According to Deci and Ryan’s (1985) self-determination theory, perceptions of self-determination moderate the effects of perceived competence on intrinsic motivation, with perceived competence only positively influencing intrinsic motivation under conditions of some self-determination. Vallerand’s (1997) hierarchical model of intrinsic and extrinsic motivation suggests that self-determination and competence have only independent effects on intrinsic motivation. The aim of this study was to test these competing models. Women aerobics participants (n = 146) completed measures of self-determination, perceived competence, and intrinsic motivation for exercise. Moderated hierarchical regression revealed a significant interactive effect of self-determination and perceived competence. A plot of the regression of intrinsic motivation on perceived competence under conditions of high and low self-determination, however, showed that the interaction did not take the expected form. Variations in perceived competence positively influenced intrinsic motivation only under conditions of low self-determination. This suggests that it is particularly important to foster perceptions of competence among individuals low in self-determination.
Kathryn A. Coniglio and Edward A. Selby
, self-determination theory (SDT; Deci & Ryan, 1985 ) is a prominent theoretical approach to understanding motivation, especially in the context of health behaviors like exercise. SDT, however, has been minimally employed in the eating disorders field. Briefly, SDT posits that an individual will be
Charity L. Bryan and Melinda A. Solmon
Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.
Bartolomé J. Almagro, Pedro Sáenz-López, Juan A. Moreno-Murcia, and Chris Spray
This study qualitatively examined how athletes perceive their coach’s support for autonomy, as well as athletes’ motivation, satisfaction of basic psychological needs, and the 2 × 2 achievement goal framework of young Spanish athletes. Fifteen Spanish athletes (six females and nine males) between 13 and 16 years of age were interviewed from various sporting contexts. Content analysis of the interviews revealed: the coexistence of various types of motivation for the practice of these sports by the athletes that were interviewed; the presence of integrated regulation among some of these young athletes; the importance of autonomy support and the satisfaction of basic psychological needs for motivation and athletic commitment. The results are discussed on the basis of self-determination and achievement goal theory. Strategies are proposed for improving motivation and adherence to athletic practice in young athletes.
Samantha M. Gray, Joan Wharf Higgins, and Ryan E. Rhodes
, as it is often a necessary ingredient for behavior change ( Hagger & Chatzisarantis, 2008 ; Linke, Robinson, & Pekmezi, 2013 ). There is extensive literature on human motivation ( Ajzen, 1991 ; Clemow, 2008 ; Ryan & Deci, 2000 ) in which one prominent framework is self-determination theory (SDT
Liane S. Lewis, Barnabas Shaw, Srijit Banerjee, Pryscilla Dieguez, James Hernon, Nigel Belshaw, and John M. Saxton
context, we designed an intervention, underpinned by self-determination theory (SDT; Deci & Ryan, 1985 ), aimed at increasing PA behavior in people at elevated risk of CRC. Our main objective was to examine the effect of the intervention on PA behavior and the underlying motivation to change. It was
Brendon P. Hyndman and Stephen Harvey
training, aligned to self-determination theory (SDT; Ryan & Deci, 2017 ). Theoretical Framework The PSTs’ perceptions of the value of using Twitter for HPETE training were interpreted with a SDT approach. As detailed in Chapter 3, SDT is based around the level of motivation an individual has toward
Clifford J. Mallett
The coach is central to the development of expertise in sport (Bloom, 1985) and is subsequently key to facilitating adaptive forms of motivation to enhance the quality of sport performance (Mallett & Hanrahan, 2004). In designing optimal training environments that are sensitive to the underlying motives of athletes, the coach requires an in-depth understanding of motivation. This paper reports on the application of self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) to coaching elite athletes. Specifically, the application of SDT to designing an autonomy-supportive motivational climate is outlined, which was used in preparing Australia’s two men’s relay teams for the 2004 Olympic Games in Athens.
Catherine E. Amiot, Patrick Gaudreau, and Céline M. Blanchard
The aim of the present study was to verify, during a stressful sport competition, the associations between motivational antecedents and consequences of the coping process. Using a two-wave design, we tested a model that incorporates motivational orientations, coping dimensions, goal attainment, and affective states among athletes (N = 122). Path analyses using EQS revealed that self-determination toward sport positively predicted the use of task-oriented coping strategies during a stressful sport competition, while non-self-determined motivation predicted the use of disengagement-oriented coping strategies. Task-oriented coping, in turn, was positively associated with the level of goal attainment experienced in the competition, whereas disengagement-oriented coping was negatively associated with goal attainment. Finally, level of goal attainment was positively linked to an increase in positive emotional states from pre- to postcompetition, and negatively associated with an increase in negative emotional states. Findings are discussed in light of coping frameworks, self-determination theory, and the consequences of motivational and coping processes on psychological functioning.
Haichun Sun, Weidong Li, and Bo Shen
The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.