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Nikolaos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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A 3-month evaluation of the standard provision and a Self-Determination Theory-based exercise on referral program
Journal of Sport and Exercise Psychology, 2009Co-Authors: Joan L Duda, Nikolaos Ntoumanis, Kate Jolly, Frank F. Eves, Amanda Daley, Nanette Mutrie, Peter C. Rouse, Rekha LodhiaAbstract:This paper evaluates the standard provision and a Self-Determination Theory-based exercise on referral program, over a three month period.
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a test of self determination Theory in school physical education
British Journal of Educational Psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Background. Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. Aims. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Sample. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Method. Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Results. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multi-sample SEM invariance testing revealed the model to be largely invariant for male and female students. Conclusions. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
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A test of Self-Determination Theory in school physical education.
The British journal of educational psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multisample SEM invariance testing revealed the model to be largely invariant for male and female students. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
Martyn Standage - One of the best experts on this subject based on the ideXlab platform.
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motivation in physical education classes a self determination Theory perspective
Theory and Research in Education, 2009Co-Authors: Nikos Ntoumanis, Martyn StandageAbstract:This article presents a brief overview of empirical studies in school physical education (PE) that have employed Self-Determination Theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE.
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a test of self determination Theory in school physical education
British Journal of Educational Psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Background. Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. Aims. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Sample. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Method. Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Results. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multi-sample SEM invariance testing revealed the model to be largely invariant for male and female students. Conclusions. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
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A test of Self-Determination Theory in school physical education.
The British journal of educational psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multisample SEM invariance testing revealed the model to be largely invariant for male and female students. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
Joan L Duda - One of the best experts on this subject based on the ideXlab platform.
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a classification of motivation and behavior change techniques used in self determination Theory based interventions in health contexts
Current Opinion in Organ Transplantation, 2020Co-Authors: Pedro J. Teixeira, Joan L Duda, Chris Lonsdale, Marta M. Marques, Marlene N. Silva, Jennifer Brunet, Leen Haerens, Jennifer G. La Guardia, Magnus Lindwall, David MarklandAbstract:While evidence suggests that interventions based on Self-Determination Theory have efficacy in motivating adoption and maintenance of health-related behaviors, and in promoting adaptive psychological outcomes, the motivational techniques that comprise the content of these interventions have not been comprehensively identified or described. The aim of the present study was to develop a classification system of the techniques that comprise Self-Determination Theory interventions, with satisfaction of psychological needs as an organizing principle. Candidate techniques were identified through a comprehensive review of Self-Determination Theory interventions and nomination by experts. The study team developed a preliminary list of candidate techniques accompanied by labels, definitions, and function descriptions of each. Each technique was aligned with the most closely related psychological need satisfaction construct (autonomy, competence, or relatedness). Using an iterative expert consensus procedure, participating experts (N = 18) judged each technique on the preliminary list for redundancy, essentiality, uniqueness, and the proposed link between the technique and basic psychological need. The procedure produced a final classification of 21 motivation and behavior change techniques (MBCTs). Redundancies between final MBCTs against techniques from existing behavior change technique taxonomies were also checked. The classification system is the first formal attempt to systematize Self-Determination Theory intervention techniques. The classification is expected to enhance consistency in descriptions of Self-Determination Theory-based interventions in health contexts, and assist in facilitating synthesis of evidence on interventions based on the Theory. The classification is also expected to guide future efforts to identify, describe, and classify the techniques that comprise Self-Determination Theory-based interventions in multiple domains.
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Classification of Techniques Used in Self-Determination Theory-Based Interventions in Health Contexts: An Expert Consensus Study
2019Co-Authors: Pedro J. Teixeira, Joan L Duda, Chris Lonsdale, Marta M. Marques, Marlene N. Silva, Jennifer Brunet, Leen Haerens, Jennifer G. La Guardia, Magnus Lindwall, David MarklandAbstract:While evidence suggests that interventions based on Self-Determination Theory can be effective in motivating adoption and maintenance of health-related behaviors, and in promoting adaptive psychological outcomes, the motivational techniques that comprise the content of these interventions have not been comprehensively identified or described. The aim of the present study was to develop a classification system of the techniques that comprise Self-Determination Theory interventions, with satisfaction of psychological needs as an organizing principle. Candidate techniques were identified through a comprehensive review of Self-Determination Theory interventions and nomination by experts. The study team developed a preliminary list of candidate techniques accompanied by labels, definitions, and function descriptions of each. Each technique was aligned with the most closely-related psychological need satisfaction construct (autonomy, competence, or relatedness). Using an iterative expert consensus procedure, participating experts (N=18) judged each technique on the preliminary list for redundancy, essentiality, uniqueness, and the proposed link between the technique and basic psychological need. The procedure produced a final classification of 21 motivation and behavior change techniques (MBCTs). Redundancies between final MBCTs against techniques from existing behavior change technique taxonomies were also checked. The classification system is the first formal attempt to systematize Self-Determination Theory intervention techniques. The classification is expected to enhance consistency in descriptions of Self-Determination Theory-based interventions in health contexts, and assist in facilitating synthesis of evidence on interventions based on the Theory. The classification is also expected to guide future efforts to identify, describe, and classify the techniques that comprise Self-Determination Theory-based interventions in multiple domains.
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A 3-month evaluation of the standard provision and a Self-Determination Theory-based exercise on referral program
Journal of Sport and Exercise Psychology, 2009Co-Authors: Joan L Duda, Nikolaos Ntoumanis, Kate Jolly, Frank F. Eves, Amanda Daley, Nanette Mutrie, Peter C. Rouse, Rekha LodhiaAbstract:This paper evaluates the standard provision and a Self-Determination Theory-based exercise on referral program, over a three month period.
-
a test of self determination Theory in school physical education
British Journal of Educational Psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Background. Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. Aims. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Sample. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Method. Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Results. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multi-sample SEM invariance testing revealed the model to be largely invariant for male and female students. Conclusions. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
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A test of Self-Determination Theory in school physical education.
The British journal of educational psychology, 2005Co-Authors: Martyn Standage, Joan L Duda, Nikolaos NtoumanisAbstract:Contemporary research conducted in the context of school physical education (PE) has increasingly embraced various tenets of Self-Determination Theory (Deci & Ryan, 1985, 1991). Despite this increase in research attention, some postulates of the framework remain unexplored (e.g. impact of a need-supportive climate). As such, the present study sought to provide a more comprehensive test of Self-Determination Theory. The present work also examined Deci and Ryan's claim that the motivational sequence embraced by their framework is invariant across gender. (i) To examine a model of motivation based on the tenets of Self-Determination Theory, and (ii) explore the invariance of the model across gender. Participants were 950 British secondary school students (443 male, 490 female, 17 gender not specified) Participants completed a questionnaire that included measures of need support, need satisfaction, motivation, positive and negative affect, task challenge, and concentration. Structural equation modelling (SEM) analysis revealed that students who perceived a need-supporting environment experienced greater levels of need satisfaction. Need satisfaction predicted intrinsic motivation, which, in turn, linked to adaptive PE-related outcomes. In contrast, need satisfaction negatively predicted amotivation, which, in turn, was positively predictive of feelings of unhappiness. Multisample SEM invariance testing revealed the model to be largely invariant for male and female students. The results of the study provide support for Self-Determination Theory and corroborate the application of the framework to the context of school PE. Further, we largely found support for the invariance of the motivational processes embraced by Self-Determination Theory across gender.
Edward L Deci - One of the best experts on this subject based on the ideXlab platform.
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self determination Theory basic psychological needs in motivation development and wellness
2017Co-Authors: Richard M. Ryan, Edward L DeciAbstract:I. Introduction 1. Self-Determination Theory: An Introduction and Overview II. Philosophical and Historical Considerations 2. Organismic Principles: Historical Perspectives on Development and Integration in Living Entities 3. Human Autonomy: Philosophical Perspectives and the Phenomenology of Self 4. Psychological Needs: Varied Concepts and a Preliminary Description of Self-Determination Theory's Approach 5. A Brief History of Intrinsic Motivation III. The Six Mini-Theories of Self-Determination Theory 6. Cognitive Evaluation Theory, Part I: The Effects of Rewards, Feedback, and Other External Events on Intrinsic Motivation 7. Cognitive Evaluation Theory, Part II: Interpersonal and Intrapersonal Processes Affecting Intrinsic Motivation 8. Organismic Integration Theory: Internalization and the Differentiation of Extrinsic Motivation 9. Causality Orientations Theory: Individual Differences in, and Priming of, Motivational Orientations 10. Basic Psychological Needs Theory: Satisfaction and Frustration of Autonomy, Competence, and Relatedness in Relation to Psychological Wellness and Illness 11. Goal Contents Theory: Aspirations, Life Goals, and Their Varied Consequences 12. Relationships Motivation Theory: The Self in Close Relationships IV. Motivation and Human Development in Families, Schools, and Societies 13. Parenting and the Facilitation of Autonomy and Well-Being in Development 14. Schools as Contexts for Learning and Social Development 15. Identity Development, Self-Esteem, and Authenticity 16. Development, Psychological Needs, and Psychopathology V. The Application and Practice of Self-Determination Theory in Multiple Domains 17. Psychotherapy and Behavior Change: Creating Facilitating Environments 18. Health Care and Patient Need Satisfaction: Supporting Maintained Health Behavior Change 19. Sport, Physical Activity, and Physical Education 20. Motivation and Need Satisfaction in Video Games and Virtual Environments 21. Work and Organizations: Promoting Wellness and Productivity VI. Basic Psychological Needs in Pervasive Social Contexts 22. Pervasive Social Influences, Part I: Cultural Contexts 23. Pervasive Social Influences, Part II: Economic and Political Systems 24. On Basic Needs and Human Natures: Altruism, Aggression, and the Bright and Dark Sides of Human Motivation A Very Brief Epilogue References Author Index Subject Index
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beyond talk creating autonomous motivation through self determination Theory
The Journal of General Management, 2009Co-Authors: Dan Stone, Edward L Deci, Richard M. RyanAbstract:Many managers and academics have a passing familiarity with Self-Determination Theory (SDT), which articulates the core principles that underlie the concept of sustainable motivation in organisatio...
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self determination Theory and work motivation
Journal of Organizational Behavior, 2005Co-Authors: Marylene Gagne, Edward L DeciAbstract:Cognitive evaluation Theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the Theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to Self-Determination Theory, which has received widespread attention in the education, health care, and sport domains. This article describes Self-Determination Theory as a Theory of work motivation and shows its relevance to theories of organizational behavior. Copyright © 2005 John Wiley & Sons, Ltd.
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Self‐determination Theory and work motivation
Journal of Organizational Behavior, 2005Co-Authors: Marylene Gagne, Edward L DeciAbstract:Cognitive evaluation Theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the Theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to Self-Determination Theory, which has received widespread attention in the education, health care, and sport domains. This article describes Self-Determination Theory as a Theory of work motivation and shows its relevance to theories of organizational behavior. Copyright © 2005 John Wiley & Sons, Ltd.
Nikos Ntoumanis - One of the best experts on this subject based on the ideXlab platform.
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putting self determination Theory into practice application of adaptive motivational principles in the exercise domain
Qualitative Research in Sport Exercise and Health, 2018Co-Authors: Jennie E Hancox, Eleanor Quested, Nikos Ntoumanis, Cecilie ThogersenntoumaniAbstract:AbstractGrounded in Self-Determination Theory (SDT), and in the group exercise context, this qualitative study explored: (1) instructors’ experiences of operationalising motivational strategies fol...
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the motivational antecedents of the development of mental toughness a self determination Theory perspective
International Review of Sport and Exercise Psychology, 2014Co-Authors: John William Mahoney, Nikos Ntoumanis, Clifford J Mallett, Daniel F GucciardiAbstract:Mental toughness is a topic that has received growing attention in psychological literature over the past decade. Although some researchers have attempted to understand how mental toughness is developed, little effort has been made to integrate an understanding of mental toughness development with established psychological Theory and research. The aim of our review is to demonstrate the utility of Theory and research on motivation for understanding mental toughness and its development. In particular, we propose that Self-Determination Theory provides a sound basis for understanding the motivational antecedents of mental toughness. To achieve our aim, we consider concepts that bridge mental toughness and Self-Determination Theory literature, namely striving, surviving, and thriving. We conclude our review with suggestions for future lines of empirical enquiry that could be pursued to further test our propositions.
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motivation in physical education classes a self determination Theory perspective
Theory and Research in Education, 2009Co-Authors: Nikos Ntoumanis, Martyn StandageAbstract:This article presents a brief overview of empirical studies in school physical education (PE) that have employed Self-Determination Theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE.
