Search Results

You are looking at 21 - 30 of 316 items for :

  • "autonomous" x
Clear All
Restricted access

Meredith Rocchi and Luc G. Pelletier

promotes the support of the three psychological needs, individuals are more likely to experience need satisfaction. Need satisfaction then leads to autonomous motivation for an activity where individuals engage in it because they want to, out of interest or curiosity ( Deci & Ryan, 1985 ). Autonomous

Restricted access

Ciarán P. Friel and Carol Ewing Garber

subscales (one for each behavioral regulation), with all questions scored from 0 ( not true for me ) to 4 ( very true for me ). The motivation continuum has intrinsic motivation on one end of the scale and amotivation, which is neither autonomous nor controlled, on the other end. Between these lay four

Restricted access

Yubing Wang and Ang Chen

tasks. These tasks are presented to students as questions/problems associated with the PAs being experienced to facilitate their knowledge construction. Finally, the content, structure, and instructional system of this curriculum are designed to elicit high levels of autonomous motivation among students

Restricted access

Chelsee A. Shortt, Collin A. Webster, Richard J. Keegan, Cate A. Egan and Ali S. Brian

movement through daily PA 0 0 4 14 Ability to participate in PA by oneself 0 0 5 13 Participating in PA autonomously 0 0 5 13 Majority agreement Identifying with movement as a part of one’s self 0 1 2 15 Transfer of motor skills to variety of contexts 0 1 4 13 Internal motivation for PA 0 1 4 13 Perceived

Restricted access

Robin S. Vealey, Eric Martin, Angela Coppola, Rose Marie Ward and Jacob Chamberlin

autonomous to controlled forms of motivation. The most autonomous form of motivation is when individuals engage in activities for pleasure or genuine interest—this is known as intrinsic motivation. Intrinsic motivation can be participating in an activity for the pleasure of learning about it (intrinsic

Restricted access

Gro Jordalen, Pierre-Nicolas Lemyre, Natalie Durand-Bush and Andreas Ivarsson

them persistent and focused in the face of adversity and better at volitionally controlling their emotions and attention as they enter important competitions ( Englert, 2017 ). In addition, athletes’ types of motivation stem from a variety of sources, ranging from intrinsic and autonomously motivated

Restricted access

Jing Dong Liu and Pak-Kwong Chung

others, and maintaining a sense of belonging ( Deci & Ryan, 2002 ). When these needs are satisfied, individuals experience feelings of need satisfaction and therefore feel autonomous in their actions, competent in their activities, and connected to others in their environment. By contrast, when their

Restricted access

Rafael Burgueño, José Macarro-Moreno, Isabel Sánchez-Gallardo, María-Jesús Lirola and Jesús Medina-Casaubón

, 2001 ). In accord with the tenets proposed by SDT ( Ryan & Deci, 2017 , 2019 ), the autonomous forms of motivation (i.e., intrinsic motivation, integrated regulation, and identified regulation) would be related to adaptive behavioral, cognitive, and affective outcomes, whereas the controlled forms of

Restricted access

Lynn Van den Berghe, Greet Cardon, Nathalie Aelterman, Isabel Barbara Tallir, Maarten Vansteenkiste and Leen Haerens

Burnout in teachers is related to different maladaptive outcomes. This study aimed at exploring the relationship between emotional exhaustion and motivation to teach in 93 physical education teachers. Results showed that teachers report more emotional exhaustion when they are less autonomously motivated, while the opposite relationship was found for controlled motivation. Next, four motivational profiles were identified by means of cluster analyses: (a) a relative controlled group, (b) a relative lowly motivated group, (c) a relative autonomous group, and (d) a relative highly motivated group. The controlled group reported most emotional exhaustion, whereas the relative autonomous and highly motivated group had the lowest scores on emotional exhaustion. The results indicate that being autonomously motivated may function as a “buffer” against the development of emotional exhaustion. This implicates that it is important for politicians, directors, teachers, and teacher educators to consider teachers’ type of motivation to teach to prevent emotional exhaustion.

Restricted access

Kelly Barcza-Renner, Robert C. Eklund, Alexandre J.S. Morin and Christine M. Habeeb

This investigation sought to replicate and extend earlier studies of athlete burnout by examining athlete-perceived controlling coaching behaviors and athlete perfectionism variables as, respectively, environmental and dispositional antecedents of athlete motivation and burnout. Data obtained from NCAA Division I swimmers (n = 487) within 3 weeks of conference championship meets were analyzed for this report. Significant indirect effects were observed between controlling coaching behaviors and burnout through athlete perfectionism (i.e., socially prescribed, self-oriented) and motivation (i.e., autonomous, amotivation). Controlling coaching behaviors predicted athlete perfectionism. In turn, self-oriented perfectionism was positively associated with autonomous motivation and negatively associated with amotivation, while socially prescribed perfectionism was negatively associated with autonomous motivation and positively associated with controlled motivation and amotivation. Autonomous motivation and amotivation, in turn, predicted athlete burnout in expected directions. These findings implicate controlling coaching behaviors as potentially contributing to athlete perfectionism, shaping athlete motivational regulations, and possibly increasing athlete burnout.