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Kirsch J, Spreckelsen C. Caution with competitive gamification in medical education: unexpected results of a randomised cross-over study. BMC MEDICAL EDUCATION 2023; 23:259. [PMID: 37072842 PMCID: PMC10114491 DOI: 10.1186/s12909-023-04258-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Accepted: 04/13/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND To intrinsically motivate students in the long term, longitudinal e-learning systems combined with repeated testing and competitive gamification seem promising. The effects of this approach have never been closely examined in the field of evidence-based medicine. The authors investigated if a simple, competitive learning application enhances students' risk competence and intrinsic motivation. METHODS Participants were 5.-9. semester medical students (n = 48), recruited in an elective evidence-based medicine subject and randomly distributed to two groups (group 1: n = 23; group 2: n = 25). Both accessed a competitive evidence-based medicine quiz game. Following a cross-over design, each group practiced with one of two thematically different questionnaires A or B, before the allocation switched after one month. To analyse whether there was a measurable learning effect in the practiced topics, a paired t-test was performed with quantitative data from 3 e-tests. Students further reported their experience in evaluation surveys. RESULTS Students' improvements in e-test scores after training with the corresponding topics in the learning application can be attributed to chance. Even though the majority enjoyed playing and felt motivated to study, they invested a minimum of time and rejected competition. CONCLUSION The authors found no evidence for benefits of the investigated learning programme on students' risk competence or on their internal motivation. The majority disapproved the competitive concept, indicating adverse side effects of the applied gamification element. To intrinsically motivate more students, prospective learning programmes should favour complex and collaborative programmes over simple and competitive ones.
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Affiliation(s)
- Jacqueline Kirsch
- Medical Clinic, Luisenhospital, Boxgraben 99, 52064, Aachen, Germany.
| | - Cord Spreckelsen
- Institute for Medical Statistics, Computer and Data Sciences (IMSID) of the university hospital Jena, Bachstraße 18, Haus 1, 07743, Jena, Germany
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2
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Rompho N. Do objectives and key results solve organizational performance measurement issues? BENCHMARKING-AN INTERNATIONAL JOURNAL 2023. [DOI: 10.1108/bij-07-2022-0464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Abstract
PurposeThis study aims to determine whether and how objectives and key results (OKRs) can be used to solve performance measurement issues encountered by organizations.Design/methodology/approachA total of 204 staff members from 26 Thai organizations that adopted OKRs were interviewed. Five senior executives and five operational staff members with experience using OKRs were selected from each organization. Content analysis was also performed.FindingsOKRs facilitate the acceptance of performance indicators and help solve issues of alignment between indicators and organizational strategies as well as improper target setting.Research limitations/implicationsThe results have limited generalizability because of the qualitative approach undertaken in the study. Further research can test whether the results hold true if OKRs are used for longer than six months.Practical implicationsThe results of this study can be used to help managers and employees set challenging targets, utilize their competencies and find a sense of relatedness, which can lead to organizational success.Originality/valueThis study is one of the first to thoroughly investigate the use of OKRs by adopting the self-determination theory (SDT) as the main theoretical framework.
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Deng Y, Zhang Y, Zhu Y. Autonomy need-based experiences and hope and fear components of autonomy strength: Investigating the longitudinal and reciprocal effects over a two-year period. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.111964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Schürmann L, Kärner T, Ringeisen T. Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach. Front Psychol 2022; 13:992314. [PMID: 36591083 PMCID: PMC9795066 DOI: 10.3389/fpsyg.2022.992314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 11/15/2022] [Indexed: 12/15/2022] Open
Abstract
Introduction Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam. Methods 92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time. Results Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes. Discussion Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.
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Affiliation(s)
- Linda Schürmann
- Department of Developmental Psychology and Psychological Diagnostics, Institute of Psychology, University of Koblenz-Landau, Koblenz, Rhineland-Palatinate, Germany,*Correspondence: Linda Schürmann,
| | - Tobias Kärner
- Chair of Economic and Business Education (560A), University of Hohenheim, Stuttgart, Baden-Württemberg, Germany
| | - Tobias Ringeisen
- Chair of Applied Psychology, Berlin School of Economics and Law, Berlin, Germany
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Haw JY, King RB. Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102161] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Prior autonomy frustration facilitates persistent behavior: The moderating role of autonomy causality orientation. MOTIVATION AND EMOTION 2022. [DOI: 10.1007/s11031-022-09961-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Veenstra GL, Rietzschel EF, Molleman E, Heineman E, Pols J, Welker GA. Electronic health record implementation and healthcare workers' work characteristics and autonomous motivation-a before-and-after study. BMC Med Inform Decis Mak 2022; 22:120. [PMID: 35505319 PMCID: PMC9063104 DOI: 10.1186/s12911-022-01858-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 04/05/2022] [Indexed: 11/10/2022] Open
Abstract
Background Technological innovation in healthcare is often assumed to contribute to the quality of care. However, the question how technology implementation impacts healthcare workers has received little empirical attention. This study investigates the consequences of Electronic Health Record (EHR) implementation for healthcare workers’ autonomous work motivation. These effects are further hypothesized to be mediated by changes in perceived work characteristics (job autonomy and interdependence). Additionally, a moderating effect of profession on the relationship between EHR implementation and work characteristics is explored. Methods A quantitative uncontrolled before-and-after study was performed among employees from a large university medical centre in the Netherlands. Data were analysed following the component approach for testing a first stage moderated mediation model, using Generalized Estimating Equations (GEE). Results A total of 456 healthcare workers (75 physicians, 154 nurses, 145 allied healthcare professionals, and 82 administrative workers) finished both the baseline and the follow-up survey. After EHR implementation, perceived job autonomy decreased, whereas interdependence increased. In line with our hypothesis, job autonomy was positively associated with autonomous motivation. In contrast to our expectations, interdependence also showed a positive association with autonomous motivation. Autonomous motivation was stable over the course of EHR implementation. This study did not provide support for a moderating effect of profession: no differences were observed between the various professions regarding the changes in their experienced job autonomy and interdependence after EHR implementation. Conclusions Our study showed that healthcare professionals’ perceptions of their work characteristics, but not their autonomous motivation, were changed after EHR implementation, and that these experiences were relatively similar for physicians, nurses, and allied healthcare professionals. The stability of healthcare workers’ autonomous motivation may be explained by the opposite effects of decreased job autonomy and increased interdependence, and by the EHR being in line with healthcare workers’ values. The changes in job autonomy and interdependence may have consequences beyond motivation, for example by affecting clinical decision-making, proactive behaviour, and the quality of teamwork. These potential consequences of EHR implementation warrant further research. Supplementary Information The online version contains supplementary material available at 10.1186/s12911-022-01858-x.
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Affiliation(s)
- Gepke L Veenstra
- Department of Surgery, University Medical Center Groningen, University of Groningen, Hanzeplein 1, Huispostcode LA10, 9713 GZ, Groningen, The Netherlands.
| | - Eric F Rietzschel
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Eric Molleman
- Department of Human Resource Management and Organizational Behavior, Faculty of Economics and Business, University of Groningen, Groningen, The Netherlands
| | - Erik Heineman
- Department of Surgery, University Medical Center Groningen, University of Groningen, Hanzeplein 1, Huispostcode LA10, 9713 GZ, Groningen, The Netherlands
| | - Jan Pols
- Center for Educational Development and Research in Health Professions, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Gera A Welker
- UMC Staff Policy and Management Support, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Wörtler B, Van Yperen NW, Barelds DPH. The link between empowering leadership and employees' perceptions of the effectiveness of blended working. Scand J Psychol 2022; 63:208-218. [PMID: 35112352 PMCID: PMC9303621 DOI: 10.1111/sjop.12796] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 10/30/2021] [Accepted: 11/05/2021] [Indexed: 12/20/2022]
Abstract
Linked to technological and societal developments, including the COVID-19 pandemic, employees are increasingly being given the opportunity to blend onsite and remote working including flexibility as to when and where they work. Despite the proliferation of such blended working, there is little empirical research on how leaders in organizations can contribute to facilitating its effectiveness. In the present study, we hypothesized that an empowering leadership style would be positively associated with employees' perceptions of the effectiveness of blended working. Additionally, grounded in Self-Determination Theory, we hypothesized that the satisfaction of employees' work-related psychological needs for autonomy and for competence would mediate this relation. Results of a field study (N = 405 employees) using a two-wave panel design supported a cross-lagged effect of empowering leadership on employees' perceptions of the effectiveness of blended working. However, no evidence was found for the hypothesized mediated relations. Our findings could be of value to organizations as they indicate a specific leadership style that is likely to facilitate the effectiveness of blended working.
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Affiliation(s)
- Burkhard Wörtler
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Nico W Van Yperen
- Department of Psychology, University of Groningen, Groningen, The Netherlands
| | - Dick P H Barelds
- Department of Psychology, University of Groningen, Groningen, The Netherlands
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The benefits of need satisfaction depend on their relative importance for people with a unidimensional identity: an idiographic analysis. MOTIVATION AND EMOTION 2021. [DOI: 10.1007/s11031-021-09908-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractSelf-determination theory proposes that the satisfaction of basic psychological needs is equally beneficial for everyone – the Universal Hypothesis. Equally, there are intra-individual differences in how the satisfaction of differentially important needs might be differentially beneficial, which we term the Intra-individual Hypothesis. We aimed to reconcile these positions. Across four cross-sectional studies (ns = 300 rock climbers, 323 sportspeople, 394 UK and Chinese adults, 320 UK adults), we investigated the needs of individuals with varying dimensions to their identity, and their motivation and self-esteem. In Studies 1, 2, and 4, when individuals strongly related their sense of identity to investment in a specific activity, the association between need satisfaction and self-esteem (and motivation in Studies 1–2) depended on their intra-individual need importance, supporting the Intra-individual Hypothesis. In Studies 3 and 4, for individuals with a multidimensional identity, the association between need satisfaction and self-esteem did not depend on the importance of each need, supporting the Universal Hypothesis. The satisfaction of basic psychological needs is not always uniform in its link with motivation and well-being. The degree to which individuals have a unidimensional or multidimensional self-concept appears fruitful in predicting the relative value of the Universal Hypothesis and the Intra-individual Hypothesis.
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Sischka PE, Melzer A, Schmidt AF, Steffgen G. Psychological Contract Violation or Basic Need Frustration? Psychological Mechanisms Behind the Effects of Workplace Bullying. Front Psychol 2021; 12:627968. [PMID: 33897535 PMCID: PMC8062865 DOI: 10.3389/fpsyg.2021.627968] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 03/01/2021] [Indexed: 11/13/2022] Open
Abstract
Workplace bullying is a phenomenon that can have serious detrimental effects on health, work-related attitudes, and the behavior of the target. Particularly, workplace bullying exposure has been linked to lower level of general well-being, job satisfaction, vigor, and performance and higher level of burnout, workplace deviance, and turnover intentions. However, the psychological mechanisms behind these relations are still not well-understood. Drawing on psychological contract and self-determination theory (SDT), we hypothesized that perceptions of contract violation and the frustration of basic needs mediate the relationship between workplace bullying exposure and well-being, attitudinal, and behavioral outcomes. Self-reported data were collected among employees with different working backgrounds (N = 1,257) via Amazon's Mechanical Turk in an online survey. Results showed that feelings of contract violation and frustration of basic needs accounted for unique variation in well-being, work satisfaction, burnout, vigor, and turnover intentions, pointing to individual contributions of both psychological mechanisms. However, when controlled for frustration of basic needs, feelings of psychological contract violation were no longer a mediator between workplace bullying exposure and work performance. Helping employees to deal effectively with workplace bullying exposure might buffer its negative effects and reduce their experienced frustration of basic needs, preserving their well-being, vigor, and work performance and, eventually, prevent burnout. The present study is the first to concurrently elucidate the proposed psychological mechanisms and unique contributions of psychological contract violation and frustration of basic needs in the context of workplace bullying.
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Affiliation(s)
- Philipp E Sischka
- Department of Behavioural and Cognitive Sciences, Institute for Health and Behaviour, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - André Melzer
- Department of Behavioural and Cognitive Sciences, Institute for Health and Behaviour, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Alexander F Schmidt
- Department of Psychology, Social and Legal Psychology, University of Mainz, Mainz, Germany
| | - Georges Steffgen
- Department of Behavioural and Cognitive Sciences, Institute for Health and Behaviour, University of Luxembourg, Esch-sur-Alzette, Luxembourg
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11
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Laporte N, Soenens B, Brenning K, Vansteenkiste M. Adolescents as active managers of their own psychological needs: The role of psychological need crafting in adolescents’ mental health. J Adolesc 2021; 88:67-83. [DOI: 10.1016/j.adolescence.2021.02.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Revised: 02/15/2021] [Accepted: 02/17/2021] [Indexed: 12/23/2022]
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12
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Hierarchical Cluster Analysis of Human Value Priorities and Associations with Subjective Well-Being, Subjective General Health, Social Life, and Depression across Europe. SOCIAL SCIENCES 2021. [DOI: 10.3390/socsci10020074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Human values are a central component in understanding individuals’ choices. Using the Schwartz’s Values instrument, this study aimed to identify patterns of human value priorities of 35,936 participants across 20 European countries and analyse their relations with subjective well-being (SWB), subjective general health (SGH), social life, and depression indices in Europe. A hierarchical cluster analysis of data from the seventh European Social Survey (ESS) round 7, based on the higher order dimensions of the Schwartz values model, allowed identifying four European groups with distinct indicators. Indices of SWB, SGH, social life, and depression showed statistically significant differences among the four different sociodemographic groups. The graphical representation of the monotonic correlations of each of these indices with the value priorities attributed to the ten basic human values was ordered according to the Schwartz circumplex model, yielding quasi-sinusoidal patterns. The differences among the four groups can be explained by their distinct sociodemographic characteristics: social focus, growth focus, strong social focus, and weak growth focus. The results of this study suggest a rehabilitation of the notion of hedonism, raising the distinction between higher and lower pleasures, with the former contributing more to well-being than the latter.
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Kronenwett M, Rigotti T. Subjective achievement experiences at work and reduced depressivity: the mediating role of psychological need satisfaction. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2020. [DOI: 10.1080/1359432x.2020.1862086] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Michael Kronenwett
- Work, Organzational, and Business Psychology, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Thomas Rigotti
- Work, Organzational, and Business Psychology, Johannes Gutenberg University Mainz, Mainz, Germany
- Leibniz Institute for Resilience Research, Mainz, Germany
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What do you (think you) need? Perceived vs. experienced effects of need fulfillment on well-being. JOURNAL OF RESEARCH IN PERSONALITY 2020. [DOI: 10.1016/j.jrp.2020.103938] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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15
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Hornstra L, Bakx A, Mathijssen S, Denissen JJ. Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101871] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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16
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Ramsay JE. Authoritative Maternal Parenting Associates With the Explicit Need for Autonomy. JOURNAL OF INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1027/1614-0001/a000309] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Previous research suggests that parenting style influences the development of the needs for achievement, power, and affiliation. The present study investigated the relationship between parenting style and another important motive disposition – the need for autonomy – in a sample of Singapore university students ( N = 97, 69% female), using a cross-sectional and retrospective design. It was predicted that an authoritative perceived parenting style would relate positively to the implicit need for autonomy ( nAut), the explicit need for autonomy ( sanAut), and the congruence between these two motive dispositions. Authoritative maternal parenting was found to positively associate with sanAut, while maternal parenting was not found to associate with nAut, or with nAut/ sanAut congruence. Paternal parenting was not associated with any of the dependent variables.
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Li J, Zhang C, Li X, Zhang C. Patients’ emotional bonding with MHealth apps: An attachment perspective on patients’ use of MHealth applications. INTERNATIONAL JOURNAL OF INFORMATION MANAGEMENT 2020. [DOI: 10.1016/j.ijinfomgt.2019.102054] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Vansteenkiste M, Ryan RM, Soenens B. Basic psychological need theory: Advancements, critical themes, and future directions. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-019-09818-1] [Citation(s) in RCA: 186] [Impact Index Per Article: 46.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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19
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van Egmond MC, Hanke K, Omarshah TT, Navarrete Berges A, Zango V, Sieu C. Self-esteem, motivation and school attendance among sub-Saharan African girls: A self-determination theory perspective. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2020; 55:842-850. [PMID: 31912496 DOI: 10.1002/ijop.12651] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2019] [Accepted: 12/23/2019] [Indexed: 11/08/2022]
Abstract
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.
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Affiliation(s)
| | - Katja Hanke
- University of Applied Management Studies, Mannheim, Germany
| | | | | | | | - Celine Sieu
- Save the Children Mozambique, Maputo, Mozambique
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González-Cutre D, Romero-Elías M, Jiménez-Loaisa A, Beltrán-Carrillo VJ, Hagger MS. Testing the need for novelty as a candidate need in basic psychological needs theory. MOTIVATION AND EMOTION 2019. [DOI: 10.1007/s11031-019-09812-7] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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21
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Waterschoot J, Vansteenkiste M, Soenens B. The effects of experimentally induced choice on elementary school children's intrinsic motivation: The moderating role of indecisiveness and teacher-student relatedness. J Exp Child Psychol 2019; 188:104692. [PMID: 31539835 DOI: 10.1016/j.jecp.2019.104692] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2019] [Revised: 07/17/2019] [Accepted: 08/09/2019] [Indexed: 10/26/2022]
Abstract
Although the effects of choice provision on intrinsic motivation have been intensively studied, the number of experimental studies, in particular with elementary school children, is limited. Moreover, many questions regarding the boundary conditions of the effects of choice remain unresolved. Grounded in self-determination theory, the current experimental field study examined the effect of choice provision, versus choice deprivation, on the intrinsic motivation of elementary school children, thereby also addressing the role of child-teacher relatedness and children's indecisiveness as potential moderators. After elementary school children (N = 126, Mage = 10.8 years) indicated their preference for one of three different painting activities, half of the children were allowed (so said by the teacher) to perform their preferred activity (i.e., the choice provision condition), and the other half were deprived of their choice and instead obliged to engage in a nonpreferred activity (also so said by the teacher). After having performed the activities, children's intrinsic motivation, autonomy and competence need satisfaction, vitality, and intended persistence were assessed. Children in the choice provision condition, relative to those in the choice deprivation condition, reported enhanced intrinsic motivation and vitality because they experienced more autonomy and competence need satisfaction during the painting activity. Furthermore, because highly indecisive children did not benefit from choice in terms of competence satisfaction, the indirect effect of choice through competence on two indicators of intrinsic motivation was not significant among these children. Relatedness with the teacher did not play a moderating role. Limitations and directions for future research are discussed.
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Affiliation(s)
- Joachim Waterschoot
- Department of Developmental, Personality and Social Psychology, Ghent University, 9000 Ghent, Belgium.
| | - Maarten Vansteenkiste
- Department of Developmental, Personality and Social Psychology, Ghent University, 9000 Ghent, Belgium
| | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Ghent University, 9000 Ghent, Belgium
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Wörtler B, Van Yperen NW, Barelds DPH. Do individual differences in need strength moderate the relations between basic psychological need satisfaction and organizational citizenship behavior? MOTIVATION AND EMOTION 2019. [DOI: 10.1007/s11031-019-09775-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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23
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Henning G, Bjälkebring P, Stenling A, Thorvaldsson V, Johansson B, Lindwall M. Changes in within- and between-person associations between basic psychological need satisfaction and well-being after retirement. JOURNAL OF RESEARCH IN PERSONALITY 2019. [DOI: 10.1016/j.jrp.2019.03.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Ryan RM, Soenens B, Vansteenkiste M. Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business. J Pers 2018; 87:115-145. [PMID: 30325499 DOI: 10.1111/jopy.12440] [Citation(s) in RCA: 51] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2018] [Revised: 10/03/2018] [Accepted: 10/03/2018] [Indexed: 12/19/2022]
Abstract
OBJECTIVE This special issue focuses on self-determination theory (SDT) as an integrative framework for the wider field of personality research. In this commentary our aims include: reflecting on the utility and strengths of SDT as such a general framework and responding to the various contributions in this issue regarding their use of SDT as a guiding, complementary, or contrasting framework. METHODS AND RESULTS We describe how SDT has developed organically and conservatively from "within" based on the emerging patterns of evidence, as well through the ongoing challenges from other models and frameworks. We then discuss each of the various contributions to this special issue, addressing themes that include SDT's breadth of methods, and its relevance to topics such as narcissism, wisdom, individual differences, Big-Five traits, and the neuropsychology of motivation, among others. Across these discussions, we highlight fruitful avenues for research and cross-fertilization across the fields of personality, development, motivation, and neuroscience. At the same time, we counter some claims made about SDT, and forward certain cautions regarding the integration of SDT and other personality frameworks and models. CONCLUSIONS We conclude by revisiting the value of broad theory, and SDT in particular, for coordinating complex research findings concerning motivation, personality development and wellness across multiple levels of analysis and, perhaps more importantly, for pointing researchers to the right questions within today's prolific empiricism.
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Affiliation(s)
- Richard M Ryan
- Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.,Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York
| | - Bart Soenens
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
| | - Maarten Vansteenkiste
- Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium
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The development and validation of an implicit measure of competence need satisfaction. MOTIVATION AND EMOTION 2018. [DOI: 10.1007/s11031-018-9685-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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