When effects of the universal psychological need for autonomy on health behaviour extend to a large proportion of individuals: A field experiment
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Objective. Based on tenets of self‐determination theory, the present manuscript examined the hypothesis that a physical activity intervention programme that supported the universal psychological need for autonomy would motivate a large proportion of young individuals to engage in physical activity. In contrast, we hypothesized that interventions that did not support the universal psychological need for autonomy would motivate a smaller proportion of young individuals to endorse the physical activity programme. Method. A field experiment was conducted. Participants were randomly allocated to an intervention that supported the psychological need for autonomy and two conditions that did not support the psychological need for autonomy (rationale‐only or forced‐choice conditions). Results. It was demonstrated that more young individuals initiated and completed a physical activity intervention programme when the programme supported the psychological need for autonomy than when the programme did not support the psychological need for autonomy. Conclusions. Results of the present study provide additional evidence to a growing body of literature recognizing the importance of universal psychological needs in motivating health‐related behaviours. Statement of Contribution What is already known on this subject? Previous research has established the unique effects of the psychological need for autonomy on health behaviour. Several studies have shown that individuals are more likely to adopt health‐related behaviour when they complete interventions that support the psychological need for autonomy than when they are exposed to interventions that frustrate the psychological need for autonomy. What does this study add? The current study adds to knowledge by demonstrating that the effects of universal psychological needs extend to a large proportion (i.e., the majority) of individuals. This means that autonomy supportive interventions to change health behaviour will lead to benefits to a large proportion of individuals in a population, which is extremely beneficial to public health campaigns that aim to increase the health of the general population.Abstract Classical liberal theoryhas worked with a rationalistic conception of autonomy. S/he behaves autonomously who behaves in accordance with reason. The prominence of this conception of autonomy has contributed to the exploitation, by liberal political practice, of discourses of expertise which work to heteronomize citizens' choices and actions. A pluralisticconception of autonomy is developed, based on insights of Stanley Benn, which may provide a bulwark against the exploitation of citizens by experts. Some conditions for the protection of pluralistic autonomy are identified. Keywords: autonomyreasonexpertisepluralismFoucaltBenn
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We explore whether we can reduce paternalism by increasing patient autonomy. We argue that autonomy should not have any automatic priority over other ethical values. Thus, balancing autonomy v. other ethical pillars and finding the optimal balance between the patient's wishes and those of other relevant stakeholders such as the patient's family has to be dynamic over time.
Paternalism
Personal autonomy
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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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Amotivation
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Goal theory
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Employee Motivation
Work Motivation
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70% of medication errors occurring in the hospitals are preventable. The study was aimed to document, classify and examine interventions and examine reasons as to why pharmacists initiate changes in drug therapy and the outcomes of interventions, also examine the acceptability of interventions to analyze if intervention study can be a reliable learning process and to identify the areas of weakness in case of ineffective interventions. Interventions were broadly classified into Reactive interventions and Passive interventions. The study was conducted for six months. A total of 470 interventions were recorded in this study. Out of these 470 interventions, 104 were reactive interventions and 366 were passive interventions. Out of 92 outcome assessed interventions, the outcomes were beneficial in (91.30%) and had no effect in (8.70%). Active involvement of clinical pharmacists in the wards helps physicians in taking better therapeutic decisions which highlights areas where clinical pharmacists could prove their skill and knowledge to achieve better patient outcomes.
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Bioethics
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The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.
Cognitive evaluation theory
Goal theory
Amotivation
Self-Determination
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In recent years, the autonomy of academics in many countries has been progressively undermined by a number of local, national and international developments. The purpose of this paper is to reveal how academic autonomy is being infringed. It aims also to critique the ways in which academics have been responding – both individually and collectively – to these infringements. Specifically, we argue that the ways in which academics have been defending against the erosion of their autonomy actually serves to further advance this process. We attribute this paradox to academics’ impoverished conception of professional autonomy and reassert a more robust conception and practice of academic autonomy as a means of remedying the situation.
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Summary The purpose of this article was to review physical activity interventions done with Hispanic American girls and women that were published between 1994 and 2007, and suggest ways of enhancing these interventions. A total of 12 such interventions were found. Majority of the interventions focused on both physical activity and nutrition behaviours. Only half of the interventions were based on a behavioural theory. Social cognitive theory was the most popular theory, which was operationalized by four interventions. The interventions ranged from 3 weeks to 2 years in duration. The impact was not necessarily linked to the length of the intervention. The most popular physical activity that was promoted was walking, which was utilized by four interventions. Most of the interventions utilized a classroom format for imparting instruction in being physically active. All the interventions utilized individual‐level behaviour change as an approach, and none tried to address broader policy and environmental‐level changes. Process evaluation was done by very few interventions and must be done more systematically. In terms of the impact, half of the interventions were successful in influencing the outcomes. Recommendations for enhancing the effectiveness of physical activity interventions in Hispanic American girls and women are presented.
Social Cognitive Theory
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Self-determination Theory categorises motivation into three broad types: amotivation, extrinsic motivation, and intrinsic motivation according to the level of self-determination. This theory argues that people’s motivation is a developmental process across time and place. Furthermore, it emphasizes that three basic psychological needs—a need for competence, a need for autonomy, and a need for relatedness—are the nutriments of motivation. Thus, as this theory not only concerns the type of motivation, but also the circumstances that promote and maintain motivation, it offers insight to the nature of lecturers’ motivation. It is claimed to be one of the most influential theories in contemporary motivation psychology.
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