the other hand, the three psychological needs were negatively related to controlled motivation. Controlled motivation was positively related to pressure but negatively related to enjoyment and value. In terms of the differential effects of the three psychological needs, relatedness contributed strongly to autonomous motivation, compared to autonomy and competence. In contrast, while autonomy and relatedness contributed to controlled motivation negatively, competence positively predicted controlled motivation. Finally, competence was found to link to pressure in a negative way. In summary, the findings of the current study provide support to the propositions of SDT and add some insight to the differential effects of the three psychological needs.

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Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (N = 290; Mage = 11.58 years, SD = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.

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BACKGROUND This study, grounded in self-determination theory, examined how satisfaction of the needs for autonomy, relatedness and competence in people with mild to borderline intellectual disability (MBID) changed over a 4.5-year period. Additionally, it explored the association between life events across various domains (i.e. health, support and living situation, crime, relationships and freedom and finance) and these changes and explored the prospective associations between these needs, perceptions of support from direct support staff and the well-being and ill-being of people with MBID. METHODS Based on a sample of 117 adults with MBID, multiple regression analyses were conducted to determine correlations between constructs at both time points and the impact of autonomy support on need satisfaction and motivation, taking into account life events. RESULTS The analyses showed that, at both time points, most constructs were statistically significantly correlated and remained so despite a time lag of 4.5 years. Autonomy support emerged as a significant positive predictor, of medium size, for satisfying autonomy and relatedness needs. Its association with competence need satisfaction was not statistically significant after Bonferroni correction. For type of motivation, autonomy support statistically predicted increased autonomous motivation, irrespective of life events. CONCLUSIONS Findings underline the potential of autonomy supportive direct support in the lives of individuals with MBID. Some unexpected null findings underscore the need for further study into the interplay between autonomy support, life events and the well-being of people with MBID.

Background Grounded in self-determination theory, this article deals with a multidimensional measurement of the support of the basic psychological needs and the individual and combined effects on the development of intrinsic motivation and perceived competence in physical education. In addition to the supportive teacher behaviors of autonomy support, competence support and relatedness support, peer relatedness support is examined as an additional factor. Methods A total of 1,047 students from 72 classes from various German-speaking Swiss cantons took part in the study. The hypothesized four factorial structure was analyzed using multilevel confirmatory factor analyses. Longitudinal measurement invariance testing of intrinsic motivation and perceived competence indicates scalar measurement invariance. Multilevel regression analyses were specified to analysis the longitudinal effects on the development of intrinsic motivation and perceived competence, whereby both the effects of the individual factors as well as the adjusted effects under the inclusion of all predictors were examined. Results Results of multilevel confirmatory factor analysis indicate that the hypothesized four-factor model (e.g., CFI = 0.97; TLI = 0.96; RMSEA = 0.04; SRMR between = 0.11) is to be favored over alternative models at both levels. Regarding the prediction of the development of intrinsic motivation and perceived competence our study underlines the predictive value of basic psychological need support. The models that examine the effects of the individual predictors indicate that the effects are largely consistent with expectations at both the class and individual level. At class level, however, autonomy support appears to be no significant predictor for the development of intrinsic motivation (p < 0.10), but for perceived competence (p < 0.05). Peer relatedness support is a significant predictor for both outcome variables at both levels of analysis. Regarding the simultaneous integration of all predictors, only the effects of peer relatedness support remain significant for both outcome variables. Discussion The empirical support of the multidimensionality of the instrument is particularly interesting in the context of the common conceptualization of a unidimensional measurement of autonomy support or a composite factor of psychological need support, whereby only few studies have adequately tested the factorial validity. Although significant effects of supportive teacher behaviors can be demonstrated in the multilevel regression analyses, it is also indicated that the different dimensions lack of incremental predictive validity. Particularly noteworthy is the rarely investigated role of peer relatedness support, which has been shown to be a meaningful predictor, even when supportive teacher behaviors are taken into account.

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Is the current state of fitness applications effective at motivating and satisfying the needs of Hispanic users? With most mHealth research conducted with a predominantly white population, the answer to this question is lacking. In this study, we address this question through a survey study with Hispanic users of fitness applications (N= 211) and use the Motivational Technology Model (MTM) and Self-Determination Theory (SDT) as theoretical frameworks. We found that using interactivity features is essential to inspire more autonomous forms of motivation to use fitness applications. This is because interactivity helps satisfy users’ needs for relatedness. However, interactivity also decreased autonomy and competence suggesting the need to design fitness applications that increase relatedness without compromising autonomy. Implications for the design of fitness applications for the population at large and Hispanics, in particular, are discussed.

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To interact with the increasing number of infotainment systems today, touchless gestures are gaining popularity. But only if the interaction is adapted to human needs, the proposed benefits will come into effect. A three-way (2 x 2 x 2) mixed design was adopted examining basic psychological needs and their association with motivation, UX, and the acceptance of gestures. Thereby, the influence of freedom in the gesture execution, visual cues, and motivation framing was investigated. In this study, 27 participants experienced gesture interaction with infotainment content in an experiment with a realistic car mock-up. Results suggest that participants perceived higher autonomy interacting with free gestures and higher competence for the supportive visualization with visual cues. Autonomy, competence, and system relatedness affected the motivation, UX, and acceptance. The present study provides novel insights into the acceptance of in-vehicle gesture interaction and implications for future design of automotive user interfaces.

Abstract Purpose: Medical student well-being is an increasing concern in medical education. Understanding the role instructors and programs have in supporting well-being is an important puzzle piece. This study explores the relationship between medical students’ perceptions of instructor autonomy-support, motivation, and well-being. Using self-determination theory, we aim to provide a practical framework through which medical instructors can support student autonomy and well-being in the learning environment. Materials and methods: Students from the University of Saskatchewan completed a survey measuring perceptions of the learning climate (LC) (instructor autonomy-support), satisfaction/frustration of basic motivational needs (autonomy, competence, relatedness), and psychological well-being. Multiple linear regression was used to determine whether age, gender, and year of study affected students’ well-being, before a mediation model was tested to assess the direct effect of the LC and indirect effects of students’ basic need fulfillment on their well-being. Results: The response rate was 183/400 (46%). Higher ratings of autonomy-support significantly predicted better student well-being. This was mediated completely by students’ feelings of basic need fulfillment. Relatedness satisfaction contributed most to ratings of instructor autonomy-support. Conclusions: Cultivating autonomy-support for medical students is critical to their well-being. Learning environments that optimize autonomy-support will also support students’ feelings of relatedness and competence.

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According to self-determination theory (SDT), competence is among the three basic psychological needs essential for one’s well-being and optimal functioning, and the frustration of these needs is theoretically predicted to induce a restorative response. While previous studies have explored the restoration process of autonomy and relatedness, empirical evidence for such a process is still lacking for competence. In order to explore this process and to examine the effect of prior competence frustration on one’s motivation to win in a subsequent competence-supportive task, we adopted a between-group experimental design and manipulated one’s competence frustration through task difficulty in an electrophysiological study. Participants in both groups were instructed to work on the time-estimation task and the stop-watch task in two successive sessions respectively. Participants in the experimental group were asked to complete a highly difficult task in the first session and a task of medium difficulty in the second session, while those in the control group were instructed to work on tasks of medium difficulty in both sessions. In the second session, an enlarged feedback-related negativity (FRN) loss-win difference wave (d-FRN) was observed in the experimental group compared to the control group, indicating that the competence-frustrated participants have an enhanced motivation to win in a subsequent competence-supportive task. Thus, results of the present study provided original neural evidence for the restoration process of frustrated competence, which provided important guidelines for the managerial practice.

Self‐determination theory (SDT) is a well‐established framework that identifies three basic psychological needs—autonomy, competence and relatedness—as essential for motivation, engagement and well‐being. Despite increasing recognition of SDT's relevance in medical education, educators lack practical tools to translate theory into daily teaching practice. This paper addresses that gap by offering a concise, evidence‐informed table of actionable strategies for educators to support learners' psychological needs in routine interactions. Targeted at clinical teachers and program leaders, the tool is designed to guide real‐time application of SDT principles, fostering learning environments where motivation and thriving can take root. A key feature of the tool is its inclusion of specific, example language that educators can use to support autonomy, competence and relatedness in everyday clinical interactions. In addition, I present a single‐page visual summary (Figure 1) that brings together the highest‐yield SDT strategies in a concise, accessible reference. This diagram serves as a practical checkpoint and reminder for educators to align their daily interactions with SDT principles.

Purpose From the perspective of positive psychology, and based on Self-Determination Theory and Sustainable Happiness Theory, this study explores the relationship between basic psychological needs and psychological well-being among undergraduate students, as well as the mediating roles of autonomous motivation and academic engagement. Methods A survey was conducted among 439 undergraduate students using the Basic Psychological Needs Scale, Learning Motivation Scale, Academic Engagement Scale, and Psychological Well-being Scale. Results Basic psychological needs were significantly and positively correlated with undergraduate students’ psychological well-being. Academic engagement partially mediated the relationship between basic psychological needs and psychological well-being. However, autonomous motivation did not mediate this relationship. Furthermore, autonomous motivation and academic engagement served as chain mediators in the relationship between basic psychological needs and psychological well-being. Conclusion Basic psychological needs are not only directly related to undergraduate students’ psychological well-being but are also indirectly associated with their psychological well-being through the mediating role of academic engagement and the chain mediating role of autonomous motivation and academic engagement.

Objective This study, based on Ecological Systems Theory and Self-Determination Theory, explores the relationships between parental autonomy support, teacher autonomy support, peer support, and university students’ academic engagement from a positive psychology perspective, as well as the mediating roles of basic psychological needs and autonomous motivation. Methods A questionnaire survey was conducted with 416 university students from four universities in Guangxi, using the Academic Engagement Scale, Parental Autonomy Support Scale, Teacher Autonomy Support Scale, Peer Support Scale, Basic Psychological Needs Scale, and Learning Motivation Scale. Results (1) Teacher autonomy support was significantly positively associated with university students’ academic engagement; peer support was significantly negatively associated with academic engagement; parental autonomy support was not significantly associated with academic engagement. (2) Basic psychological needs significantly mediated the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. (3) Autonomous motivation significantly mediated the relationships between parental autonomy support, teacher autonomy support, and academic engagement, while it was not significantly associated with the relationship between peer support and academic engagement. (4) Basic psychological needs and autonomous motivation played a chain-mediating role in the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. Conclusion Teacher, parental, and peer support influence university students’ academic engagement through different pathways, with basic psychological needs and autonomous motivation serving as important “bridging” factors.

Formative assessment has been suggested as a means of supporting student motivation. However, empirical studies have shown mixed effects of formative assessment interventions on students’ motivation, making it necessary to understand the mechanisms underlying these effects. We analyzed a formative classroom practice implemented by a 10th-grade first-language teacher during 7 months. Teacher logs, classroom observations and a teacher interview were used to collect data for characterizing the formative assessment practice. Changes in students’ satisfaction regarding the basic psychological needs of perceived autonomy, competence and relatedness, as well as changes in student motivation manifesting as engagement in learning activities and autonomous types of motivation, were measured by pre- and post-questionnaires in the intervention class and four comparison classes. Since the intraclass correlation values ICC(1) and ICC(2) were low, we treated the comparison classes as one group and t-tests were used in the significance testing of the differences in changes in psychological needs satisfaction and motivation between the intervention class and the comparison classes. Path analysis was conducted to investigate whether a possible influence of the intervention on autonomous motivation and behavioral engagement would be mediated by basic psychological needs satisfaction. The analysis of the classroom practice in the intervention class identifies that both teacher and students were proactive agents in formative assessment processes. The analysis of the quantitative data shows that students’ psychological needs satisfaction increased more in the intervention class than in the comparison classes, and that this needs satisfaction mediated an effect on students’ behavioral engagement and autonomous motivation.

Undergraduate students enrolled in Health Professions (HP) programs may experience challenges related to motivation and well-being. According to Self-Determination Theory, learning environments that support the three basic psychological needs (needs for autonomy, relatedness, competence) foster students’ autonomous motivation and well-being. Little is known about the associations between basic psychological needs satisfaction, autonomous motivation, and well-being in the HP domain and how they relate to one another in an integrative model. This study assesses the associations of the path “basic psychological needs satisfaction-autonomous motivation-well-being” within HP. We invited first-year students in the field of HP (N = 850) to fill out an electronic survey, measuring the satisfaction of each basic psychological need, autonomous motivation, and well-being and performed structural equation modelling to examine the paths between these variables. In total, 202 students completed the survey (response rate 23.8%). Our model had an acceptable model fit: CFI = 0.924, TLI = 0.916, RMSEA = 0.052, SRMR = 0.057, chi-square test of model fit = 688.678 (p < .001). Autonomy satisfaction was directly and positively associated with autonomous motivation. The satisfaction of relatedness and competence was directly and positively associated with well-being, and each of them explained approximately the same degree of strength in well-being. Autonomous motivation did not have a direct effect on well-being. When students perceived their programs as autonomy supportive, they might develop higher autonomous motivation. Fostering students’ relatedness and competence might enhance students’ well-being. Teachers and curriculum designers can consider developing learning environments that support students’ autonomy, relatedness, and competence.

Abstract Purpose Autonomous motivation is important for university students, but it remains a challenge to stimulate their autonomous motivation for their curricula. We developed an extracurricular intervention (Societal Impact Project) with basic psychological needs supportive characteristics such as learning with self-defined problems relevant to curriculum and society, collaborative group work, and coaching by a teacher. This study aims at evaluating the intervention in fostering students’ autonomous motivation for their regular curricula. Methods We conducted a quasi-experimental study, using between-group pre- and post-test design. Participants from the intervention and control group completed a survey before and after the intervention, which measured the satisfaction of three basic psychological needs, autonomous motivation, controlled motivation, enjoyment, value, and well-being within their regular curricula. We compared the post-test differences between the two groups while controlling for pre-test scores. Results Students in the intervention group had greater enjoyment in their regular curricula and perceived their regular curricula to have more value compared to students in the control group. The other variables did not differ significantly between the two groups in the post-test. Conclusion The intervention is effective for improving students’ enjoyment and perceived value in their regular curricula. The variables with non-significant differences indicate the difficulty to alter students’ basic psychological needs and motivation in their regular curricula, even after participating in a long-term intervention.

Self-Determination Theory (SDT) posits that the fulfillment of three basic psychological needs—autonomy, competence, and relatedness—is essential for fostering autonomous motivation, well-being, and optimal functioning. The present research aimed to extend current understanding of how sport modality (individual vs. team) relates to these sources of autonomous motivation in athletes. Data were collected across two studies: Study 1 included tennis and volleyball players (n = 78), while Study 2 involved a larger and more diverse sample of individual and team sport athletes (n = 1,137). Analyses of covariance revealed that individual sport athletes reported higher autonomy satisfaction. In contrast, team sport athletes reported higher relatedness satisfaction and, in Study 2 only, higher competence satisfaction. As anticipated, differences emerged in the sources of autonomous motivation rather than in the overall strength of autonomous motivation itself. These findings provide valuable insights into athletes’ psychological need satisfaction profiles and offer a practical framework for implementing need-supportive coaching practices tailored to sport type.

With the implementation of China's "double reduction" policy, subject training has decreased. Private music education has become a hot choice for parents. Music teaching, as an important part of art education, cannot be achieved in private school institutions without independent support and the promotion of achievement motivation. The study analyzes the basic psychological needs of students in music learning based on emotional and cognitive support in autonomous support, and the mediating role of autonomous support in quality cultivation, music love, and teacher-student and family relationships. At the same time, the study analyzes the basic psychological needs of achievement motivation in student music learning based on success expectations and praise needs, and explores the mediating role of achievement motivation in student learning engagement, learning cognition, and learning goal optimization. Analyzing the elements of autonomous support and achievement motivation for students in private music schools can help schools and teachers optimize teaching methods, thereby providing students with a more favorable music learning environment.

ABSTRACT Grounded in self-determination theory, this cross-sectional study aims to explore the multiple mediating roles of perceived teachers’ support for students with obesity and their engagement in physical education. The study included 322 Chinese high school students with obesity (mean age, 16.84 [±0.147] years; 219 [68%] male, 103 [32%] female). Mplus 8.3 software was used to test the multiple mediating effects. After controlling for grade and gender, teacher support was found to neither directly affect students’ engagement nor directly stimulate their autonomous motivation; however, it could affect their engagement through the two pathways of 1) basic psychological needs and 2) the chain mediation of basic psychological needs and autonomous motivation. Results suggest that not all teacher support, but only teacher support meeting students’ basic psychological needs, can promote engagement in PE by students with obesity. Future research should explore strategies according to the physical and mental characteristics of students with obesity, to enrich and innovate the theoretical system of teacher support in physical education. Furthermore, teacher support interventions to promote engagement among students with obesity should be developed.

This study examines the relationship between secondary vocational students' perceived psychological needs and their autonomous learning motivation. Drawing on Self-Determination Theory (SDT), the research investigates how the basic psychological needs influence students' autonomous motivation. Using a mixed-methods approach, the study first employs qualitative research to explore the perceived psychological needs and manifestations of autonomous learning motivation among secondary vocational students. Subsequently, quantitative research is conducted to validate the qualitative findings and further explore the relationships between these variables. The results of reveal that vocational students perceive relatedness and competence as significant psychological needs that influence their autonomous learning motivation, while autonomy is not perceived as a prominent need. The study also identifies three dimensions of autonomous learning motivation among vocational students: interest in learning, post-graduation development, and passing school exams. Multiple regression analysis shows that perceived psychological needs have a significant positive predictive effect on autonomous learning motivation, with peer influence in the class having the highest explanatory power. The findings contribute to the cross-cultural application of SDT and provide practical insights for teachers to stimulate students' autonomous learning motivation by addressing their psychological needs.

The study contributes to research on Universal Basic Income (UBI) by examining mental health trajectories in working individuals who received a monthly UBI payment of €1,000 for the duration of one year. We assessed data from 357 recipients of additional income provided by a crowdfunding association in Germany. Participants reported their life satisfaction, well-being, work motivation, and needs satisfaction at up to three semi-annual measurement occasions, the first of which was scheduled at the onset of UBI payments. Specifically, we focused on the effects of autonomous work motivation as (a) a predictor of change in life satisfaction and well-being and (b) a mediator between needs satisfaction at work and mental health. We conducted Latent Growth Curve Models (LGCM) and Random Intercept Cross-Lagged Panel Models (RI-CLPM). Results of the LGCM indicated growth in life satisfaction and well-being during UBI payment. Autonomous motivation was a robust, positive predictor of initial levels of life satisfaction and well-being, both as time-invariant covariate (TIC) and time-varying covariate (TVC). Moreover, low initial autonomous motivation was associated with greater increase of life satisfaction and well-being. Using a RI-CLPM, we found strong support for the mediating effect of autonomous motivation. Furthermore, gender and income were significant predictors of initial life satisfaction and well-being in most of our models. Women and low-income earners tended to report lower levels of life satisfaction and well-being. The results are discussed focusing on the role of autonomous motivation for psychological health in the context of UBI and occupational health promotion more generally.

Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a postive statistically signficant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically signficant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings.

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The objective of this research was to measure the impact of autonomous support and expectancy beliefs on autonomous motivation of students. The study investigated the impact of basic psychological needs on autonomous support. Furthermore, the mediating role of basic psychological needs is also analyzed. Using simple random sampling, the study collected cross-sectional data from 305 students on a Likert scale questionnaire at private music schools located in Nanchang, China. SPSS 26 and Smart PLS 4 are used for descriptive and inferential statistics and findings. The study found that autonomy support, expectancy beliefs and basic psychological needs have a significant impact on autonomous motivation. The study also found that autonomy support and expectancy beliefs also have significant influence on basic psychological needs. While the study found that basic psychological needs mediate the impact of autonomy support and expected beliefs on autonomous motivation. In addition, measuring the dimension of autonomous support, the study found that parental support and teachers’ support have a significant impact on autonomous motivation. While the study found that parental support and teachers’ support also have a significant impact on basic psychological needs. The study further confirmed that basic psychological needs positively mediate the impact of parental support and teachers’ support on autonomous motivation.

Suffering from somatic symptoms can seriously hamper one’s quality of life and ability to function, causing lost work productivity, sickness absence, and extensive medical utilization. Physical activity (PA) has demonstrated promising results related to mild to moderate cases of somatic symptoms. The present study explored whether a worksite health promotion intervention was able to increase PA and cardiorespiratory fitness, and to reduce somatic symptoms and sickness absence. The intervention was designed based on the tenets of Self-determination theory. A pre–post cluster randomized controlled trial was conducted with 202 industrial workers in a Norwegian logistics company. Results from repeated measures, multivariate analysis of variance, revealed an overall intervention effect and significant change between groups related to somatic symptoms in favor of the intervention group, albeit no significant change in sickness absence. We applied structural equations modeling to test a model of health behavioral change, which posited that increased support for PA from coworkers and autonomous motivation for PA predicted changes in PA, cardiorespiratory fitness, and somatic symptoms. The results underline the effectiveness of including coworker social support in health promotion programs aimed to increase PA and reduce somatic symptoms.

This qualitative pre-registered study was designed to investigate student teachers ’ motivational experiences concerning educational quality from the lens of Self-Determination Theory. Experiences of educational quality have large implications for learning and wellness and educational quality is incorporated in the law of study regulation. Through four separate focus groups, we interviewed a total of 18 student teachers from either first-year or fourth-year Norwegian teacher programs on their experiences of educational quality and the satisfaction of their basic psychological needs and motivation. Our deductive thematic analysis showed that the psychological needs for autonomy, competence, and relatedness, as well as autonomous and controlled motivation, underlie the experiential qualities of students ’ understanding of educational quality. Specifically, we found that relatedness was a protective factor in the experience of persistence and wellness in the teacher program, whereas competence frustration led to feelings of having a high workload. Finally, autonomous motivation was experienced as vital for continuing teacher education, whereas pressure and feelings of compliance increased the students ′ sense of controlled motivation, which resulted in feelings of wanting to drop out. Although our study had some limitations, our results provide important implications for how study programs can be organized to create better integration of the program to enhance satisfaction of basic psychological needs. Furthermore, our pre-registration of this qualitative focus group interview study is a major contribution to this area of open science within Self-Determination Theory and qualitative methodology in general, which is still nascent.

The present study investigated relations between basic psychological need satisfaction (autonomy, relatedness, and competence), autonomous motivation, and work meaning. With a sample of 462 working adults, we used structural equation modeling to test the incremental validity of including autonomous motivation in a model predicting meaningful work from basic psychological need satisfaction. The satisfaction of autonomy and relatedness needs directly predicted autonomous motivation, while competence need satisfaction directly predicted meaningful work. Mediation analyses supported the incremental contribution of autonomous motivation in the links from autonomy and relatedness to work meaning, but not from competence to work meaning. Our findings provide novel connections between the bodies of literature on Self-Determination Theory and meaningful work. We discuss practical implications for career counselors, organizational leaders, and policymakers, as well as future research directions.

COVID‐19 and its containment measures have uniquely challenged adolescent well‐being. Following self‐determination theory (SDT), the present research seeks to identify characteristics that relate to well‐being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation. The role of self‐regulated learning (SRL) as a moderator was considered. Self‐reports were collected from 19,967 secondary school students in Austria (Study 1) and Germany (Study 2). In both studies, structural equation modelling revealed that all basic needs were associated with positive emotion, and that competence and autonomy were associated with intrinsic learning motivation. Moderation effects of SRL were identified in Study 1 only: The association of autonomy and both outcomes and the association of competence and intrinsic learning motivation varied with the level of SRL. The results highlight the relevance of basic psychological need satisfaction and SRL in a situation in which adolescents are confronted with a sudden loss of daily routines.

According to self-determination theory (SDT), the satisfaction of the universal needs for autonomy, competence, and relatedness is important in order to enhance autonomous motivation, which in turn promotes psychological well-being (PWB), regardless of age or culture. In contrast, some cross-cultural perspectives challenge SDT's universalistic viewpoint, especially SDT's view that autonomy yields universal positive effects across Western and Eastern societies. To test these theoretical frameworks across cultures, with special focus on the field of aging, this study examined the contribution of satisfying basic psychological needs to elderly people's PWB from Eastern and Western cultures (China and France). Elderly retired people living at home (NChina = 510, Mage = 68.49 years; NFrance = 170, Mage = 71.19 years) were invited to complete surveys assessing these variables and providing demographic information. Consistent with the hypothesis of SDT, results from structural equation modeling (SEM) indicated that needs satisfaction facilitates autonomous motivation, which in turn promotes PWB in both elderly Chinese and French. Moreover, the finding from subsequent moderation analysis confirmed the moderating effect of culture in the relationship between competence satisfaction and PWB, with the contribution of competence satisfaction on PWB being stronger among elderly Chinese than elderly French (p < 0.05). Our findings suggest that, the broad applicability of SDT notwithstanding, attending to cultural differences in elderly care remains important.

Why do people have better sexual experiences on certain days but not others? In this study, we used self-determination theory (SDT) to examine whether sexual motives that are autonomous (i.e., genuinely self-endorsed) as opposed to controlled (i.e., pressured) were associated with variations in daily sexual well-being. We also sought to identify circumstances associated with changes in the quality of sexual motivation by considering the extent to which daily interactions with a partner satisfied the basic psychological needs for autonomy, competence, and relatedness. In a 21-day study of daily experiences (N = 113), findings from multilevel analyses suggested that on days when sexual motives were more autonomous and less controlled, people experienced higher sexual well-being (i.e., higher sexual satisfaction, more positive sexual affect, and less negative sexual affect). Furthermore, on days when interactions with the partner were more positive, as evidenced by better needs satisfaction, sexual motives were more autonomous and this, in turn, was associated with higher sexual well-being. These associations held above the contributions of gender, relationship length, frequency of sexual activities, and relational satisfaction. These findings demonstrate the usefulness of SDT as a framework for the motivational underpinnings of sexual well-being.

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Introduction Subjective well-being has numerous indicators of global well-being, however, the most important are life satisfaction and attachments, which can be both positive and negative. The leadership of the coach is an integral part of the process that cares for the relationship of the athlete and coach, where the coach has a fundamental role on the athlete, and consequently on his subjective well-being. Objective The study has the purpose to analyse if and in what way the Basic Psychological Needs—relationship, autonomy and social relationship (mediator 1, M1) and the autonomous motivation (mediator 2, M2) mediate the relationship of the variables of democratic style (independent variable, X) with subjective well-being–life satisfaction and positive attachment (dependent variable, Y). Methods In this cross-sectional study, participated 94 athletes with Intellectual and Developmental Difficulty (IDD), aged between 11 and 63 years (ẋ = 32.6 ± SD = 13.8 years) of both genders. Statistical analysis was performed using multiple serial mediation models, using the macro PROCESS for SPSS, version 3 (model 6), using the bootstrap method with 10000 samples. Results and Conclusions There is a mediation effect between those of basic psychological needs and autonomous motivation, exercised between the democratic leadership profile of the coach and the subjective welfare of the athlete. On the other hand, autocratic style has a significant direct effect on the increase in basic psychological needs and controlled motivation. However, the democratic style is more consistent in this type of analysis. Our results reinforce the importance of promoting a democratic leadership style on the part of the coach in their athletes, enhancing a direct effect on life satisfaction and positive attachment in athletes adapted with IDD members of the Special Olympics.

Objective: This study examined the role of perceived service quality and platform connectivity as psychological predictors of autonomous motivation in digital exercise environments, drawing on principles of Self-Determination Theory and self-regulation. Specifically, the research explored how the technological characteristics of digital platforms function as a pedagogical context that supports or constrains the internalization of motivation for sustained engagement in physical activity. Methods: A cross-sectional survey design was employed with a sample of 526 active adult users of various digital exercise platforms. Perceived service quality was assessed using an adapted SERVQUAL scale, while autonomous motivation was measured with the Self-Regulation Questionnaire–Exercise. Structural Equation Modeling (CB-SEM) was applied to examine direct and indirect relationships among perceived quality, platform connectivity, basic psychological needs, and autonomous motivation. Results: The proposed structural model demonstrated satisfactory overall fit. Platform connectivity emerged as a significant positive predictor of autonomous motivation, while reliability and responsiveness were identified as the strongest dimensions of perceived service quality. Moreover, satisfaction of basic psychological needs—autonomy, competence, and relatedness—fully mediated the relationships between perceived quality, platform connectivity, and autonomous motivation. Conclusion: The findings highlight the central role of high-quality and well-connected digital exercise environments in fostering self-regulated and autonomous motivation. By supporting basic psychological needs, digital platforms can facilitate the internalization of motivation and promote sustained engagement in physical activity. These results underscore the pedagogical importance of reliability, responsiveness, and technological stability in the design of digital exercise services aimed at long-term adherence.

In educational settings, the gap between students who actively engage in learning and those who only comply passively essentially stems from differences in motivation quality. Furthermore, previous gamification studies often treat gamification as a unified whole, ignoring the differentiated effects of specific elementsa gap that creates a void in targeted motivation promotion research. Using the literature review method, this paper takes the three basic psychological needs of Self-Determination Theory (SDT) as its core framework, integrates the empirical findings of Sailer et al., and explores targeted educational interventionsespecially those incorporating gamification elementsto examine how these interventions satisfy students basic psychological needs and promote autonomous motivation. Meanwhile, practical classroom cases are used to illustrate the implementation paths of these strategies. The study finds that feedback-based elements satisfy the competence need through visualized progress; meaningful choices and in-depth narratives support the autonomy need by constructing task significance; and collaborative roles and shared goals meet the relatedness need through functional interdependence. In contrast, superficial elements fail to produce effective motivation-promoting effects.

This research presents and confirms an intermediary model, deeply anchored in self-determination theory, to dissect the influence of Chinese high school students’ core psychological needs and intrinsic drive on the nexus between educators’ autonomous backing and students’ proficiency in feedback literacy, highlighting the mediating roles of these elements. A survey of 704 Chinese senior high school students, including 319 males and 385 females, employed the Feedback Literacy Scale, Basic Psychological Needs Scale, Intrinsic Motivation Scale, and Perceived Teacher Autonomy Support Scale. The study’s discoveries illuminate that educators’ autonomous support not only directly amplifies students’ feedback literacy but also has an indirect impact through the intermediation of basic psychological needs and intrinsic motivation, along with their interconnected dynamics. This inquiry not only deepens our grasp of the mechanisms interlinking teacher support with feedback literacy but also critically evaluates the findings to proffer targeted recommendations, thereby enhancing our comprehension of the underlying processes and guiding educational practices and student development.

This study examines the relationship between predoctoral researchers’ perceptions of transformational leadership and their autonomous work motivation, with basic psychological need satisfaction (autonomy, relatedness, and competence) as a mediator. Based on the full range leadership model and self-determination theory, hypotheses are tested using an online survey (n=1,969) conducted from March to May 2022 among professors and their academic staff at German research universities in the fields of business administration, biology, mechanical engineering, and sociology. For the subsample of predoctoral researchers (n=1,005), the structural equation model reveals that transformational leadership increases autonomous work motivation through perceived autonomy and competence, whereas perceived relatedness has a negative effect. In addition, academic career aspirations positively influence autonomous work motivation, while gender has no significant effect. These findings highlight the role of transformational leadership in promoting basic psychological needs satisfaction among emerging scientists.

Foreign language vocabulary learning can be pursued if the students have motivation and interest in which psychological factors play an important role in enacting learning strategies toward increased skills. This study aims to examine the integrated process model of the BasicPsychological Needs (BPN) variable as a behavioural phenomena in relation to autonomous and controlled motivation individually or collectively toward Vocabulary Learning Strategies (VLSs) and Vocabulary Skills (VSs). A total of 186 students of one university participated in this research. The Basic Psychological Needs of Second Language Scale (BPNSLS) was employed to assess the BPN, meanwhile the Self-Determination Theory of Second Language Scale (SDTSLS) was to assess the autonomous and controlled motivation. There are three questionnaires (BPNSLS, SDTSLS, VLSs) were adopted and adapted of the previous study. The fourth research instrument was Vocabulary Level Test (VLT) version b to assess vocabulary skills. A partial least square was used to contest the research model. The structural model of the relationship between the variables of basic psychological needs, self-determination theory, vocabulary learning strategies, and vocabulary mastery, revealed that vocabulary learning strategies play a crucial role in looking at the influence of motivational orientation on vocabulary skills described in the proposed model. This study suggests that further research can explore more on how motivation relates to learning strategies in general and comparing between autonomous versus controlled motivation.

To analyze the associations among autonomous motivation, self-efficacy, satisfaction of basic psychological needs, social support and perceived environment with physical activity practice of adolescents aged between 12 and 15 years; and to test autonomous motivations and self-efficacy as potential mediators of the associations between these environmental factors and physical activity practice. We evaluated 553 adolescents, that participated in the ActTeens Program. Physical activity was assessed using the Physical Activity Questionnaire for Adolescents. Autonomous motivation, self-efficacy, satisfaction of basic psychological needs, parents’ social support and perceived environment were assessed using specifics questionnaires. Linear regression models were used to test the associations. Parents’ support (β = 0.32), satisfaction of basic psychological needs of colleagues (β = 0.21) and teachers (β = 0.12), and perceived environment (β = 0.10) had significant associations with physical activity (p < 0.05). The direct effect value was reduced when autonomous motivation was added as a mediator of the association between parents’ support and physical activity (β = 0.24), with a 25% mediated effect. Autonomous motivation was mediator of the relationship between basic psychological needs of colleagues (β = 0.13; EM = 38%), teachers (β = 0.02; EM = 83%), and perceived environment (β = 0.03; EM = 70%) with physical activity. Self-efficacy was not associated with physical activity and autonomous motivation was an important mediator of adolescents’ physical activity.

Fostering students’ autonomous motivation is linked to numerous positive outcomes. However, stimulating autonomous motivation of students in health professions remains a challenge. According to the Self-Determination Theory, supporting students’ basic psychological needs for autonomy, relatedness, and competence fosters their autonomous motivation. However, there is a lack of studies that explore how and why education might enhance students’ autonomous motivation. We designed, implemented, and investigated an extracurricular project called the ‘Societal Impact Project’ (SIP) to support students’ basic psychological needs and autonomous motivation through three principles, offering authentic and collaborative learning experiences as well as scaffolding. This study aimed to understand how and why the SIP with characteristics of authentic and collaborative learning, and scaffolding supports students’ autonomy, relatedness, competence, and autonomous motivation from the students’ and teachers’ perspectives. First-year students following the bachelor programmes of Biomedical Sciences and Health Sciences participated in the project. Students and teachers took part in focus groups conducted after the project. We adopted thematic analysis. Students reported that, firstly, having freedom was motivating, but students needed different adaptive degrees of guidance throughout the project. Secondly, working in small groups could be motivating or demotivating, but having peer connections and openly discussing difficulties made the groups strong. Thirdly, societal relevant problems stimulated motivation and learning as students recognized the real-life value of the problems, but the relevance of these problems to students’ curriculum was not always clear to them. SIP reflected characteristics of the three educational principles, and students reported that these elements contributed to student’s basic psychological needs and autonomous motivation. A careful balance is needed in terms of offering autonomy versus support. Furthermore, students faced difficulties in seeing the link between the societal relevant problems and their curricula.

Objectives From a self-determination theory perspective, the purpose of this cross sectional study was to better understand how to motivate hospitalized older adults’ behaviors and test an integrative model of the role of causality orientations and a supportive/controlled environment on basic need satisfaction, motivation for health oriented physical activity, positive and negative affective states, depressive symptoms, apathy, and boredom. Methods Older adults (N = 146; Mage = 81.27 years, SD = 7.75, 74.7% female) in French hospital units completed self-report questionnaires and socio-demographic data were also collected. Results Partial least squares path modeling results showed that participants’ autonomy orientation positively associated with the perception of a supportive environment was related to need satisfaction, autonomous motivation for health-oriented physical activity, and high scores on positive affective states. Conversely, participants’ impersonal orientation positively associated with the perception of a controlled environment was related to undermining need satisfaction, controlled motivation for health-oriented physical activity, and amotivation, and high scores on both negative affective states, and boredom. Conclusion The present results indicate that taking into account personality factors in hospital units can be useful and health professionals should take an interest both in the patients’ causality orientations and the supportive nature of the environment in order to understand better how to motivate patients’ behaviors. The present study points to the need to focus on all motivational dynamics which allow patients’ need satisfaction.

Autonomous motivation is considered a powerful driver of health behaviour, but less is known about the specific roles played by basic needs. Drawing on the context of the COVID-19 pandemic, this research examined basic needs as a motivational determinant of vaccination. We hypothesized that satisfaction of basic needs (autonomy, competence, relatedness) has both a direct and an indirect effect (through trust in science and government) on vaccine hesitancy. Two studies (Study 1: N = 968 French and British; Study 2, pre-registered: N = 716 Americans) tested our hypotheses and compared vaccinated and non-vaccinated individuals using multigroup structural equation models. We found positive direct (in both studies) and indirect (in Study 1) effects of autonomy satisfaction on vaccine acceptance. In contrast, competence satisfaction was directly and indirectly, via science mistrust, related to vaccine hesitancy, particularly among non-vaccinated people. Competence satisfaction also indirectly reduced the intention to vaccinate in both studies. We found no impact of relatedness. Complementing previous work on self-determination theory, our research demonstrates the importance of considering the distinct roles of basic needs. Moreover, we highlight that increasing autonomy and science trust may be an efficient strategy to improve vaccine acceptance and vaccination, even among reluctant individuals.

During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined how mindset, feelings of school burnout and the three basic psychological needs of the self-determination theory, could predict changes in autonomous motivation when controlling for pre-pandemic levels of motivation. The results from a sample of Dutch adolescents ( M age  = 14.63 years) and their parents ( M age  = 48.65 years) showed that endorsing a growth mindset was positively associated with autonomous motivation during the school closures, while feelings of school burnout were negatively associated with autonomous motivation. Additionally, perceived parental autonomy support (i.e. a measure of the basic psychological need of autonomy) related to more autonomous motivation during home-based learning. Our findings highlight the personal and family factors that influence how adolescents respond to home-based learning and suggest ways to keep adolescents motivated and diminish possible negative consequences during future home-based learning situations.

Guided by self‐determination theory, this study examined how the online learning climate, university students' satisfaction with basic psychological needs, self‐determined motivation and plagiarism attitudes interrelate in an online setting. A total of 990 university students from 30 provinces in China participated in the survey. The findings suggest that a supportive online classroom climate enhances satisfaction with autonomy, competence and relatedness; moreover, self‐determined motivation mediates the relationship between these basic psychological needs and plagiarism attitudes. The results also align with the self‐determination continuum of motivation, showing that Chinese university students exhibit autonomous, controlled and general self‐determined motivations concurrently in online learning. Finally, by boosting students' sense of competence and relatedness, instructors can foster autonomous motivation, which in turn reduces students' justification of plagiarism. This study further provides guidance on enhancing university students' understanding of academic integrity and creating a supportive online learning climate for teachers, while confirming the applicability of self‐determination theory in a Chinese online context.

Introduction: The integration of the Teaching Games for Understanding (TGfU) and Personal and Social Responsibility (PSR) models in Physical Education (PE) represents an innovative pedagogical approach. The hybrid PE–TGfU–PSR model fosters tactical-sport learning through modified games while fostering mutual respect, cooperation, and social skills. Grounded in Self-Determination Theory (SDT), the model emphasizes that satisfying students’ basic psychological needs (BPN)—autonomy, competence, and relatedness— is crucial for sustaining intrinsic imotivation in physical activity. Objective: The purporse of this study was to examine the impact of a hybrid TGfU-PSR methodology on motivation, behavioral regulation and BPN in Primary and Secondary Education centers in the Autonomous Community of Madrid (2024–2025). Methodology: A quantitative, descriptive, and longitudinal design was used with n = 1,480 students, mean age = 12.1 ± 1.42, with two assessments throughout the school year (M1 and M2). The instruments applied were the BREQ-3 (Behavioral Regulation in Exercise Questionnaire) and the PNPE (Psychological Needs in Physical Education) scale. Discussion: Results indicated statistically significant improvements in intrinsic, integrated, and identified regulation in female students, with no notable gender differences in introjected, external regulation, or amotivation. Significant gains were also observed in autonomy, competence, and relatedness dimensions, supporting the effectiveness of the hybrid approach. Conclusion: The hybrid TGfU-PSR model positively impatcs students’ motivational and socioemotional outcomes in PE, providing an effective strategy to foster inclusive, student-centered learning environments.

The instructor of a large, introductory computer science (CS) course at a public Canadian university implemented two interventions designed to support students' academic success and basic psychological needs as posited by self-determination theory (SDT). Interventions involved providing grading scheme choice for all students and sending targeted support emails to students who struggled on early term assessments. In keeping with SDT, we assessed the possible effect of these interventions on students' perceptions of competence (self-efficacy), autonomy, relatedness (via measures of instructor warmth), and final grades, by comparing the intervention cohort with a previous control cohort. Results indicate that all students in the intervention term may have benefited from grading scheme choice, as they earned higher final grades and felt more autonomous than the control group students. Moreover, struggling students who received support emails earned an average final grade 11.3% higher than struggling students in the control term. These students also performed closer to their non-struggling counterparts than those in the control group, reducing the achievement gap between early struggling and non-struggling students by 8.1%. Furthermore, even when controlling for past achievement, perceptions of self-efficacy and autonomy support positively predicted students' final grades across groups, with a small effect size. These results offer theoretical and practical insight into effective, light-touch teaching interventions which CS instructors can implement in large courses.

Abstract Given the consensus on the importance of teacher reflection and the paucity of research on affective motivational challenges and outcomes of in-service teacher reflection, this study examined the hypothesis that support of in-service teachers’ basic psychological needs (for relatedness, competence, and autonomy) in collaborative reflection settings would predict increased reflectivity, which, in turn, would predict increased autonomous motivation for and sense of accomplishment in teaching. Employing self-determination theory, we analyzed beginning- and end-of-year data from 92 Israeli in-service teachers participating in a programme designed to promote collaborative reflective inquiry. The results confirmed our hypothesis, suggesting facilitators’ support for teachers’ psychological needs may foster teacher reflection and, consequently, their motivation for teaching, with implications for teachers’ well-being, and the quality of their professional learning and their teaching. The findings provide evidence that psychological challenges in promoting in-service teachers’ reflection can be overcome and offer a theoretical framework for designs that contend with these challenges. This study adds to research on reflection by suggesting reflection may improve teaching by bolstering teachers’ motivation. It adds to teacher motivation research by suggesting teacher motivation is malleable, even for veteran teachers, and may be fostered through properly designed PD.

Autonomous motivation for self-set goals (pursuing goals for more intrinsic and less extrinsic reasons) has been linked to affective well-being. Using intensive longitudinal data, the present article examines the link between university students’ autonomous study motivation with affective well-being and targets fulfillment of the basic psychological needs as a potential mediating factor of this association on the within-person and the between-person level. University students in Germany (N = 488) completed an online questionnaire once a week over up to two semesters, indicating their weekly study motivation, need fulfillment, and affective well-being. Multilevel structural equation models were employed to target (a) the structure of autonomous study motivation and (b) the associations of autonomous study motivation with need fulfillment and affective well-being. Autonomous study motivation was associated with students’ positive and negative affect on both levels. In line with predictions by self-determination theory, multilevel mediation models suggested indirect effects via need fulfillment on both levels. Results high-light the central role of autonomous study motivation and need fulfillment in university students’ socio-emotional adjustment. A better understanding of this socioemotional adjustment of university students may be an important step for increasing overall study satisfaction and developing interventions to reduce study dropout.

Abstract The current disruptive and abrupt transition to remote activities that educational institutions are facing represents a major challenge for the entire academic community. While most concerns have centred on how learning activities may successfully transit from face-to-face to remote delivery, little attention has been given to how educators can be supported in this new unchartered territory. In this article, we discuss the crucial role of team leaders and how their management and leadership style may have great potential to support educators’ motivation. Based on Self-determination Theory, we offer a framework through which team leaders may contribute to create optimal remote working environments for educators. We argue that educators’ autonomous motivation depends on how they perceive their remote work environment as supportive of their basic psychological needs of autonomy, competence and relatedness. Then, we highlight a series of practical recommendations by which team leaders may be more needs-supportive. Working from home requires space, trust, open communication and flexibility, especially considering that team members may have different clinical or personal circumstances. We therefore hope these suggestions are helpful to cultivate educators’ autonomous motivation, which is beneficial not only for themselves but also for others in their institution, including their co-workers and students.

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Ntoumanis and Moller review 25 years of self-determination theory (SDT) research as part of Psychology of Sport and Exercise's 25th Anniversary Special Issue. They delineate many of the key propositions, empirical findings, and practical applications of the theory in the domain of physical activity (PA). In this brief commentary, I highlight the organismic assumptions of SDT and the relevance of PA to SDT's focus on flourishing. PA is intrinsically motivated, as observed from infancy and beyond, but as SDT research has shown, the inherent propensities to move and be physically active can be enhanced or undermined as a function of need-supportive or need-thwarting social conditions. Further, many types of PA are instrumental rather than intrinsically motivated, such that sustaining them requires internalization, a process well detailed within the theory. Also highlighted is SDT research on subjective vitality, a psychological construct with direct ties to PA, as well as being influenced by autonomous versus controlled motives. Finally, building on Ntoumanis and Moller's discussion, I enumerate additional future directions for SDT research and practice including neuropsychological underpinnings, motivational dynamics in group or team settings, and the influence of pervasive social factors such as sedentary work styles and media use, on people's participation in PA. Given that SDT is an organismic perspective focused on human flourishing, PA research will continue to be highly relevant to its aims.

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OBJECTIVE We sought to evaluate an expanded and adapted version of the Treatment Self-Regulation Questionnaire (TSRQ) to assess the internalization continuum of motivation per self-determination theory (SDT) for responsible cannabis use and cannabis protective behavioural strategies (PBS). METHODS AND MEASURES We recruited 1,196 college students (Study 1) and 1,409 adults (Study 2) who reported past-month cannabis to complete online surveys; a random sample of 501 adults in Study 2 completed a follow-up survey one month later. RESULTS We found support for a 3-factor exploratory structural equation model of a 26-item TSRQ representing autonomous motivation, controlled motivation, and amotivation. Associations of the TSRQ with cannabis outcomes were consistent with SDT such that greater autonomous motivation was associated with more frequent cannabis PBS use (e.g. 'Limit use to weekends'). In contrast, greater controlled motivation and amotivation were associated with more negative cannabis-related consequences and more severe cannabis use. Differences emerged for instructions referencing responsible cannabis use versus cannabis PBS in Study 1. CONCLUSIONS The results support the use of the expanded and adapted TSRQ to assess motivations per SDT for cannabis harm reduction behaviours. These findings warrant replication and suggest that responsible cannabis use is conceptualized to be distinct from cannabis PBS.

Purposes: This study aims to construct a research framework integrating the theory of human values and Self-Determination Theory (SDT) to examine whether parents’ sport values influence their support for children’s continued participation in balance bike activities in terms of the mediation of participation motivation. Methods: Data were collected from 439 parents whose children participated in balance bike activities using a snowball sampling method. Descriptive statistics and structural equation modeling (SEM) were employed to analyze the relationships among parents’ sport values, participation motivation, and continued participation intention. Results: The findings revealed that parents’ sport values significantly predicted participation motivation, which, in turn, remarkably influenced continued participation intention. Participation motivation fully mediated the relationship between sport values and continued participation intention, supporting SDT’s assumption of motivational internalization and highlighting the crucial role of intrinsic motivation.

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BACKGROUND Motivation is the first and most important constituent element of learning behavior. One of the most important theories in this field is self-determination theory (SDT) which is a general theory of motivation. According to this theory, the satisfaction of basic psychological needs of autonomy, competence, and relatedness are effective in the internalization of incentive. Hence this theory can be a good foundation for reforming medical education programs. OBJECTIVE The aim of this study was determining the basic psychological need and the effect of it on level of motivation and self-determined motivation of nursing student in the field. METHODS This is a cross-sectional, descriptive-analytical study done through a census on 243 nursing students of Guilan University of Medical Sciences. Data gathering tool was demographic information, motivation level, and basic psychological needs questionnaire. Data were analyzed using independent t-test, Spearman and Pearson correlation, Man-Whitney, backward regression considering P < 0.05. RESULTS The findings showed that the majority of students (51.9 %) were female and, the mean age was 21 years. Statistical tests indicated a significant relationship between levels of motivation, basic psychological needs, and demographic variables. However, the regression coefficients indicated that the need for competence and relatedness could be a suitable predictor for internal motivation. CONCLUSION Basic psychological needs satisfaction, especially needs of competence and relatedness in the clinical field by instructors can lead to internalization of their incentive and positive outcomes.

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Abstract Perceived novelty in mobile applications is an inevitable aspect of today's technologies. Studies suggest that this perceived novelty effect increases motivation but wanes once the user becomes accustomed to the product. Using a Self-Determination Theory approach, the present study investigates how different tools relate to students' motivation, basic psychological needs, and achievement, over and above the effect of perceived novelty. The results from a randomized controlled experiment show that a mobile-learning tool and a digital version of a textbook are perceived as more novel than a traditional textbook. However, only the mobile-learning tool enhances the students' basic psychological needs. Additionally, using path-analysis, we find that the mobile-learning tool, need-satisfaction within the mobile-learning tool, and autonomous motivation account for achievement and internalization, over and above the effect of novelty. We argue that this finding is due to the inherent need-supportive elements within the mobile-learning tool that satisfy the basic psychological needs.

Abstract Objectives Self‐determination theory posits that managers’ autonomy‐supportive behaviour and employees’ autonomy causality orientation are motivation constructs to explain internalization of values, functioning and wellness at work. Hypothesis 1 tested whether profiles comprising perceived dental clinic managers’ autonomy‐supportive, as opposed to their controlling interpersonal style, and dental hygienists’ autonomy, as opposed to their control and impersonal, causality orientations at baseline, would be positively related to dental hygienists’ biopsychosocial (BPS) beliefs and giving autonomy support in treatment of patients after 18 months. Hypothesis 2 tested whether dental hygienists’ BPS beliefs in treatment of patients will be positively associated with their autonomy‐supportive behaviour given to patients after 18 months. Material and methods A prospective cohort design with 299 (M age = 42.71; SD age = 12.62) dental hygienists completed an online survey at baseline and after 18 months. Results Latent profile and correlational analyses supported the hypotheses. Effect sizes were moderate to large. Conclusions Both perceived managerial styles and dental hygienists’ causality orientations are important for dental hygienists’ BPS beliefs and autonomy‐supportive behaviours when working with dental patients.

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A paucity of studies has hitherto been observed in the field of research concerning the relationship between childhood socioeconomic status (SES) and academic engagement, as well as the potential mechanisms involved. The present study therefore sought to explore the effect of childhood SES on adolescents’ academic engagement, and the underlying mechanisms that may facilitate or hinder this engagement. The study was anchored in the theoretical frameworks of Self-Determination Theory and Life History Theory. A sample of 611 Chinese adolescents (Mage = 16.91, SD = 0.37, 41.2% male) were investigated in the study. The findings indicated that childhood SES had a substantial and positive influence on adolescents’ academic engagement. Furthermore, childhood SES exerts an indirect influence on adolescent academic engagement, manifesting in the internalization of learning motivation and the development of learning burnout. The hypothesis is put forward that an increase in the academic engagement of adolescents can be achieved through the promotion of learning motivation, as well as the alleviation of learning burnout.

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Management practice is informed by fundamental assumptions about human motivation. We review two contrasting perspectives: agency theory – which assumes that humans are self‐interested rational beings whose actions should be constrained to achieve organizational goals (which are opposing) – and self‐determination theory – which assumes that individuals will thrive when they have autonomy to pursue activities and can internalize external goals when their needs are satisfied. We highlight how the assumptions of agency theory continue to dominate the design and implementation of management practices and management education, despite decades of evidence that individuals are not solely driven by economic rationality. We suggest that attempts to refine these assumptions have so far fallen short of adequately representing human motivation and highlight an important aspect of self‐determination theory which is often neglected from these debates: how people come to internalize goals. Placing motivation internalization as more central to management thinking yields practices that more effectively align the interests of employees and organizations.

The present article investigated the effects of emotional expressive training on music education on the psychological motivation among children based on quasi-experimental data provided by Guri music education project in Brazil. The results found that this training was significant in reducing the emotional symptoms in children and that the effect was more pronounced in children in families with low maternal educational level. The training also assisted children in acquiring a better understanding of musical selections and relate to the music emotionally, especially sad music. The study also indicates using the Self-Determination Theory that emotional promotion was a key element in internalizing the learning motivation, whereby, high-quality autonomous motivation was realized by satisfying the children with the need to belong and to be competent. This study presents a theoretical model, which correlates emotional enhancement to motivation internalization and recommends to employ systematic practice of emotional expression, in an autonomous-supportive instructional framework. The results present useful insights that would help in bettering the psychological and social development of children and give empirical evidence on why music education should be used as a means of promoting educational equity

The article examines the psychological mechanisms underlying the formation of stable intrinsic motivation in the pursuit of long-term goals, drawing on contemporary empirical and theoretical research within the frameworks of self-determination theory, self-regulation psychology, and organizational psychology. The analysis integrates evidence on contextual, motivational, and regulatory factors of goal pursuit, emphasizing the processual and mediated nature of stable motivation formation. It is shown that intrinsic motivation does not function as a direct predictor of short-term well-being or behavioral intensity, but exerts its influence through mechanisms of goal internalization, restructuring of self-regulation, and reduced dependence on external control. Particular attention is given to the role of supportive social and organizational contexts, as well as proactive motivational states, including self-efficacy, meaningful involvement, and positive emotional experience. The analysis demonstrates that the stability of intrinsic motivation emerges when three conditions converge: a supportive context, internal acceptance of the goal, and an accessible level of task demands that does not exhaust motivational resources. It is argued that the absence of immediate increases in subjective well-being does not contradict the stability of intrinsic motivation, as its core effect is cumulative and manifests in the capacity to sustain self-regulated behavior over time. The article may be useful for researchers and practitioners studying motivation, self-regulation, and the psychological conditions of sustainable long-term goal achievement.

Social distancing (SD) was an effective way of reducing virus transmission during the deadly and highly infectious COVID-19 pandemic. Using a prospective longitudinal design, the present study explored how the Big 5 traits relate to variations in SD in a sample of university students (n = 285), and replicated these findings using informant reports. Self-determination theory’s concepts of autonomous motivation and intrinsic community values were explored as potential mechanisms linking traits to SD. Individuals who were higher on trait agreeableness and conscientiousness engaged in more SD because they more effectively internalized the importance and value of the guidelines as a function of their concerns about the welfare of their communities. Informant reports confirmed trait agreeableness and conscientiousness to be associated with more SD. These results enhance our understanding of individual differences associated with better internalization and adherence to public health guidelines and can inform future interventions in similar crises.

Research on self-determination theory emphasizes the importance of the internalization of motivation as a crucial factor for determining the quality of motivation. Hence, intrinsic motivation is deemed as an important predictor of learning. Research on epistemic beliefs, on the other hand, focuses on the nature of knowledge, and learning with more sophisticated epistemic beliefs associated with more adaptive outcomes. While learning and achievement are multiply determined, a more comprehensive theoretical model that takes into account both motivational quality and epistemic beliefs is needed. Hence, this study aims to examine the role of intrinsic and instrumental motivation alongside epistemic beliefs in predicting students’ achievement in science. Data were drawn from the PISA 2015 survey. We focused on four of the top-performing societies. Two were Eastern societies – Singapore and Hong Kong, and the other two were Western societies: Canada and Finland. We found both common and specific patterns among the four societies. Regarding the common patterns, we found that intrinsic motivation and epistemic beliefs had direct positive effects on science achievement. As for the regionally-specific findings, instrumental motivation positively predicted achievement only in Western societies (i.e., Finland and Canada), but not in Eastern societies (i.e., Singapore and Hong Kong). The interaction effect between motivation and epistemic beliefs also demonstrated different patterns across the four societies. Implications for the role of motivation and epistemic beliefs in optimizing student learning and achievement are discussed.

Grounded in Self‐Determination Theory, this study examines the role of parental expectations and communication style (ie, in an autonomy‐supportive vs controlling way) in the prediction of adolescent motivation (ie, internalization or defiance) to adhere to self‐management for type 1 diabetes.

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Introduction Relatedness—a sense of meaningful connectedness and belonging—is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated what strategies support relatedness, but not how to implement this well-established and important concept in the college classroom. Literature Review Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications We present four evidence-based relatedness-supportive strategies—facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom—to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.

Researchers have been looking at the issue of psychological need satisfaction in the workplace since the 1930s. Self-Determination Theory (SDT), a concept that emerged in the 1980s, stands out from other theories by uniquely capturing basic psychological needs as (1) innate and (2) promoting psychological growth, internalization, and well-being. Allowing basic psychological needs to be met at work is essential for autonomous work motivation, positive attitudes, good behaviors, and employee well-being, while frustration of basic psychological needs at work is associated with higher levels of job insecurity, engaging in unproductive behavior at work, and higher stress related to work, which in turn predicts higher levels of somatic symptoms, emotional exhaustion, and absenteeism from work due to illness. Therefore, it is crucial to measure basic need satisfaction and frustration at work and adjust management to improve on these dimensions. The purpose of the research is to review the research tools used to measure the satisfaction and frustration of basic psychological needs at work within the SDT framework. To achieve the research objective, the review of scientific literature available in the EBSCOhost database: APA PsycInfo, APA PsycArticles on the keyword “basic psychological needs” AND “self-determination theory” AND “scale” was done along with reviewing the research tools available on the Center for Self-Determination Theory website. The collection obtained was completed using the snowball technique. A comprehensive and up-to-date review of tools used to measure satisfaction (and frustration) of basic psychological needs in the workplace was established within the framework of Deci and Ryan’s SDT.

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In second language acquisition research, the psychological factors associated with language learning have been a prominent focus. The affective turn in and introduction of positive psychology in this field have further boosted research on the roles of positive learner psychological factors (e.g. motivation) in performance (e.g. engagement). However, the theoretical lens for investigating these variables requires further clarification, and the roles of some variables (e.g. boredom) in language learning have been under-researched. Guided by this background, this study aims to explore the complex relationships between learners’ basic psychological needs, self-determined motivation, boredom and behavioural engagement among 687 Chinese senior high school EFL learners from the perspective of self-determination theory (SDT). Quantitative data collection and analysis revealed that students’ basic psychological needs directly predicted behavioural engagement. Basic psychological needs also indirectly predicted behavioural engagement through the simple mediation of boredom and the chain mediation of self-determined motivation and boredom. However, the simple mediation of self-determined motivation in the relationship between basic psychological needs and behavioural engagement was non-significant. The findings enrich the application of SDT in the language learning engagement research, providing valuable implications for teachers and educators.

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This study examined the relationships among autonomy support, intrinsic motivation, and self-regulation among first-year college students at Laguna State Polytechnic University–Santa Cruz Campus. Grounded in Self-Determination Theory, the Self-Regulated Learning Framework, and Culturally Responsive Teaching Models, the research employed a quantitative, descriptive-correlational design to explore how autonomy-supportive practices influenced students' motivation and self-management strategies. Data were gathered from 305 students across 27 academic programs using a validated survey instrument and were analyzed through descriptive and inferential statistics. Findings revealed that autonomy support and intrinsic motivation were rated as very high, while self-regulation was assessed as high. Teacher feedback (M=3.45, SD=0.55), opportunities for choice in assignments (M=3.19, SD=.62) and encouragement for self-directed learning (M=3.37, SD=0.60) demonstrated strong autonomy support. Students exhibited very high intrinsic motivation in interest in subject matter (M=3.47, SD=0.50), enjoyment of learning activities (M=3.48, SD=0.50), and desire for mastery and competence (M=3.56, SD=0.46). Self-regulation was reflected in high time management skills (M=3.09, SD=0.64) and goal setting (M=3.29, SD=0.59), alongside very high self-monitoring and evaluation (M=3.29, SD=0.59). Statistical analysis confirmed significant positive correlations between autonomy support and self-regulation, as well as between intrinsic motivation and self-regulation, indicating moderate to high positive relationships. These findings highlighted the crucial role of autonomy-supportive strategies—such as constructive feedback, meaningful choice, and support for self-directed learning—in fostering student motivation and self-regulation. To further enhance academic success and holistic development, the Enhance Autonomy Support, Intrinsic Motivation, and Self- Regulation Program was proposed as a structured intervention.

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This sequential explanatory mixed‐methods study explored how teachers' autonomy support influences students' learning engagement and well‐being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in‐depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well‐being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well‐being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem‐solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.

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This study explores the relationship between autonomy support and intrinsic motivation among Grade 4 learners. Utilizing a descriptive correlation research design, data was collected from 100 Grade 4 students in Davao City using an adapted survey instrument. The study evaluates three autonomy support indicators: providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities. Results demonstrate a remarkably high level of intrinsic motivation among Grade 4 learners, with very extensive mean scores for enjoyment, interest, and perceived competence. The overall mean of suggests a widespread manifestation of intrinsic motivation within the sampled population. The subsequent analysis confirms a significant positive correlation between autonomy support and intrinsic motivation, rejecting the null hypothesis. The study further identifies that providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities significantly influence intrinsic motivation. These findings hold implications for educational policymakers, school leaders, teachers, and learners, emphasizing the importance of integrating autonomy-supportive practices to enhance intrinsic motivation in Grade 4 classrooms. Future researchers are encouraged to explore the specific factors contributing to high levels of intrinsic motivation and its long-term impact on diverse student populations.

<p class="abstrak"><span id="speechify-first-word-listening-nudge-36"><span id="speechify-first-word-listening-nudge-36">The world of</span></span> education is very dynamic. Teachers, as the frontliners of education, are expected to keep up with the times. 21^st century skills are believed to be essential to be integrated and implemented for the success of students and teachers. One of the 21^st century skills taken as the basis of this research is innovation. Innovative work behavior is a continuous process that starts with seeking opportunities for ideas to solve problems encountered, then developing those ideas in new or alternative ways so that they can be accepted in the organization and implemented to provide benefits to both performance and the organization. This study aims to see the effect of intrinsic motivation, perceived autonomy support, and job crafting on innovative work behavior in XYZ Early Childhood Years and Elementary School, South Tangerang. Data were obtained from 80 Early Childhood Years and Elementary School teachers by using online questionnaires. This research is quantitative research using the path analysis through SEM-PLS method. The results of this study indicate that intrinsic motivation, perceived autonomy support, and job crafting have positive effect on innovative work behavior.</p><p class="abstrak"><strong><br /></strong></p><p class="abstrak"><strong><span id="speechify-first-word-listening-nudge-37"><span id="speechify-first-word-listening-nudge-37">Bahasa Indonesia Abstrak</span></span></strong></p><p><span id="speechify-first-word-listening-nudge-38"><span id="speechify-first-word-listening-nudge-38">Dunia pendidikan sangatlah</span></span> dinamis. Sebagai pelaksana dan ujung tombak pada dunia pendidikan, guru diharapkan untuk dapat mengikuti perkembangan zaman. Keterampilan abad 21 diyakini penting untuk diintegrasikan dan diimplementasikan bagi kesuksesan para siswa dan guru. Salah satu keterampilan abad 21 yang diambil sebagai dasar penelitian ini adalah inovasi. <em>Innovative work behavior</em> adalah suatu perilaku yang berkelanjutan, yang dimulai dari pencarian peluang ide untuk memecahkan masalah yang dihadapi, lalu dikembangkan dengan cara-cara baru atau alternatif sehingga dapat diterima dalam organisasi dan diimplementasikan untuk memberikan keuntungan atau manfaat kepada kinerja maupun organisasi. Penelitian ini bertujuan untuk melihat pengaruh <em>intrinsic motivation, perceived autonomy support</em>, dan <em>job crafting</em> terhadap <em>innovative work behavior </em>di TK-SD XYZ Tangerang Selatan. Data diperoleh dari 80 guru di TK-SD tersebut dengan cara penyebaran kuesioner secara daring. Penelitian ini adalah penelitian kuantitatif dengan analisis jalur melalui metode SEM-PLS. Hasil penelitian ini menunjukkan bahwa <em>intrinsic motivation, perceived autonomy support</em>, dan <em>job crafting</em> berpengaruh positif terhadap <em>innovative work behavior</em>.         </p><p> </p>

The students’ active participation in physical education does not always guarantee the fulfilment of the international guidelines on moderate-to-vigorous physical activity (MVPA). The goal of the study was to examine the effects of the teacher autonomy support on the MVPA, basic psychological needs, and intrinsic motivation of primary education students. A three-phase, crossed research design was used in four groups of primary education (grades three, four, five, and six). Eighty-three students (40 boys; 43 girls) completed three physical education sessions with three levels of teacher autonomy support: low, intermediate, and high. They wore WGT3x accelerometers and answered a questionnaire. Results showed significant differences in MVPA, autonomy, competence, and intrinsic motivation (p < 0.001) between sessions one (controlling), two (intermediate-supportive autonomy), and three (full-supportive autonomy). In session three, the students’ MVPA increased to 73.70%. In conclusion, teacher’s autonomy-supportive environment can be modified to increase the students’ intrinsic motivation, basic physiological needs, and MVPA to reach the minimum international standards.

Students’ intrinsic motivation to read, which is relevant to all forms of learning, tends to decline throughout secondary school. Based on self-determination theory (SDT), this study examines whether this downward trend is slowed when students perceive greater autonomy support in the classroom. We used large-scale panel data from the NEPS comprising N = 8193 students in Germany who reported their intrinsic motivation to read and their perceived autonomy support from German teachers at annual intervals from fifth to eighth grade. Scalar longitudinal measurement invariance was found for intrinsic reading motivation (IRM) and teacher autonomy support (TAS). A dual change score model showed a decline in IRM and a negative, non-significant decrease in TAS over time. Confirming our hypothesis, the decline in IRM was slowed by earlier levels of TAS. We discuss methods to counteract the decline in intrinsic reading motivation.

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The research aims to investigate the connection between intrinsic and prosocial motivation and job involvement, as well as to confirm the role of perceived organizational support and job autonomy in this connection. Data was acquired through a questionnaire-based survey in the period from October to November 2022. The respondents were university teachers (268) from Slovak universities and colleges. The PLS-SEM method was used for the analysis of paths between variables and the analysis of direct and indirect effects using SmartPLS 3.3 software. The findings point to a positive association between the intrinsic and prosocial motivation of university teachers and their work engagement. A more prominent role is played by internal motivation, which however is currently less felt by teachers. Engaged university teachers are one of the key prerequisites for the transformation of higher education towards quality and sustainability

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This study aimed to analyze the relationships between the perception of the autonomy-support style created by the professor, the global academic intrinsic motivation and its three subtypes (to know, toward accomplishments, and to experience stimulation), and the life skills of future physical education (PE) teachers and sports coaches. The participants were 583 students (Mage = 20.77 years, SD = 2.94; 65% were men) belonging to a higher education program specialized in the training of PE teachers and sports coaches in Mexico. The results of the structural equation models showed that the perception of the autonomy-support style adopted by the professors was positively and significantly related to global academic intrinsic motivation and its three subtypes, and these were positively and significantly associated with each life skill. The mediation analyses confirmed the mediating role of global academic intrinsic motivation and subtypes between the perception of the autonomy-support style adopted by the professors and the student’s life skills. In conclusion, to promote the development of life skills in future PE teachers and sport coaches, it will not only be enough for their teachers to generate positive environments of autonomy-supportive styles, but they must also have intrinsic reasons to enhance these skills.

Background. The study examines the role of control and autonomy support as two of the most important factors in parenting. A scientific analysis of the consequences of parental control and support for autonomy is necessary both to deepen theoretical understanding of the role of autonomy in relations between parents and children and to develop sound practical recommendations. Objective. The goal is to analyse the direct and indirect (through academic motivation) links of autonomy support and parental control in childhood with the academic achievements of students. Study Participants. Russian university students (N = 281, MA = 19.8, SD = 2.01, 78% female). Methods. Parenting style in childhood (P-PASS), academic motivation, including scales of intrinsic motivation, extrinsic motivation and amotivation, and average academic performance were assessed. Results. The main hypothesis about the positive association between parental autonomy support in childhood and the academic achievements of students, mediated by intrinsic academic motivation, was confirmed. It has been shown that the controlling style is a predictor of external motivation and amotivation, which in turn are negatively related to intrinsic motivation. Conclusion. Results of the study indicate the important role of parental practices, differentiated within self-determination theory for the students’ (de) motivation and academic performance. In particular, the importance of autonomy support and the negative contribution of parental control are shown at much later stages of socialization, the stage of emerging adulthood.

The present study aimed to examine the inter-relationships among perceived parental involvement, autonomy support, academic motivation, and academic achievement of first-generation university students. Gender, family structure, and socioeconomic differences were also examined. Data were collected from 427 first-generation university students and a structural regression model was analyzed with four observed factors of parenting (mother and father involvement and autonomy support), and three observed factors of academic motivation (intrinsic, extrinsic, and amotivation). Perceived parenting behaviors significantly positively predicted academic motivation that, in turn, predicted academic achievement among university students. Extrinsic motivation had a more significant positive effect on academic achievement than intrinsic motivation and amotivation. Gender differences were nonsignificant, whereas family structure and socioeconomic status (SES) had significant differences in all variables except academic achievement. Interestingly, the perception of maternal autonomy support was homogenous across SES groups. The study offers practical information to teachers and parents on how to boost the academic achievement of first-generation university students.

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This study investigates the relationship between motivation, goal orientation, and perceived autonomy support from the coach among junior elite hockey players. The study is based upon the theory of self-determination and the goal orientation theory. The first aim of the study was to investigate whether high scores on task involvement and perceived autonomy support from the coach may explain the intrinsic motivation of the players. Secondly, we sought to discover whether the most autonomous extrinsic motives may be explained by high scores on task involvement and perceived autonomy support from the coach. Lastly, we investigated whether the most controlling extrinsic motives may be explained by greater ego involvement or by both ego and task involvement and less perceived autonomy support from the coach. A total of 401 players aged 14–18 took part in the survey. The results show that intrinsic motivation can be explained by high scores on both task and ego involvement. The two most autonomous extrinsic motives—integrated and identified regulation—were both explained by task and ego involvement and perceived autonomy support from the coach. The two most controlled motives—introjected and external regulation—were both explained by high scores on task and ego involvement.

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Abstract In mathematics learning, increasing evidence has highlighted the associations among autonomous supportive teaching, academic motivations and learning performance. Previous studies have focused primarily on the overall relations among these factors, whereas individual differences have always been disregarded. In the present study, a mediation process involving dynamic motivation in the context of mathematics learning was hypothesised, and individual differences in these dynamic relationships were examined. On the basis of a three-wave longitudinal assessment of students in the 4th to the 6th grade in Chinese elementary schools, we conducted a random-effects cross-lagged panel model by reference to 1674 participants. In this context, when the students’ psychological need for autonomy was satisfied, they perceived autonomy support in the mathematics classroom, their intrinsic motivation was stronger, their extrinsic motivation was weaker, and their mathematics achievement improved. Moreover, significant gender differences were observed in the diachronic effects of perceived autonomy support and academic motivation.

Using the Self-Determination Theory as a framework, this study tests the predictive capacity of the teacher’s interpersonal style of autonomy support at a higher education institution, and the grit on the satisfaction of basic psychological needs, intrinsic motivation, group cohesion, and life satisfaction in university students. A sample composed of 489 Colombian university students (381 women and 108 men), aged between 18 and 41 years (M = 21.93; DT = 3.58), was used; they filled in the questionnaires that measured the variables of interest. After the analysis of structural equations, the results showed that the perception of teaching style of autonomy support and the grit positively predicted the basic psychological needs and these predicted the intrinsic motivation, which in turn predicted group cohesion and satisfaction with life. The model describes the possible importance of promoting the teacher’s interpersonal style of autonomy support within the university setting in the search for satisfaction with life along with the active role of the student through the mediation of the satisfaction of basic psychological needs, increased quality motivation, and high group cohesion.

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This study investigates the role of intrinsic motivation in enhancing deep learning in early childhood education (ECE), a critical period for cognitive, emotional, and social development. Intrinsic motivation, driven by children’s natural curiosity and desire to explore, is essential for fostering active engagement, critical thinking, and problem-solving abilities. However, as children progress through their educational journey, intrinsic motivation often diminishes in favor of extrinsic rewards, leading to surface-level learning. This research, grounded in Self-Determination Theory (SDT), examines how meeting children’s psychological needs—autonomy, competence, and relatedness—supports intrinsic motivation in preschool classrooms. Through case studies, this paper highlights various teaching strategies, including inquiry-based learning, emotional support, play-based exploration, and collaborative learning, that promote intrinsic motivation and deepen engagement with academic content. The study’s findings underscore the importance of creating supportive learning environments that nurture intrinsic motivation, contributing to children’s long-term academic success and personal development. Practical recommendations for educators and policymakers are provided, focusing on curriculum design, teacher-student interactions, and fostering autonomy-supportive practices in the classroom. Ultimately, the research emphasizes the crucial role intrinsic motivation plays in creating lasting, meaningful learning experiences, laying the foundation for lifelong learning.

The present study examined the relationships among perceived teacher’s autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher’s autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher’s autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher’s autonomy support and test anxiety and perceived stress. Teacher’s autonomy support may serve as a potential approach to develop students’ positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students’ motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher’s autonomy support on students’ SEL-related outcomes.

Purpose: Recently, self-directed learning competence has been emphasized in Korean school education, and physical education (PE) also aims to support healthy lifestyles and holistic development based on students' autonomy and initiative. This study investigated the structural relationships among positive psychological capital (independent variable), intrinsic motivation (mediating variable), and class flow (dependent variable) in middle school students, with the aim of identifying psychological factors that enhance students' flow in PE classes and providing educational implications for effective PE instruction. Methods: Participants were 450 middle school students from S city, and a total of 416 valid questionnaires were analyzed. Data were processed using SPSS 29.0 and AMOS 29.0, employing descriptive statistics, correlation analysis, and structural equation modeling. Results: The results showed that: (1) positive psychological capital had a significant positive effect on intrinsic motivation (β = .810, p < .001); (2) intrinsic motivation had a significant positive effect on class flow (β = .727, p < .001); (3) positive psychological capital also had a significant positive effect on class flow (β = .213, p < .01); and (4) intrinsic motivation mediated the relationship between positive psychological capital and class flow (β = .589, p < .01). Conclusion: These findings suggest that PE classes should not only promote physical health but also serve as an important educational setting for developing students' positive psychological resources and fostering self-directed learning attitudes. PE teachers are encouraged to provide continuous emotional support and motivational strategies to enhance students' positive psychological capital and intrinsic motivation, thereby promoting higher levels of class flow.

PurposeBased on cognitive evaluation theory and gamification affordances, this study aims to understand how gamification affordances influence users’ intention to engage in sustainable behaviour and how new trends in Ant Forest influence its impact on green intrinsic motivation to support sustainable behaviours.Design/methodology/approachThe authors developed a research model to explore the mechanisms underlying gamification affordances, psychological needs and green intrinsic motivation. Partial least squares structural equation modelling was used to assess the survey data (n = 393) and test the research model.FindingsThe results show that different gamification affordances can satisfy users’ needs for autonomy, competence and relatedness, which positively influences their green intrinsic motivation and engagement in sustainable behaviours. However, some affordances, such as competition, might negatively impact these psychological needs.Originality/valueThis research updates information system research on environmental sustainability and the Ant Forest context. The authors provide a new framework that links gamification affordances, psychological needs and sustainable behaviour. The study also examines changing trends in Ant Forest and their implications.

AI advice is increasingly incorporated into decision-making processes, but evidence suggests that decision-makers often struggle to effectively integrate this advice, leading to tendencies to over-rely or under-utilize AI. My research challenges our field’s assumption that decision-makers are inherently motivated to engage with AI. I have discovered that cognitive motivation is essential for individuals to actively engage with, critically evaluate, and effectively incorporate AI advice into decision-making. Thus, I propose that AI-powered decision support systems designed to enhance decision-makers’ motivation will improve decision-making efficacy. To this end, I have developed two systems that bolster decision-makers’ intrinsic motivation by supporting their competence and autonomy. Empirical results suggest that fostering intrinsic motivation not only leads to enhanced decision-making performance but also improves the subjective experience when compared to no decision assistance or existing decision support paradigms. This research proposes a paradigm shift in the design of AI-assisted decision-making tools, moving towards systems that improve decision performance via enhancing decision-makers’ intrinsic motivation to engage with the task and the decision support.

The film Joy is a motivational movie that inspires viewers to work hard and achieve their dreams. This research examines the intrinsic motivation of the main character based on the Basic Psychological Needs Theory, which suggests that intrinsic motivation is driven by three core psychological needs: autonomy, competence, and relatedness. The study explores how these needs are reflected in the character’s actions and dialogue. Using a descriptive-qualitative method, the movie script is analyzed as a primary data source, using document analysis techniques. Data were collected through an observation table and interpreted through content analysis. The findings reveal that the protagonist’s intrinsic motivation is primarily fueled by the need for competence, as shown in seven key moments where she strives for mastery. Autonomy is also significant, seen in six instances where the character resists external pressures to assert control over her choices. Relatedness, identified in five moments, provides emotional support that sustains her motivation. These results highlight the importance of competence in driving personal achievement, while autonomy and relatedness offer essential support. The study shows how films like Joy depict psychological needs and suggests that such portrayals can inspire viewers to pursue their own goals by fostering autonomy, competence, and meaningful relationships.

Abstract According to self-determination theory, teachers’ autonomy support is an effective approach to motivate students to learn. Longitudinal studies are necessary to clear up the relation between students’ perception of teacher autonomy support and students’ achievement in mathematics. The present study investigated the effect of teachers’ autonomy support on students’ maths achievement over three years using a longitudinal survey in Chinese elementary schools. Structural equation modelling was employed to explore the complex mechanism of autonomy-supportive teaching on students’ mathematics achievement. The results show that teachers’ autonomy support can satisfy students’ psychological needs, which can enhance their motivation and ultimately positively related with their mathematics achievement. It is worth noting that the students’ satisfaction of psychological needs for autonomy and intrinsic motivation have not only a direct effect but also lagged effect. These findings have theoretical and practical significance for mathematics teaching.

During puberty, children experience an increased need for autonomy in all areas of their lives, including school. However, teachers use different levels of autonomy-supportive teaching strategies, which might have detrimental effects on students’ perceived competence and—building on self-determination theory—motivation to learn. In this preregistered study, we investigated whether students could buffer the negative impact of little perceived autonomy support in the English-language classroom on their perceived competence and, consequently, two motivational outcomes (grade aspirations, intrinsic motivation) by using non-academic English-language ICTs in their free time. We calculated several (moderated) mediation models with a Bayesian estimator, using data from N = 1288 Austrian secondary school students who answered three online questionnaires between May 2022 and April 2023. The results showed that perceived competence predicts both types of motivation and is influenced by students’ use of non-academic English-language ICTs. However, the effects of autonomy-supportive teaching strategies depend on which variables are included in the models. Our study therefore highlights the importance of examining several aspects of autonomy-supportive teaching and including variables from outside the school to represent the complex environment in which students’ motivation is shaped.

Introduction In secondary education, a period characterized by multiple psychological, behavioral, and social changes in young people, academic motivation tends to decrease. This study focuses on physical education (PE) classes as a key space to positively influence students' motivation and emotional development, based on the Self-Determination Theory (SDT). This theory emphasizes the importance of satisfying three basic psychological needs (BPN): competence, autonomy, and social relationships, which in turn favor intrinsic motivation (IM) and emotional wellbeing. Methods The study included 502 students (11-18 years old) and explored the relationship between motivational profiles high profile (19.7%), low profile (29.3%), and moderate profile (51%) and emotional intelligence (EI) and the perception of autonomy. Results The results revealed that high self-determination profiles were associated with higher levels of IM, satisfaction of basic needs, and emotional wellbeing, while low self-determination profiles showed a motivation and negative consequences such as dissatisfaction and lower performance. In addition, it was observed that girls tended to present profiles of greater self-determination compared to boys (residual effect = 4.1), and that extracurricular sports practice was positively related to more self-determined motivational profiles (residual effect 7.7 and 7.5 in high and moderate self-determination profiles). Discussion The findings highlight the need for adapted pedagogical strategies that promote autonomy, a positive climate and gender equity to maximize the positive impact of PE classes on the integral development of adolescents. In conclusion, PE classes can play a crucial role in improving student motivation and wellbeing if they are structured in a way that supports BPN and fosters an inclusive and motivating learning environment.

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People regularly encounter situations in which they have to engage in tasks they find boring or irrelevant, in which case their autonomy—the need to act in ways that are meaningful for oneself—is impeded. When there is no motivational support available, individuals need to find ways to overcome their motivational barriers by themselves. Applying autonomy-regulation strategies may be effective for increasing autonomy and particularly the more adaptive types of motivation (i.e., intrinsic and internalized). Testing this idea, we investigated whether individuals apply self-supportive strategies to boost their feelings of autonomy and motivation in two studies via cross-sectional survey samples (overall N = 2,344). We analyzed how autonomy regulation strategies were associated with theoretically related variables via Structural Equation Modeling (SEM). In Study 1, the self-reported use of autonomy regulation strategies was strongly positively associated with intrinsic and internalized types of motivation, weakly positively correlated with introjected avoidance motivation, and not associated with external motivation. In Study 2, we introduced two dilemmas concerning motivational problems individuals face when engaging in tasks and being assigned a task, respectively. Results indicate that individuals report using general strategies of autonomy regulation to achieve fulfillment of autonomy and intrinsic motivation, next to more specific autonomy regulation strategies regarding specific dilemmas. Our results show that it would be worthwhile to investigate if stimulating individuals to use autonomy regulation strategies would positively affect their motivation (e.g., in job or study contexts), and that in doing so, it is important to consider both specific context effects on autonomy regulation as well as individual preferences for general strategies used to regulate one’s autonomy.

Stroke survivors may experience disability and need long-term post-stroke rehabilitation to maintain optimal functioning. However, rehabilitation may not be sufficiently performed due to lack of motivation. This randomized controlled trial aimed to investigate the effectiveness of the Organismic Integration Theory (OIT)-based program for enhancing basic psychological needs satisfaction and motivation for rehabilitation in older stroke survivors. Participants were 38 older stroke survivors randomly assigned to an experimental group (n = 19) receiving the OIT-based program and a control group (n = 19) receiving standard care. Data were collected at baseline, and at 1, 4, and 12 weeks after the program ended. Data analysis showed the significantly higher levels of basic psychological satisfaction and motivation for rehabilitation in participants receiving the OIT-based program than those receiving standard care. The findings support the effectiveness of the OIT-based program in enhancing basic psychological satisfaction and motivation for home rehabilitation of older stroke survivors.

In human–computer interaction, self-determination theory (SDT) is best known for its concepts of intrinsic motivation and need fulfillment. In the field of behavior change technologies (BCTs), the need for autonomy, i.e. to act according to one’s own goals and values, has become increasingly important due to its strong positive impact on maintaining behavior change. Still, designers struggle with taking autonomy into account. We believe that organismic integration theory (OIT), an underutilized sub-theory of SDT, is a valuable addition as it allows for a process-oriented view on autonomy. OIT introduces different types of extrinsic motivation (external, introjected, identified and integrated) along a continuum of autonomy. It offers new ways to talk about people's experiences of using BCTs and calls for individualized design strategies. We propose a design approach based on OIT, which understands BCTs as active facilitators to progressively move people along the continuum from external to integrated motivation.

The purpose of the current study was to identify the motivation profiles at the intraindividual level using a latent profile analyses (LPA) approach. A total of 1151 secondary school students aged 13 to 17 years old from Singapore took part in the study. Using LPA, four distinct motivational profiles were identified based on four motivation regulations. Profile 1 has very low introjected and low autonomous motivation (6% of sample). Profile 2 had high external and identified regulations and very low intrinsic regulation (10%). Profile 3 consisted of students with high identified and intrinsic regulations (51%). Profile 4 had moderately low identified and intrinsic regulations (33%). The results showed that the four profiles differed significantly in terms of effort, competence, value, and time spent on math beyond homework. The best profile (Profile 3) reported highest scores in effort, value, competence and time spent on Math beyond homework. The worst profile (Profile 1) reported lowest scores in all the four outcome variables.

Scoring protocols are summary statistics aggregating individual test or subscale scores to yield an overall informative measure. For the questionnaires used to assess the constructs postulated in the organismic integration sub-theory of self-determination motivation theory—in this sub-theory motivation is conceptualized as a continuum with polar and intermediate types of motivation that vary in the extent to which they are internal or external—, the scoring protocols are designed without taking into account the fact that intermediate motivation types may generally represent a mixture of internal as well as external motivation. Thus, in the process of weighting the subscale scores, the same weights are used in the protocols for the shares of internal and external motivation of a regulation type, thereby confounding the resulting overall measure, which therefore may lack interpretability. As a consequence, subsequent analyses based on such an aggregation measure may be distorted or erroneous. This can be important from a practical viewpoint, e.g., when investigating correlations of the measure with other more substantial variables of a theory or study. In this article, I use an example of a scoring function, the RAI (or SDI) index, commonplace in many areas of motivation research, to exemplify how adaptations can be made to accommodate biasing effects on the overall index value that may result from the confounding of internal and external motivation. The approach can even be generalized and applied to other scoring protocols, which can be adjusted for mixed or confounded internal and external motivation in an analogous manner, as exemplified in this article with the RAI index. Thus, I advocate adjusting for such effects by proper choice of a scoring protocol formula and of the weights used for the motivation types combined therein.

Purpose In the prior literature, the motivation to adopt wearable fitness technology (WFT) has been linked with either intrinsic or extrinsic. However, how the subcategories of extrinsic motivations (identified, introjected and external) affect the consumers’ WFT adoption decision remains sparse. Furthermore, do regulatory focus (prevention vs promotion) and gender differences the effects of different motivations on WFT adoption is almost unknown in the health-care marketing literature. This study aims to fill the above-mentioned gap and to unfold the WFT adoption beyond the traditional motivation by incorporating the organismic integration theory (part of self-determined theory) and regulatory focus theory. Design/methodology/approach This study used a questionnaire-based survey. Using the “AMOS” survey, questionnaire responses of 641 respondents were analyzed and validated by using structural equation modeling. All the variables were adopted from the literature. Findings The results show that intrinsic, identified and external motivations have the greatest impact on consumers’ decisions, while introjected motivation was not significant directly. The moderation effects of regulatory focus are significant in such a way that prevention focus influences the introjected motivation and promotion focus affects the external motivation and WFT adoption decision. Furthermore, the findings on gender moderation suggest that women are more intrinsically motivated, and men are more externally motivated for WFT adoption. Practical implications The new insights and contributions of this study provide a better understanding of WFT adoption and help sellers develop more effective marketing strategies. Originality/value This study incorporates subcategories of extrinsic motivations to provide a deeper understanding of consumers’ behavior. Furthermore, this study applies a unique framework of organismic integration theory to consumers’ WFT adoption. It is also among very few research that investigate regulatory focus and gender impact on consumers’ WFT adoption.

While it is widely assumed that games can engage patients in therapy through their inherent ‘motivational pull’, relatively little attention has been paid to what HCI games research can learn from strategies employed by therapists. We address this gap by leveraging Self-Determination Theory (SDT) and its mini-theories Basic Psychological Needs Theory and Organismic Integration Theory as a theoretical lens on physical therapy for children and adolescents. Results from in-depth interviews with twelve therapists show that they carefully adjust sessions to allow patients to experience competence, making more comprehensive adjustments than currently offered by games. Additionally, we highlight how therapists leverage their relationship with patients to support motivation, but struggle to reconcile meaningful experiences of autonomy with therapeutic goals. On this basis, we reflect on implications for researchers and designers who create games for physical therapy, and the potential of SDT to provide a foundation for game design and therapeutic practice.

Abstract Research indicates that academic performance is increased when intrinsic factors motivate students. Although students may be intrinsically motivated to attend a graduate program, not all topics will be inherently interesting, leaving students to rely on extrinsic factors for motivation. This article proposes that educators use Ryan and Deci’s organismic integration theory to design assignments that foster the integration of extrinsic motivation. We describe how a virtual poster session assignment was created in an online nursing education course using the principles of organismic integration theory.

This study examines the influence of passion on motivational regulation and subjective well-being in young footballers, drawing on the Dualistic Model of Passion (DMP), Self-Determination Theory (SDT), and Organismic Integration Theory (OIT). A total of 390 male youth football players (aged 13–17) completed validated measures assessing harmonious and obsessive passion, motivation regulation, life satisfaction, and affect. Structural equation modeling revealed that harmonious passion positively predicted self-determined motivation and negatively predicted non-self-determined motivation. In turn, self-determined motivation was associated with higher life satisfaction and positive affect, and lower negative affect. Obsessive passion demonstrated the opposite pattern. Mediation analyses confirmed the indirect effects of passion on well-being through motivational regulation. These findings underscore the importance of promoting harmonious passion and autonomous motivation to foster well-being in youth sports. Practical implications for coaches and sports psychologists are discussed, emphasizing strategies for cultivating adaptive passion and motivational profiles.

Sub-Saharan samples are severely under-represented in the psychological literature. Taking an ecological approach, the current study examines key propositions derived from self-determination theory in a sample of adolescent girls in Mozambique. As a framework theory, self-determination theory consists of six sub-theories. We test the main premises of two of these theories: organismic integration theory and basic psychological need theory. In line with organismic integration theory, we assess the role of intrinsic, extrinsic, introjected and identified motivation for school attendance. We also test the possible moderating role of the ecological variable resource scarcity. The second part of the study focuses on the main premise of the basic psychological need sub-theory, which states that satisfaction of the needs for relatedness, competence and autonomy underlies intrinsic motivation, goal-directed behaviour (school attendance) and well-being (self-esteem). The study also assesses the moderation of resource scarcity in these relationships. Results provide support for both sub-theories of self-determination theory. Resource scarcity is not found to moderate the relationships between motivation and attendance or between need satisfaction and well-being, motivation and attendance. Implications for the universality claim of self-determination theory, as well as for the field of international development aid, are discussed.

ABSTRACT In the research concerning rational emotive behaviour therapy (REBT) in sport and exercise, irrational beliefs are proposed as a risk factor for health. Concurrent to this, researchers have also indicated that autonomous and controlled motivation, as proposed in organismic integration theory could, together with irrational beliefs, determine individual health. However, research is yet to align irrational beliefs and motivation, and explore how this alignment relates to mental health. The present two study paper identifies individual subgroups, drawn from data concerning irrational beliefs, motivation, and health (psychological distress, and physical health), in a sample of exercisers (study 1) and student athletes (study 2). We examined the latent profile structure of irrational beliefs and motivation, and how these latent profiles relate to psychological distress (studies 1 and 2), and physical health (study 2). Results indicate a two class profile whereby class 1 is characterised by high irrational beliefs, low self-determined motivation, and poor health outcomes. Class 2 is characterised by low irrational beliefs, high self-determined motivation, and better health outcomes. The findings are discussed in relation to the theoretical implications for REBT and organismic integration theory, and the practical implications for key stakeholders in the health of exercise participants and athletes.

The article presents the construction and validation process of the Health Behavior Motivation Scale (HBMS), which measures the motivation toward pro-health behaviors in population of healthy adults. The tool is conceptually based on Self-Determination Theory (SDT) and more precisely on one of its subtheories—Organismic Integration Theory (OIT). In the first stage of the construction, the linguistic validation with competent judges procedure allowed to eliminate the items which were not correctly formulated. Next, the psychometric properties of the HBMS were assessed in three studies. In Study 1 (N = 323, Mage= 31), the factorial structure of the HBMS was assessed with CFA. Since the preliminary structure was rejected, in order to identify the dimensionality of the items, EFA and Horn's Parallel Analysis were performed. The results showed that the HBMS scale has 5–dimensional structure (intrinsic regulation, integrated and identified regulation, introjected regulation, external regulation and amotivation). In Study 2 (N = 342, Mage= 33), the structure of the HBMS has been confirmed by conducting CFA analysis. Analyses preformed in this study provided good evidence for convergent and discriminant validity as well as the internal reliability of the HBMS subscales. Finally, in the LPA analysis two classes with distinct regulatory profiles have been extracted, which showed differences in the extend of health-related behaviors. In Study 3 (N = 60, Mage= 30) the test–retest reliability of the HBMS was confirmed. The scale can be therefore successfully used in future basic and applied studies as it possesses robust psychometric properties.

In this introductory article, we first describe the impetus for this special issue. What made us think that self-determination theory (SDT) might provide a sort of foundation for the rest of personality psychology? For readers unfamiliar with SDT, we then provide a historical overview that covers the evolution of the six "mini-theories" that currently compose SDT: cognitive evaluation theory, causality orientations theory, organismic integration theory, basic psychological needs theory, goal contents theory, and relational motivation theory. Following each section are preliminary suggestions about how each mini-theory might be useful or informative in other branches of personality. This special issue contains nine articles, each of which makes its own attempt to newly link its area of personality research to SDT. Even if SDT is not the appropriate seed for greater consilience in personality psychology, we urge the field not to neglect the search for unifying principles (Sheldon, Cheng, & Hilpert, 2011); it may finally be time to renew the search for a "grand theory" in personality.

: This study investigates the phenomenon of acculturation, especially cultural shock among international students, focusing on its underlying mechanisms and potential mitigation strategies. Despite the increasing number of students studying overseas, many encounter significant psychological and socio-cultural challenges due to cultural differences, leading to issues such as depression and anxiety. This paper reviews the existing literature on acculturation, tracing its crucial definition and stages. The U-curve and W-curve models are examined to understand the temporal dynamics of cultural adaptation, with particular attention to the four-stage model. Additionally, by comparing Self-Determination Theory and its sub-theories, including Cognitive Evaluation Theory, Organismic Integration Theory, Basic Psychological Needs Theory, Causality Orientation Theory, and Goal Content Theory, it highlights that fulfilling basic psychological needs and fostering intrinsic motivation can enhance international students' resilience against cultural shock. This research sheds light on understanding and addressing the challenges faced by international students in cross-cultural environments, ultimately contributing to their improved mental health and academic success.

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ABSTRACT Despite the importance of learning activities for older adults, the proportion of those engaging in such activities remains low. To devise interventions that would increase participation in learning, it is essential to analyze the psychosocial predictors of learning. This study employed a cross-sectional design, with data collected through a self-administrated questionnaire, and proposed two hypotheses: 1) Self-efficacy in learning, interest in learning, recognition of the effectiveness of learning, and social support from family and friends significantly predict the will to engage in learning practices by the older adults (H1); 2) Social support from family and friends predicts the willingness of older adults to engage in learning practices through mediating the significant factors identified in H1 (H2). The research group comprised 516 participants aged 60 years and above from Machida City, Tokyo. The statistical analysis was performed using Mplus version 8. Results supported most aspects of H1. Self-efficacy in learning, interest in learning, and support from family and friends were found to significantly predict learning practices (self-efficacy in learning: β = .242, p < .001; interest in learning: β = .187, p < .01; and support from family and friends: β = .159, p < .05). H2 was also supported as social support from family and friends significantly predicted learning practices via two psychological variables identified in H1. Each indirect prediction was significant as when older adults are supported by their family and friends, their learning practices are predicted through self-efficacy in learning (β = .087, 95% confidence intervals: .042, .145) and interest in learning (β = .082, 95% confidence intervals: .033, .150). These findings provide valuable directions for policymakers, practitioners, and teachers to improve older adults’ engagement in learning.

Wearable devices and applications (apps) that offer a variety of features intended to support exercisers have flooded the marketplace. Organismic integration theory (OIT) proposes that motivations to exercise can vary along a spectrum of self-determination. To best serve exercisers and assist organizations that are developing and promoting fitness technologies, we need a better understanding of how individuals’ exercise motivations influence their fitness technology feature set use. We also need to determine the impact of fitness technology features on enhancing or undermining wellness outcomes—such as subjective vitality. Our results suggest that almost every subtype of exerciser, where the subtype is defined by OIT motivations toward exercise, has a unique use profile. Our findings also suggest that the social interaction and data management features of current fitness technologies show promise in assisting well-being outcomes, but only for the more self-determined and amotivated subtypes of exercisers. This leads us to suggest that providing every type of exerciser the motivational support that best fits their motivational profile may not be a trivial task, but it ultimately may be necessary for fitness technologies to be universally useful in supporting wellness outcomes.

Teaching endeavors to improve learners ’ well-being and educational engagement, as both factors contribute to progress facilitated by the integration of PP into the learning procedure, enhancing success in the academic cycle. Some studies have affirmed the significant effect of teacher support on learners ’ academic performance. Nevertheless, the precise mechanism linking teacher support, particularly emotional support, to student learning remains unclear. This research was structured to scrutinize the mediating influence of learner motivation in the connection between perceived emotional support and learners ’ engagement and well-being, employing the perspective of, a widely acknowledged psychological theory that centers on human motivation and the determinants influencing individuals to participate in specific behaviors, including learning. Consequently, the objective of this research was to assess the relationship between perceived emotional support, well-being, and student engagement with particular attention to the mediating role of motivation among 590 college students in Chinese universities. The results of the Structural Equation Model (SEM) indicate approximately 72% of the variations in perceived emotional support, well-being, engagement, and motivation. These relationships are significant at the 95% confidence level, indicating the robustness of the model in capturing the intricate dynamics among the variables within the educational context. Consequently, several implications are suggested for teachers, learners, teacher trainers, and other academic stakeholders.

ABSTRACT Motivation is a topic that receives substantial interest across the social sciences. However, in the human dimensions of natural resource literature, scholars have primarily treated motivation as a construct narrowly defined by the individual’s desired goal state. In contrast, self-determination theory (SDT) suggests that multiple forms of motivation can influence levels of self-determination, integration of identities, and subsequent behavioral intentions, and has been utilized in multiple realms to understand human behavior. SDT forms a consistent and well-understood mechanism for human psychological development and optimal function and allows for the formulation of out-of-sample prediction, a cornerstone of science. In this manuscript, we review the basic theories that make up SDT and provide insight for its application to human dimensions of natural resource research.

Middle school years are a turbulent period for students to develop their adaptive academic motivation and engagement. However, a person-centered longitudinal investigation on changes in academic motivation and engagement is scarce. Through a two-wave survey with a four-month interval, this study investigated the configurations, transitions, and the predictive roles of basic psychological needs satisfaction on transitions in academic motivation and engagement profiles among 502 Chinese seventh graders (261 boys; Mean age = 12.34 at Time 1). Latent profile analysis revealed three profiles at both measurement occasions: highly motivated-and-engaged, moderately motivated-and-engaged, and demotivated-and-disengaged profiles. Latent transition analysis showed that while 61.16% of students maintained their initial profiles, 15.54% transitioned to more adaptive profiles and 24.30% shifted to less adaptive profiles. Notably, autonomy need satisfaction emerged as the protective factor preventing the highly motivated-and-engaged students from falling into the moderately motivated-and-engaged status. Implications and future research directions for middle school students' motivation and engagement are discussed.

Objectives: This study aims to examine the relationship between basic psychological needs satisfaction, academic motivation, and self-regulated learning strategies among undergraduate nursing students in two selected public universities in Vietnam. Methods: A cross-sectional, correlational study was conducted among 388 nursing students from two public universities in southern Vietnam from February to June 2025. Data were collected using validated tools, including the Basic Psychological Need Satisfaction and Frustration Scale, the Academic Motivation Scale, and the Motivated Strategies for Learning Questionnaire. Pearson correlation and path analysis were performed using Jamovi software. Results: Basic psychological needs satisfaction was significantly correlated with academic motivation (r = 0.655, p < 0.001) and self-regulated learning strategies (r = 0.730, p < 0.001). Academic motivation also showed a very strong association with self-regulated learning strategies (r = 0.758, p < 0.001). Path analysis indicated that academic motivation partially mediated the relationship between psychological needs and self-regulated learning strategies, with a significant direct effect (β = 0.409, p < 0.001), indirect effect (β = 0.321, p < 0.001), and a strong total effect (β = 0.730, p < 0.001). Conclusion: Nursing educators should foster autonomy-supportive educational environments to promote academic motivation and self-regulated learning among nursing students.

The study explored the prediction of athlete burnout by basic psychological needs satisfaction in sports, combined with the intrinsic motivation in sports and sociodemographic characteristics of university student-athletes. The protective effects of both psychological predictors were expected. The participants were 219 university student-athletes aged 19–33 (M = 22.3 and SD = 3.2 years) who participated in sports from recreational (38%) up to World/Olympic (9%) levels, with a mean sports experience of 10.1 (SD = 5.2) years. The study used three surveys, presented in Latvian: Sports Motivation Scale-II, Basic Psychological Needs in Exercise Scale, and Athlete Burnout Questionnaire. Higher need satisfaction was the main predictor of lower burnout and a higher sense of accomplishment in the frame of SEM. Higher intrinsic motivation, participants' age, and studying sports also predicted lower burnout and competing at World/Olympic level predicted a higher sense of accomplishment. The bifactor model confirmed athlete burnout as a syndrome integrating its specific components. As the main protective factor, psychological needs satisfaction in sports should be prioritized in university student-athlete training.

The aim of this study was to examine the effects of the motivational climate created by the coach and perceived by a group of young high-performance handball players on their sport motivation, self-determination, sport psychological needs and sport commitment. The study participants were 479 young handball players. The age range was 16–17 years old. Players were administered a battery composed of a Perceived Motivational Climate in Sport Questionnaire, Sport Motivation Scale, the Basic Psychological Needs in Exercise Scale and Sport Commitment Questionnaire to measure the above-mentioned theoretical constructs. Results showed that the handball players showed high levels of a task-involving climate, of basic psychological needs satisfaction and of self-determined motivation and commitment. Higher levels of basic psychological needs such as autonomy and competence were associated with a higher task-involving climate, self-determined index and sport commitment (task-involving climate–basic psychological needs (β = 0.55; 95% IC 0.387/0.682; p = 0.001); Ego-involving climate–basic psychological needs (β = 0.06; 95% IC −0.069/0.181; p = 0.387); Basic psychological needs–self-determined index (β = 0.48; 95% IC 0.376/0.571; p = 0.001); Self-determined index–commitment (β = 0.58; 95% IC 0.488/0.663; p = 0.001). The obtained model showed that basic psychological needs mediated the association between a task-involving climate and self-determination, and self-determination mediated the association between basic psychological needs satisfaction and commitment.

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Active travel in adolescence contributes to improved health outcomes. Self-Determination Theory suggests that motivation and basic psychological needs influence travel behavior. Person-centered approaches can examine interrelationships of these constructs underlying travel behavior. The aim of this study was to investigate (i) which clusters can be identified in adolescents, (ii) whether clusters explain overall active travel behavior, (iii) whether clusters were associated with travel mode to various destinations or distance, and (iv) whether differences across clusters appear regarding sex/gender, age, and weight status. The sample included 517 (263 male, 254 female) adolescents from Germany, aged 11–15. Self-organizing maps analysis identified six clusters from nine input variables: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, amotivation, autonomy satisfaction, competence satisfaction, and relatedness satisfaction. The most beneficial cluster regarding active travel demonstrated highest basic psychological needs satisfaction and autonomous motivation with low controlled motivation and amotivation. The most vulnerable cluster was characterized by generally low levels of motivation except for external regulation and amotivation. Clusters were not associated with distance to school, friends/relatives, shopping facilities, or leisure facilities. The findings support the importance of high quality and high quantity of motivation for active travel in adolescents.

Improving the quality of higher education can be done, among other things, by increasing the performance of lecturers. The research used a quantitative causality approach and was carried out at universities in Indonesia by taking a sample of 181 university lecturers in management study programs. Data was obtained through a questionnaire distributed online using Google Forms. The data was processed using a Simultaneous Equation Model (SEM) with the AMOS program. The research results show that knowledge sharing has a positive and significant effect on intrinsic motivation. Likewise, cohesiveness has a positive and significant effect on intrinsic motivation. Furthermore, intrinsic motivation has a positive and significant effect on lecturer performance. Thus, intrinsic motivation mediates the influence of knowledge sharing and cohesiveness on lecturer performance. Knowledge sharing and cohesiveness have a positive and significant effect on basic psychological needs. However, fulfilling basic psychological needs has no effect on lecturer performance, meaning that basic psychological needs do not mediate the influence of knowledge sharing and cohesiveness on lecturer performance.

The studies show a positive and direct relationship between basic psychological needs satisfaction and intrinsic motivation of the students. However, there is a lack of studies that analyze the psychological processes that affect these relationships. For this reason, the purpose of this study was to investigate the mediating role of academic integration on the relationship between basic psychological needs satisfaction and intrinsic motivation of Chilean university students. The participants were a total of 580 students from a university in northern Chile, 359 women and 221 men. The mediation analysis was performed by structural equations modeling, using the maximum likelihood method and the bootstrapping procedure with 10,000 iterations. The results indicated that academic integration partially mediated the relationship between basic psychological needs satisfaction and intrinsic motivation of the students. Therefore, the basic psychological needs satisfaction had an indirect effect on the intrinsic motivation of the students through academic integration. It is concluded that the academic integration constitutes a psychological process that promotes the development of intrinsic motivation for learning. The practical implications are discussed along with the limitations of the study and recommendations for future research.

The purpose of this study was to apply the Personal and Social Responsibility Model (TPSR) and verify its effects on responsibility and motivation according to educational stage. For this, teachers from Physical Education and other subjects were trained and a pre-test and a post-test were carried out. The intervention was carried out over five months. The total sample comprised 408 students after the inclusion criteria were applied to the initial sample of 430, including being 192 students from 5th and 6th grade of Elementary (M 10.16; SD = 0.77) and 222 from Secondary (M = 12.86; SD = 0.70), with a confidence level of 95% and 5% error margin. The total number of students in the experimental group was 216, with 192 in the control group. The results reflected improvements in the experimental group in terms of experience motivation, identified regulation, amotivation, autonomy, competence, social responsibility, SDI, and BPNs (p < 0.05 and d Cohen > 0.2). The control group did not present differences in any variable. Considering the differences according to stage, the Elementary school group obtained values of p < 0.05 and d > 0.02 in experience motivation, amotivation, autonomy, competence, personal and social responsibility, SDI, and BPNs, which was not found in the Secondary school group. It is concluded that the TPSR may be applicable in both Elementary and Secondary schools to improve the motivation and responsibility of students, with the most favorable results for Elementary education students.

PURPOSE We examine an integrative model associating entrepreneurial motivation and job satisfaction with basic psychological needs satisfaction and the psychological well-being (PWB) and health problems of European entrepreneurs. In contrast with previous literature that focuses mainly on hedonic well-being, this study examines well-being by using a eudaimonic perspective and the link between entrepreneurial motivation and entrepreneurs' PWB. DESIGN/METHODOLOGY/APPROACH Based on the self-determination theory (SDT) and using structural equation modeling, this study examines a European representative sample composed of 7,878 entrepreneurs from the sixth European Working Conditions Survey (6th EWCS; Eurofound [2015] database). FINDINGS This study finds a positive relationship between the satisfaction of the need for autonomy and competence and opportunity motivation, which in turn is positively associated with job satisfaction. This study also finds that need satisfaction is positively associated with entrepreneurs' PWB and job satisfaction, which in turn is positively associated with entrepreneurs' PWB and health. Results highlight the relevance of SDT, opportunity motivation, and job satisfaction to understanding entrepreneurs' PWB and health. ORIGINALITY To the best of our knowledge, this is the first integrative model relating satisfaction of basic psychological needs (autonomy and competence) and diverse individual outcomes related to work (job satisfaction, PWB, and health) of European entrepreneurs by considering entrepreneurial motivation. This study examines a large and representative European sample, in contrast with previous research focusing on the Anglosphere nations.

The aims of this study are as follows: (a) to determine the level of physical self-concept, satisfaction with basic psychological needs (BNP), and motivation towards physical education (PE) among primary education school students; (b) to analyze the correlations between the different variables; to (c) identify gender differences in the studied variables; and (d) to examine the capacity of BPN, physical self-concept, and gender as predictors of different types of motivation towards PE. The sample comprises 474 primary school students (average age = 10.58; SD = 0.626) from four educational centers in A Coruña, Spain. A multivariable linear regression analysis was conducted to determine whether independent variables of BPN, gender, and physical self-concept can predict different types of motivation towards PE. The results show that satisfaction with the BPN of autonomy is significantly lower than the other two variables. Moreover, there is a positive and significant correlation between physical self-concept and satisfaction with BPN, as well as with intrinsic, identified, and introjected motivations. Boys outperform girls in physical self-concept, satisfaction with competence and socialization BPNs, and introjected, external, and amotivation motivations. The main conclusion is that BPNs solely forecast the most self-determined motivations (intrinsic and identified), have a restricted influence on introjected motivations, and do not predict external regulation or amotivation. Neither gender nor physical self-concept significantly contributes to predicting any motivation towards PE at these ages.

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The first part of the worldwide lockdown starting in March 2020 forced teachers in higher education to implement emergency remote teaching (ERT) in an online learning environment. Some students appreciated the autonomy they acquired and the appeal to their self-discipline. Other students, preferring structure and guidelines, perceived these new learning circumstances as ambiguous and unclear. Pressing circumstances, such as a pandemic forcing students into a new learning environment, pose a challenge to their academic motivation. On that premise, this study suggests that the sudden change of learning environment following ERT report an impact on the fulfillment of the basic psychological needs of learners and consequently, on their motivation. More concretely, we hypothesized that this new learning environment had a demotivating effect on students' motivation. The central question in this research is therefore “To what extent did students' motivation shift with ERT.”This embedded mixed method study, where one dataset (qualitative) plays a secondary role in a study that is primarily based on the other dataset (quantitative), consists of two measurement points: academic motivation was measured among students from the Royal Military Academy (RMA), before the WHO's declaration of the pandemic (T1, December 2019) and during the pandemic (T2, June 2020). To measure autonomous motivation, we used the Learning Self-Regulation Questionnaire (SRQ-L). To measure satisfaction and frustration for autonomy, relatedness, and competence, we used the Psychological Needs Satisfaction and Frustration Scale (BPNSFP). To identify new issues not captured in the closed questions, the survey at T2 included a qualitative second part with one open-ended question.When comparing pre-pandemic to pandemic academic motivation results by a repeated-measure analysis, we found that the first college year students' motivation was the most negatively affected, followed by that of the second college year students. In addition, by using a multiple regression, we found that ERT affected perceived competence suggesting that lower perceived competence contributes to a lower academic motivation.Based on these results, this study underlines the importance of assessing learners' sense of competence before immersing them into an online learning environment or changing their learning environment in any other way. This study implies that higher education teachers should provide students with the necessary knowledge to use self-regulatory strategies, encourage self-discipline to improve learning outcomes and endorse a role of helpful coach with the possibility of interaction. By doing so, higher education teachers can meet students' basic needs and can keep autonomous motivation as high as possible among learners. This study adds to the literature insights that can help to optimize educational practices and set up classroom-wide interventions during teacher training so that teachers can facilitate these skills among their students.

ABSTRACT This study aims (a) to examine proposals that apply a pedagogical models intervention on motivational variables and basic psychological needs satisfaction and (b) to compare whether the hybridization of models demonstrates a greater effect on basic psychological needs satisfaction than the application of pedagogical models. Pedagogical models play a positive role on Autonomous Motivation (g = 0.81 [0.47; 1.16]), Controlled Motivation (g=0.04 [−0.40; 047]). The application of pedagogical models has a negative effect on amotivation (g = −0.27 [−0.45; −0.09]). It is also effective for Competence Satisfaction (g=0.45 [0.23; 0.66]), Autonomy Satisfaction (g=0.67 [0.39; 0.96]) and Relatedness Satisfaction (g=0.46 [0.10; 0.82]). The hybridization of pedagogical models are more effective in working on Relatedness Satisfaction (g=0.77 [0.38; 1.16)], Autonomy Satisfaction (g=1.26 [0.35; 2.17]) and Competence Satisfaction (g=0.53; [0.26; 0.80]). The application of pedagogical models and their hybridizations are effective for the satisfaction of basic psychological needs and the improvement of the motivational area.

Purpose: This study examined how vocational education and training (VET) students' satisfaction of basic psychological needs in VET learning environments, namely autonomy, competence, and relatedness, is related to their burnout and intention to leave VET. Self- Determination Theory was employed in the study. The aim of the study was to contribute to the existing body of empirical knowledge on basic psychological needs in educational contexts, with a particular focus on their role in negative processes. The findings may assist in evaluating the potential of basic psychological needs support in enhancing student motivation and well-being in VET learning environments.  Methods: Cross-sectional online survey data were collected in 2023 from 255 students at a large vocational institution in Finland. The questionnaire included the following factors from three validated scales: Basic Psychological Need Satisfaction - Work Domain (BPNS-WD; "autonomy", "competence", "relatedness"), School Burnout Inventory (SBI; "exhaustion", "cynicism"), and dropout intentions. Data were analysed in R using correlation analysis, confirmatory factor analysis, and structural equation modeling.  Results: The results indicated that the factors of basic psychological needs were negatively associated with the two burnout factors and the factor of dropout intentions, confirming our hypotheses. However, the hypotheses were only partially confirmed as not all associations reached statistical significance. Contrary to our hypothesis, relatedness satisfaction was positively related to burnout cynicism, although the relationship was not statistically significant.  Conclusions: The findings suggest that supporting the basic psychological needs of VET students may reduce school burnout and the intention to drop out of school. Nevertheless, further research is required at the institutional and workplace levels to investigate the potential influence of perceived social relatedness on the development of burnout cynicism, and vice versa. Furthermore, the results indicated that female students, as well as those with older age or less work experience, experienced more burnout exhaustion than other respondents. A more comprehensive analysis is needed to gain better understanding of the factors that increase exhaustion within these groups of students. 

Introduction Focusing on the growth motivation of female college students in the resource-constrained environments of Western China, this study integrates perspectives from Self-Determination Theory and Positive Psychology to examine the relationship between basic psychological needs satisfaction and personal growth initiative, as well as the underlying mechanisms. Methods Based on convenience sampling, a survey was conducted among 473 female college students with household registration in Western China who were studying at universities in the same region (M = 20.18, SD = 1.26; 70.6% were from rural areas). The survey employed the Basic Psychological Needs Scale, Personal Growth Initiative Scale, Positive Psychological Capital Questionnaire, and Future Time Perspective Scale. Results This study found that among female college students in Western China, basic psychological needs satisfaction significantly and positively predicted psychological capital, future time perspective, and personal growth initiative. Psychological capital and future time perspective significantly and positively predicted personal growth initiative. Mediation analysis revealed that psychological capital and future time perspective played a chain mediation role between basic psychological needs satisfaction and personal growth initiative among female college students in Western China. Discussion This study reveals key mechanisms of personal growth among female college students in Western China within resource-limited environments. Basic psychological needs satisfaction can enhance personal growth initiative through multiple mediation pathways involving psychological capital and future time perspective. This provides a theoretical basis and practical direction for targeted interventions and subsequent empirical research. Education policies should focus on fulfilling students’ needs for autonomy, competence, and relatedness, while mental health services should attend to students’ levels of psychological capital and future time perspective.

PURPOSE Motivation influences clinical decisions and neurocognitive processes central to aphasia rehabilitation, yet clinicians lack evidence-based frameworks to guide the assessment and management of motivation. Self-determination theory is a well-validated psychological framework that proposes that motivation is supported by the satisfaction of three basic psychological needs (BPNs), autonomy, competence, and relatedness. The measurement of these BPNs could improve aphasia treatment outcomes by identifying causes of poor motivation and strategies to enhance motivation. To support the assessment and management of motivation in aphasia rehabilitation, we evaluated the validity of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNS/F) in people with aphasia. METHOD Seventy-seven people with aphasia completed the BPNS/F comprising six 4-item subscales for satisfaction and frustration of autonomy, competence, and relatedness. Responses were collected via a 5-point Likert scale. We evaluated validity with respect to the (a) internal structure via confirmatory factor analysis, (b) internal consistency reliability, and (c) relationship to theoretically related constructs. RESULTS The BPNS/F's internal structure was consistent with previous findings in nonaphasic adults. Internal consistency reliability was near or above the acceptable range for group but not individual-level analyses. We found that autonomy and competence were both strongly related to depression. Communication was the only health-related quality of life variable related to BPNS/F factors. CONCLUSION Future research aimed at modifying the BPNS/F to align with the linguistic abilities and experiences of people with aphasia in rehabilitation may offer a means to measure BPNs in people with aphasia and support the integration of motivational theory into aphasia clinical practice and research. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.29319224.

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The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

This study aimed at evaluating the explanatory value of basic psychological needs (BPN) for foreign language-related motivation and activities in a sample of higher education students and volunteers abroad. According to the self-determination theory, satisfaction of the BPN facilitates forms of motivational regulation and in turn promotes foreign language activities. In a structural equation modeling with N = 435 participants (n = 193 German volunteers during their time abroad and n = 277 German higher education students residing in Germany) external regulation and intrinsic motivation explained receptive (reading, listening) and productive activities (speaking, writing). Moreover, competence satisfaction as well as relatedness satisfaction proved to be significant predictors of external and intrinsic motivation. Generalizability of results regarding students versus volunteers and with respect to the language learned is discussed, as are starting points for future interventions in the setting of foreign language learning outside the classroom.

BACKGROUND Community-dwelling older adults with coronary heart disease (CHD) exhibit low adherence to exercise regimens. Exercise aids in secondary prevention, yet adherence remains low. OBJECTIVES Guided by self-determination theory (SDT), this study aimed to investigate the current status of exercise adherence and its associated factors among older adult patients with coronary heart disease who reside in the community and to explore the interconnections among exercise motivation, basic psychological needs for exercise, and exercise adherence. METHODS A cross-sectional study of 207 community-dwelling older adults with CHD was conducted from communities in Zhengzhou City between February and May 2023. Data were collected using validated instruments, including the General Information Questionnaire, Exercise Adherence Questionnaire, Psychological Needs Satisfaction in Exercise Scale (PNSE), Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2), and Control Attitudes Scale-Revised (CAS-R). RESULTS Exercise adherence was moderate (M = 24.02, SD = 5.74). Key predictors included monthly income (≥3000 CNY), exercise frequency, basic psychological needs, autonomous motivation, and perceived control (p < 0.05). Basic psychological needs directly predicted exercise adherence (β = 0.257, p < 0.001) and indirectly via exercise motivation (indirect effect = 0.323, 95% CI [0.240, 0.416]), accounting for 55.7% of the total effect. CONCLUSION Basic psychological needs for exercise had a predictive direct impact on the exercise adherence of community-dwelling older adults with coronary heart disease. It is possible to improve exercise adherence by intervening in patients' exercise motivation and basic psychological needs for exercise.

Grounded in Self-Determination Theory and Conservation of Resources Theory, this study examines how perceived organizational support (POS) relates to job burnout among government-funded preservice teachers (GFPTs) in China. Using survey data from 937 GFPTs, we tested a model in which work autonomy, teacher self-efficacy, and occupational belongingness fully mediate the effect of POS on burnout (the POS → burnout direct path became nonsignificant). We further show that educational policy satisfaction moderates these mediation pathways by weakening the POS → basic psychological needs links, with the strongest moderation on the self-efficacy pathway. These findings clarify how organizational and policy environments jointly shape teachers' motivation and well-being, supporting a cross-level account of resource substitution and diminishing returns. Practically, combining robust institutional safeguards with school-based supports that enhance autonomy, strengthen competence, and build belongingness can lower burnout risk and promote sustainable teacher development.

This qualitative case study investigates how early childhood student teachers experience and interpret mentor support for their psychological needs of autonomy, competence, and relatedness during teaching internships in Chinese public kindergartens. Guided by self-determination theory, data were collected through semi-structured interviews with nine senior student teachers and analyzed using thematic analysis. The findings revealed that mentors foster student teachers’ psychological needs satisfaction through the following three key mechanisms: progressive autonomy fulfillment through selective empowerment, delegated instructional responsibility and personalized work assignment, gradual competence development via constructive feedback and optimal challenge in scaffolded tasks, and dual relatedness construction through professional collaboration and emotional care. The mechanisms enhance student teachers’ intrinsic motivation, engagement and professional identity formation. The study proposes the Developmentally Responsive Mentoring for Motivation (DRMM) model, which conceptualizes mentoring as a calibrated process of assessing readiness, assigning optimally challenging tasks, analyzing performance, and adjusting guidance, ensuring that support remains responsive to developmental and contextual needs. The model extends the applicability of self-determination theory and offers a transferable framework for teacher education programs.

Background: Engagement could constitute a frame of reference for promoting positive experiences in sport, hence the importance of learning about what precedes it in order to promote its development. This study was conducted to examine the role of self‐motivation as a mediator between basic psychological needs satisfaction and athlete engagement. Method: A sample of 426 male and female athletes from different sports were asked to complete three questionnaires measuring each of the study variables: The Basic Needs Satisfaction in Sport Scale, the Behavioral Regulation in Sport Questionnaire and the Athlete Engagement Questionnaire. A structural relationships model between the constructs analyzed was specified and implemented. Results: High levels of self‐motivation increased levels of athlete engagement and vice versa. Conclusion: Basic psychological needs satisfaction has a direct positive effect on athlete engagement and in turn, an indirect effect mediated by athletes' self‐motivation. &NA; El rol mediador de la motivación autodeterminada entre la satisfacción de las necesidades psicológicas básicas y el engagement deportivo. Antecedentes: el engagement es un marco de referencia para la promoción de experiencias positivas en el deporte, de ahí la importancia de conocer sus antecedentes con el objetivo de promover su desarrollo. El presente estudio se realizó con el propósito de examinar el papel de la motivación autodeterminada como mediadora entre la satisfacción de las necesidades psicológicas básicas y el engagement de los deportistas. Método: se utilizó una muestra de 426 deportistas, hombres y mujeres, de diferentes modalidades deportivas a los que les pidió que respondieran a tres cuestionarios que medían cada una de las variables de estudio: Basic Needs Satisfaction in Sport Scale, Behavioral Regulation in Sport Questionnaire y Athlete Engagement Questionnaire. Se especificó un modelo de relaciones estructurales entre los constructos analizados. Resultados: niveles altos de motivación autodeterminada incrementan los niveles de engagement del deportista mientras que niveles bajos de motivación autodeterminada los debilitan. Conclusión: existe un efecto directo de tipo positivo de la satisfacción de las necesidades psicológicas básicas de los deportistas sobre su grado de engagement deportivo y a la vez un efecto indirecto mediado por su motivación autodeterminada.

Abstract The fulfillment of basic psychological needs (competency, autonomy, relatedness) enhances intrinsic motivation, school engagement, and academic achievement. Establishing profiles of psychological needs satisfaction using a person-centered approach may help in identifying students at-risk of low academic success. This study investigated how students vary in their basic psychological needs satisfaction and their associated sociodemographic and school-related factors. Using a latent class analysis approach, five profiles of students were identified at the end of elementary school (n = 1,362). A multinomial regression analysis revealed that academic achievement and the quality of relationship with peers and teachers distinguished most profiles of basic psychological needs satisfaction. In particular, having conflict with teachers increased the likelihood of belonging to profiles with low psychological needs satisfaction. Closeness with the teacher and friendship decreased the likelihood of having average to low levels of psychological needs satisfaction. Students with higher grades in French and Math were less likely to belong to profiles with low competency, autonomy, and/or relatedness satisfaction. Sociodemographic factors, having negative relationship and joint negative behaviors with peers did not distinguish profiles of basic psychological needs satisfaction.

PurposeBased on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.Design/methodology/approachUsing a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).FindingsThe SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.Research limitations/implicationsThe results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.Originality/valueThis study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

Abstract Although the relationship between both need frustration and, particularly, need satisfaction and different motivational regulations for exercise has been widely examined in the literature, little is known about the co-occurrence of both need satisfaction and need frustration in the exercise context. Grounded in self-determination theory, the present study aimed to examine the effects of both need satisfaction and frustration on motivational regulations for exercise, by applying a response surface analysis approach. In total, 477 regular exercisers aged 18–54 years participated in this study. The interaction between needs (high on both need satisfaction and frustration) displayed a positive and significant association with amotivation, integrated regulation, and intrinsic motivation. Considering the direction of the discrepancy (high vs. low levels of need satisfaction and frustration) related to the behavioral regulations, results showed that higher need satisfaction relative to need frustration was associated with more self-determined regulations of motivation. Contrarily, higher need satisfaction relative to need frustration was associated with lower scores on amotivation, external, introjected, and identified regulation. Overall, these findings extend previous literature, suggesting that need satisfaction and frustration are distinct factors that can be experienced simultaneously in individuals during exercise and that different degrees of both needs have different associations with behavioral regulations.

The purpose of this study was to examine the longitudinal profiles of sport motivation using a 3-wave design (beginning, middle, and end of the season) among a sample of 736 adolescent athletes involved in intensive training centers. The authors explored whether several subgroups of athletes representing distinct motivation profiles emerged from the analyses and whether athletes reporting various scores of satisfaction and thwarting of basic psychological needs (BPNS and BPNT) at time 1 (T1) belonged to distinct motivational profiles at T1, T2, and T3. Results of latent profile transition analyses showed 4 different profiles: highly self-determined, self-determined, moderate autonomous and controlled motivation, moderately self-determined (T1 and T2), and high autonomous and controlled motivation (T3) profiles. Moreover, the likelihood of belonging to particular profiles was significantly predicted by athletes' BPNS and BPNT scores assessed at T1. Thus, a motivational profile approach may prove useful in understanding sport motivation as a dynamic system.

Introduction Higher education is a milestone in students’ lives; however, it often comes with various challenges. In this context, Basic Psychological Needs Theory emerges as a framework to understand a series of significant factors that influence students’ academic experiences, such as motivation and affect. Although there are studies that assess the association between basic psychological needs (BPN), motivation, affect and academic performance separately, there is a lack of research integrating all these variables in a higher education context. The first objective of the study was to evaluate the differences in BPN satisfaction, positive and negative affect, and academic performance between the courses perceived as the most motivating and those perceived as the least motivating. The second objective of the study was to examine the relationship between the studied variables. Methods This non-experimental cross-sectional study included a sample of 148 higher education students from Chile. Paired sample t-tests were performed to compare the levels of the study variables between the courses, followed by structural equation modeling (SEM). Results Findings for the t-tests reveal that courses considered the most motivating showed higher positive affect, lower negative affect, higher BPN satisfaction, and better academic performance. Results obtained through the SEM show that BPN satisfaction has an indirect effect on academic performance, mediated by affect and self-reported motivation. In addition, a direct effect from negative affect to academic performance was found. Discussion These results contribute to a better understanding of how BPN satisfaction influences the academic performance of university students, and reinforce the usefulness of Self-determination Theory (SDT) in explaining motivational and affective phenomena in higher education.

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Self-determination theory (SDT) proposes that people are more likely to engage in behaviors that reduce the harms associated with alcohol use if they do so for more self-determined reasons. There is growing support for this proposal, but the Treatment Self-Regulation Questionnaire (TSRQ), which assesses the self-determination continuum of motivation for engaging in alcohol-related harm reduction behaviors, lacks content coverage. We generated additional items to improve the content coverage of the TSRQ and evaluated its psychometric properties. We also compared two randomly assigned instruction sets that referenced "responsible drinking" or "protective behavioral strategies" (PBS). Participants (n = 2,236) were college students from psychology departments at 10 universities in eight U.S. states who reported past-month alcohol use and completed the revised TSRQ; the online survey was completed for partial course credit. Exploratory factor analysis supported a three-factor structure representing autonomous motivation, controlled motivation, and amotivation for the PBS version. This factor structure was confirmed using exploratory structural equation modeling for both the PBS and responsible drinking versions. Scalar invariance was achieved across instruction sets. Latent mean differences showed that those who received the PBS version had lower autonomous and controlled motivation scores, but higher amotivation scores. Associations of the three TSRQ factors with alcohol-related outcomes were consistent with SDT, and the magnitude of these associations did not differ across instruction sets. More accurate assessment of the self-determination continuum of motivation for alcohol-related harm reduction behaviors will improve research on this topic which has promising implications for alcohol interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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Abstract Background Providing professional support for people with mild to borderline intellectual disabilities (IDs) is supposed to support their autonomous participation in society and, in turn, enhance their well‐being and quality of life. However, the motivation for seeking support may differ for people with mild to borderline IDs, varying in the extent to which the person's autonomy is self‐determined. The present study tested the association between different types of motivation for seeking support and well‐being. Method Adults with mild to borderline IDs (N = 154) participated in a cross‐sectional survey. Researchers administered the Self‐Regulation Questionnaire – Support – II (SRQ‐S‐II) and a life satisfaction questionnaire. To determine the test–retest reliability of the SRQ‐S‐II, 30 participants completed a follow‐up questionnaire. Results The motivations cited by people with mild to borderline IDs for seeking support ranged from amotivation to intrinsic motivation. Multiple regression analysis indicated that the model explained 56.6% of the variance, with intrinsic motivation (β = 0.361, P < 0.001) and identified motivation (β = 0.381, P = 0.001) proving to be significant predictors in terms of explaining the highest percentage of variance in well‐being. Amotivation (β = −0.247, P = 0.004) and introjected motivation (β = −0.145, P = 0.03) contributed significantly to the model with negative beta coefficients. Finally, reliability measures (Cronbach's alphas, MacDonald's omegas and test–retest reliabilities) indicated that all types of motivation for seeking support could be reliably assessed. Conclusions The results of the present study showed that people with mild to borderline IDs displayed the full range of types of motivations for seeking support and, moreover, that it was associated with well‐being. Studying these motivational states, and increasing our awareness of what motivates this population to seek support, can aid the design of more effective support that respects self‐determination and well‐being. The SRQ‐S‐II is thus an important instrument for understanding the role of support in promoting well‐being.

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ABSTRACT Illegitimate tasks are tasks that are perceived as unnecessary or unreasonable. They act as stressors and are expected to induce various strains on employees, including motivational strains. In previous studies, only the association between illegitimate tasks and intrinsic motivation was examined. In the present three‐wave longitudinal study, the examination was expanded to include the full motivational continuum described in self‐determination theory. Structural equation modeling was used to examine both cross‐sectional and longitudinal associations between illegitimate tasks and behavioral regulations among Finnish working adults. In addition to intrinsic motivation, illegitimate tasks were observed to also be strongly associated with amotivation and more moderately associated with external regulation, introjected regulation, and identified regulation in the expected directions. In longitudinal analyses, illegitimate tasks were observed to predict an increase in amotivation and a decrease in autonomous motivation; introjected regulation was observed to predict an increase in illegitimate tasks; and autonomous motivation was observed to predict a decrease in illegitimate tasks. Illegitimate tasks and motivation described in self‐determination theory may have reciprocal associations over time. Examining other behavioral regulatory styles in addition to intrinsic motivation is recommended.

Gamification possesses a great potential to shape human behaviors and performance. However, the mixed results in gamification research suggest the need to develop a thorough understanding of the mechanistic underpinnings of gamification. Although self-determination theory (SDT) provides a solid theoretical framework to achieve such purposes, it has been mostly applied superficially, limiting its potential to significantly impact gamification research and practice. This paper suggests that SDT, particularly three ideas in SDT – a continuum of motivation, the mutually supportive nature of basic psychological needs, and the functional significance of an event – have not been fully explored in gamification research and practice. Attention to the three ideas and relevant SDT literature will advance gamification research and practice in the following ways. First, the idea of continuum of motivation can serve as a powerful framework to conceptualize gamification. Second, the ideas of mutually supportive nature of basic psychological needs and the functional significance of an event can help us develop a nuanced instead of simplistic approach to gamification design. Finally, the three ideas suggest important research directions that have yet to be fully explored in current gamification research.

Adherence to lifestyle changes, such as physical activity and nutrition, is crucial for reducing morbidity and mortality from noncommunicable diseases. However, the quality of motivation plays a key role in sustaining these behaviors, particularly in clinical settings such as sports medicine and preventive healthcare. According to the Self-Determination Theory (SDT), motivation exists on a continuum ranging from amotivation (lack of intent) to extrinsic motivation—which varies in autonomy (external, introjected, identified, and integrated regulation)—and intrinsic motivation, where behavior is fully self-determined. The Behavioral Regulation in Exercise Questionnaire (BREQ-3), based on SDT, quantifies these motivational types and serves as a clinical tool for tailoring interventions. A 29-year-old man with obesity sought telemedicine consultation for exercise and nutrition guidance. Initial BREQ-3 assessment revealed predominant introjected regulation (13/16 points), suggesting motivation driven by guilt and social expectations. A structured SDT-based intervention was implemented, integrating aerobic and resistance training, step-count targets, nutritional modifications, and behavioral strategies, specifically designed to shift motivation toward autonomous forms. At 14 months, a reassessment with BREQ-3 showed a shift towards intrinsic (+4) and integrated regulation (+3), along with decreases in introjected (-2) and external regulation (-5), reflecting improved alignment between exercise and personal values. Seventeen months after the intervention, despite the absence of professional supervision, motivation remained highly autonomous, with maximum scores in intrinsic regulation (16/16) and high scores in integrated regulation (13/16), indicating sustained behavior change. This case underscores the clinical utility of BREQ-3 in assessing and guiding motivation-based interventions. The observed transition from controlled to autonomous motivation highlights the effectiveness of SDT-informed strategies in promoting long-term behavior change. These findings suggest that integrating motivation assessments into routine practice could enhance adherence across diverse clinical populations, ultimately optimizing patient outcomes in lifestyle interventions.

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Today's youth are growing up in a world threatened by climate change. Facing an uncertain future, young people—and especially adolescents—tend to be concerned about climate change, even more so than other age groups. How can socializing agents (e.g., educators, policymakers, clinicians) support and engage adolescents as they come of age in a warming world? In this article, we review studies on climate change and youth development from the perspective of self‐determination theory (SDT). SDT provides a framework for understanding a nascent body of literature on adolescents' responses to climate change. In particular, SDT offers insights into the factors that can facilitate or undermine adolescents' internalization of climate science, engagement in pro‐environmental behavior, and capacity for resilience and well‐being. We discuss SDT's potential to inform efforts to encourage positive youth development amid climate change, and we identify priorities for investigation.

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The fulfilment of basic psychological needs of autonomy, competence and relatedness exists along a continuum from amotivation to intrinsic motivation. Between these extremes is extrinsic motivation. More than ever before, we have more generational gaps in today’s workplace, and it is generally believed that younger employees differ strongly from older generations in values and motivation. Generational differences were used as the mediating variable in this study, which examines the predictive validity of employee engagement using extrinsic and intrinsic motivation. Structural equation modelling was used to analyse data obtained from 564 respondents across different generational cohorts using structured questionnaire. The study found that generational differences do not positively mediate between extrinsic and intrinsic motivation and engagement outcomes. Generational differences in the workplace were found to be mostly exaggerated. Also, intrinsic motivation was more positively related to employee engagement than extrinsic motivation across all generations. Furthermore, we found that even though extrinsic and intrinsic motivation operates on different spectrums, they complement each other. These findings have important implications for managers, particularly because employee engagement is a critical enabler for productivity and employee retention.

PURPOSE To explore eating motivation in individuals undergoing cancer treatment based on the Self-Determination Theory (SDT). METHODS A qualitative study was conducted using focus groups involving 17 patients undergoing treatment and 6 oncology professionals. The group narratives were grounded in SDT and analyzed through directed content analysis. RESULTS Data analysis revealed six theory-based themes: amotivation, external motivation, introjected motivation, identified motivation, integrated motivation, and intrinsic motivation. Amotivation for eating was regulated by the side effects of medications used in cancer treatment. Many patients exhibited controlled motivation for eating (external and introjected), influenced by peers, media, and the biomedical and medicalized model, following dietary guidelines from oncology professionals, pleasing peers, and dealing with various emotions related to the illness process. Moderately autonomous motivations (identified and integrated) were observed and related to coping with the disease and treatment, improving health, survival, and enjoying life. Motivational internalization (intrinsic) was associated with the pleasure of eating. The various motivational regulations found demonstrated that eating motivation is dynamic during cancer treatment, coexisting within the same behavior and changing according to psychological and socio-environmental contexts. CONCLUSION Various motivational eating experiences were identified in individuals undergoing cancer treatment using qualitative methods supported by SDT (amotivation, controlled motivation, and autonomous motivation). Understanding these motivations is essential for promoting food autonomy, planning, and disseminating care strategies that align with these individuals' needs.

Traditional clinical teaching involves physician teachers asking questions to gauge students' knowledge-controversially referred to as "pimping." Previous studies have explored students' perceptions of pimping; however, research from a motivational science perspective is limited. This study used Self-Determination Theory (SDT) as a lens to explore medical students' perspectives of pimping. In this qualitative study, we purposively sampled and interviewed undergraduate medical students from the class cohorts of 2019-2022 from the University of Saskatchewan, Canada, who shared their experiences and perspectives of pimping and how it affected motivation and well-being. We used thematic analysis guided by SDT to code the data and develop themes. We conducted interviews until no new themes were identified. Thirteen medical students participated-nine from Year 1 (five female, four male), one from Year 2 (female), one from Year 3 (male), and two from Year 4 (both male). Learners expressed mixed perspectives about pimping, some noting increased motivation for studying and engagement, while others experienced the opposite. We identified themes related to thwarting of autonomy, competence, and relatedness; more controlled forms of motivational behaviors (feeling forced, guilt, embarrassment, desire to prove); and negative well-being consequences. Learners described autonomy-supportive approaches to questioning. This study supports SDT's continuum of motivation emphasizing quality of motivation beyond just presence or absence of motivation, which helps understand how pimping can motivate students but through less optimal controlled forms of motivation, accompanied by negative well-being. Effects of pimping may also differ between junior and senior learners. We present practical implications for questioning approaches that support learner autonomy and shift away from exerting control and pressure.

Adolescence is a critical period for career identity development, yet in India, familial expectations and sociocultural norms often override adolescent autonomy. This study explores the extent and impact of career choice suppression on Indian adolescents’ psychological well-being, autonomy, and identity formation. Guided by Self-Determination Theory (SDT) and Identity Development Theory, a mixed-methods explanatory sequential design was employed. Quantitative data were collected from 400 adolescents using standardized tools (CDDQ, SDS, and a culturally adapted parental pressure scale), followed by qualitative interviews with students, parents, and educators across five Indian states, including representation from the North-East. Findings reveal a significant inverse correlation between perceived parental pressure and autonomy (r = -0.62, p < 0.01). Thematic analysis showed patterns of emotional conflict, internalized compliance, and limited awareness of self-determination rights. Adolescents from North-Eastern regions reported relatively higher autonomy. The study calls for integrating career counseling, parental sensitization, and rights-based education into India’s educational framework. It highlights the need to balance cultural values with adolescents’ right to make informed career choices.