Using self-determination theory to understand the relationship between calling enactment and daily well-being
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This paper contributes to the calling literature by using self-determination theory—a theory that makes distinctions between different types of motivation—in order to gain a better understanding of how enacting a calling may relate both positively and negatively to well-being. We use a daily diary method novel to the calling field and a sample with a distinctive calling, Church of England clergy. We expect daily calling enactment to relate positively to daily well-being via more autonomous forms of motivation (intrinsic and identified motivation) and negatively via less autonomous forms (introjected motivation). Furthermore, we consider how the relationship between calling enactment and motivation may be moderated by perceived competence. The hypotheses were tested using multi-level structural equation modeling. There was strong support for calling enactment relating positively to well-being, and this relationship was fully mediated by intrinsic and identified motivation; the hypothesized negative pathway, from calling enactment, to introjected motivation, to well-being, was not supported. However, perceived competence was found to moderate some of the relationships between calling and the motivation types, where calling enactment is linked to lower introjected motivation at high levels of competence. Copyright © 2015 John Wiley & Sons, Ltd.Cite
A predominate motivation theory used to predict exercise behavior is self-determination theory, which posits that motivation is driven by satisfaction of three basic psychological needs: autonomy, competence, and relatedness. This study investigates the relationship between motivation, basic psychological needs satisfaction, and exercise in a sample of older adults. Significant differences were found between older adult exercisers and nonexercisers in intrinsic motivation, self-determined extrinsic motivation, nonself-determined extrinsic motivation, autonomy, competence, and relatedness. This study suggests that self-determination theory is a suitable framework to investigate older adult exercise behaviors.
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The article deals with the role of responsible research and innovation (RRI) at science education in promoting intrinsic motivation of secondary school learners from Lithuania. RRI deals with uncertain areas of knowledge and gives students an opportunity for responsibility and self-expression to come to informed decisions about science innovations and their impact. The theoretical background of learners’ intrinsic motivation was analysed on the basis of Self-Determination Theory (STD). STD highlights three basic psychological needs of learners: the need for autonomy, the need for competence and the need for relatedness.The research problem is formulated as a question: how do basic psychological needs influence intrinsic motivation of secondary school learners at RRI activity? Intrinsic motivation inventory was used to assess the secondary school students’ intrinsic motivation related to RRI activity. The collected data were analysed using simple regression. The findings confirm that the need for competence and the need for relatedness are important internal factors in promotion of intrinsic motivation of secondary school learners at RRI activity.
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This article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent Self-determination, ranging from the lowest type of external regulation motivation to the highest type of integrated motivation. In this review I wish to present the SDT theory of motivation and to argue that intrinsic and extrinsic motivation must be reconsidered. Although I acknowledge the positive effects of intrinsic motivation I urge educators and researchers to consider the benefits of extrinsic motivation. I critically examine the evidence for and against the model, discuss its limitations, and identify critical gaps for future research.
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Research within the domain of games for health has predominantly focused on individuals' intrinsic motivation characterized by an inherent enjoyment of the activity. Despite the apparent benefits of intrinsic motivation, we argue that it is imperative to adopt a more nuanced and refined perspective on motivation. Relying on the motivation continuum as outlined within Self-Determination Theory, research within this domain needs to distinguish between both intrinsic and extrinsic (i.e., external, introjected, identified, and integrated regulation) types of motivation. Researchers should, therefore, embrace instruments that assess a broader continuum of motivation rather than just intrinsic motivation alone. By doing so, future research can yield more insight into what fosters autonomous forms of motivation in the field of health-related games, including intrinsic and identified and integrated regulation.
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Anchored on self-determination theory (SDT), this descriptive-correlational study aimed to assess the need satisfaction and academic intrinsic motivation of university students (n=150). Analyses revealed that university students were intrinsically motivated and are moderately satisfied in their autonomy, competence and relatedness needs. Measure of relationship showed that autonomy and relatedness satisfaction significantly related to the intrinsic motivation of university students. This revealed that need satisfaction and motivation dictated academic lives of university students. Thus, teachers should initiate socio-academic activities that challenge and develop autonomy and relatedness among university students. Satisfaction to these activities increases students’ intrinsic motivation to pursue their education.
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Abstract The purpose of this study was to empirically investigate the relationship between psychological need satisfaction and intrinsic motivation as proposed by self‐determination theory. Three competing hypotheses regarding the relations between need satisfaction and intrinsic motivation were tested: additive, synergistic, and balance. Two cross‐sectional studies involving 1,254 employees from a broad range of N orwegian service organizations partly supported the first two hypotheses. Although the relationship between satisfaction of the needs for autonomy and relatedness with intrinsic motivation were significant, the one with satisfaction of the need for competence was not. Instead, competence was only related to intrinsic motivation when autonomy was high. Implications for practice and future research are discussed.
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INTRINSIC MOTIVATION IS DESCRIBED AS ENGAGING IN AN ACTIVITY FOR THE PLEASURE AND SATISFACTION DERIVED FROM THE ACTIVITY ITSELF. INDIVIDUALS WHO EXHIBIT INTRINSIC MOTIVATION FOR AN ACTIVITY OR BEHAVIOR OFTEN FEEL A STRONG SENSE OF AUTONOMY, COMPETENCE, AND RELATEDNESS. PERSONAL TRAINERS CAN ADAPT CONCEPTS USED BY PHYSICAL EDUCATORS AND COACHES WITH THE INTENTION OF PROMOTING INTRINSIC MOTIVATION IN CLIENTS.
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Motivation is a central concept in behavioral change. This article reviews the self-determination theory with an emphasis on "intrinsic motivation," which is facilitated when three basic psychological needs (autonomy, competence, and relatedness) are met. Intrinsic motivation is associated with improved well-being and sustained behavioral change.
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