Self-determined profiles of academic motivation

Motivational profiles for eating behavior and their associations with intuitive eating

Intuitive eating is an adaptive eating approach shown to have positive psychological and physical health outcomes. Understanding the motivation behind eating behavior can provide valuable information for why some women eat intuitively and others do not. Using self-determination theory (SDT), this study aimed to identify motivational profiles for eating behavior and examine differences in intuitive eating across these motivational profiles. A nationally representative sample of New Zealand women (n = 1447) aged 40-50 years (M = 45.4; SD = 3.2) completed questionnaires assessing motivation and intuitive eating. Latent profile analysis identified five profiles characterized by varying levels of the global and specific forms of behavioral regulation described by SDT. The self-determined profile, characterized by high levels of global self-determination, had higher intuitive eating scores. The internalized profile, characterized by high levels of identified and integrated regulation, had average intuitive eating scores. The conflicted profile, characterized by high levels on most forms of behavioral regulation, and the unmotivated profile, characterized low levels on all forms of behavioral regulation, had a mix of high and low intuitive eating subscale scores. The amotivated profile, characterized by very high levels of amotivation, had lower intuitive eating scores. A motivational profile characterized by higher levels of self-determination and lower levels of the extrinsic forms of behavioral regulation appears to be beneficial for intuitive eating. Therefore, SDT-informed eating behavior interventions that enhance women's self-determined motivation should be created to facilitate intuitive eating in midlife women.

A study on the influence of academic passion on PhD students' research engagement-The role of ambidextrous learning and academic climate

The engagement in research, as the primary form of learning engagement for PhD students, is crucial for enhancing their competitive edge. Academic passion, a key determinant of learning engagement, plays a significant role in driving the research enthusiasm of PhD students. However, the "black box" concerning whether and how academic passion influences PhD students' research engagement remains to be explored. Addressing this gap, the present study draws upon self-determination theory, adopts the "motivation-behavior-effect" analytical framework, and incorporates ambidextrous learning as a mediator to elucidate the specific pathway through which academic passion impacts PhD students' engagement in research activities. Furthermore, it examines the facilitating role of the academic climate in this process. From December 2022 to March 2023, a questionnaire survey was conducted, collecting 522 responses from PhD students across 25 universities in China. The survey primarily assessed the PhD students' academic passion, ambidextrous learning behaviors (including tendencies towards exploratory and exploitative learning), and their perceived academic climate, investigating how these factors collectively influence their engagement in research activities. The questionnaire data were analyzed using a combination of SEM and bootstrapping with SPSS 26.0 and Mplus 8.3 software. The findings reveal that academic passion significantly positively affects PhD students' research engagement; ambidextrous learning (exploratory and exploitative learning) mediates the relationship between academic passion and PhD students' research engagement; and the academic climate effectively facilitates the transformation of PhD students' academic passion into ambidextrous learning (exploratory and exploitative learning). The study's conclusions not only foster PhD students' enthusiasm for research but also enhance learning effectiveness and innovation vitality, providing a theoretical basis for reforming the doctoral training system.

The relationships between emerging adults self-efficacy and motivation levels and physical activity: a cross-sectional study based on the self-determination theory

Objectives

The study aims to examine the associations between exercise self-efficacy, motivation, physical activity, and body composition among emerging adults.

Design

Cross-sectional.

Methods

A convenience sample of 147 emerging adults participated in the Releasing Weight (RELEW) project. The InBody720 analyzer was used to measure body composition, and the International Physical Activity Questionnaire-Short, the Shortened Physical Activity Self-Efficacy Scale, and the Treatment Self-Regulation Questionnaire were used to measure self-reported physical activity, self-efficacy, and motivation. Structural Equation Modeling was used to exam the complex relationships among multiple variables. in this study. The Partial least squares structural equation modeling analysis with bootstrapping in Smart PLS 3 was employed to explore the path coefficients and t-values for the relationships that were thought to exist. Significance was determined using a threshold of p < 0.05.

Results

The mean age of 147 participants was 18.5 ± 1.87, of whom 51.7% were female, recruited for this study. Exercise self-efficacy has a significant positive correlation with exercise motivation (r = 0.220, p = 0.008) and physical activity (r = 0.279, p < 0.001). Exercise motivation does not demonstrate significant associations with physical activity (r = 0.094, p = 0.298). Utilizing SEM, the model explained 9.2% of exercise self-efficacy, 11.8% of physical activity, and 68.3% of body composition variance. Mediation analysis revealed that exercise self-efficacy partially mediated the relationship between exercise motivation and physical activity (β = 0.106, t = 2.538, p < 0.05), and physical activity partially mediated the relationship between exercise self-efficacy and body composition (β = -0.296, t = 4.280, p < 0.001).

Conclusion

This study sheds light on the complex relationships among motivation, self-efficacy, physical activity and body composition during emerging adulthood. Our results highlight the mediating role of self-efficacy and its impact on physical activity behaviors, offering valuable insights for targeted interventions and policy development to improve health outcomes in this demographic.

Identifying academic motivation profiles and their association with mental health in medical school

INTRODUCTION

Academic motivation (AM), motivation in relation to formal studies that as a construct of the self-determination theory (SDT), is frequently assessed by the Academic Motivation Scale (AMS). However, the scoring of AMS in itself is not fully consistent with the SDT theory as only scores of the subscales can be calculated resulting in seven different score means instead of positioning the individual on the self-determination continuum. There have been few attempts at a person-centered approach to AMS scoring, especially among medical students. Our study aimed to find distinct academic motivation profiles and demonstrate their concurrent criterion validity with mental health variables (psychological distress, life satisfaction) among medical students.

METHODS

The AMS-28 college version, the General Health Questionnaire (GHQ-12), and the Single-Item Measure of Life Satisfaction were administered among medical freshmen. Academic motivation profiles were generated by two methods: 1) two-step cluster analysis, and 2) quantile analysis.

RESULTS

The sample consisted of 189 participants (mean age = 19.38 ± 2.03 years, 72% females). The cluster analyses revealed three fairly distinct profiles of self-determination: 'High' (n = 59; mean im = 5.48 ± 0.60; mean em = 6.07 ± 0.41; mean am = 1.57 ± 0.95), 'Moderate' (n = 111; mean im = 4.5 ± 1.06; mean em = 4.41 ± 0.87; mean am = 1.25 ± 0.36), and 'Low' (n = 19; mean im = 4.22 ± 1.02; mean em = 4.03 ± 1.16; mean am = 3.07 ± 1.30). The creation of deciles allowed the identification of those who were most intrinsically (n = 14, 7.4%), extrinsically (n = 10, 5.3%), and least motivated (amotivated) (n = 18, 9.5%). 'Low' self-determination/amotivation was associated with increased psychological distress and decreased life satisfaction.

CONCLUSION

Our results provide means to position medical students on the SDT continuum based on 'Low', 'Moderate', or 'High' levels of self-determination toward their studies. These AM profiles predict the mental health of medical freshmen, which supports the validity of the outcomes and highlight the risks of amotivation for psychological morbidity. The limitations and implications are discussed.

Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control

BACKGROUND

Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted.

AIMS

This study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership.

SAMPLE

A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic.

METHODS

We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors.

RESULTS

A four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated).

CONCLUSIONS

The COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.

Person-centred study on higher-order interactions between students' motivational beliefs and metacognitive self-regulation: Links with school language achievement

Variable-centred studies assume that the links between motivation and metacognition with academic achievement are uniform across all students. However, this assumption may not hold and multiple interactions between motivational beliefs and metacognitive self-regulation may occur. To this end, the present study sought to explore these higher-order interactions and their links with school language achievement in a low-performance context. A large sample (N = 1046, 53.14% girls) of Greek secondary school students (M = 13.97, SD = .80) was drawn. Latent profile analyses were deployed to mimic higher-order interactions. Unexpectedly, the results indicated only three distinct well-defined profiles of students' motivated metacognitive self-regulation, namely exceptional motivation and metacognitive self-regulation (23.3%), adequate motivation and metacognitive self-regulation (48.2%), and minimal motivation and metacognitive self-regulation (28.5%). Incompatible profiles of motivation and metacognitive self-regulation did not emerge, contrary to previous findings suggesting negative higher-order interactions. The BCH method revealed large mean differences in school language achievement between the profiles, adjusting for covariates. Latent multinomial logistic regression indicated that gender and age predicted greater odds of membership to the minimal motivation and metacognitive self-regulation profile. Socio-economic status and spoken language at home predicted less chances of membership to the minimal profile only. Educational interventions are needed to target both motivational beliefs and metacognition to prevent underachievement.

Exploring Chinese and Ethiopian higher VET adolescent learning motivation through the lens of self‑determination theory

Ethiopia and China share a common educational agenda in cultivating and obtaining competent vocational graduates who fulfill the need of the modern, technologically advanced industrial workplace. Unlike most evidence, the present study adopted Self-determination Theory to understand Ethiopian and Chinese higher Vocational education and Training (VET) college students' learning motivation. Hence, this study recruited and interviewed 10 volunteers senior higher VET students from each setting to unfold their satisfaction with psychological needs. The study's main finding affirms that although both groups felt the autonomy of choosing the vocational field they sought to master, their learning process was submissive to their henpecked teaching method, which ultimately restrained the participants' feeling of competence for being enclosed in less practical training space. As per the study findings, we forward feasible policy and practical implications suggested for meeting the motivational needs of VET students and promoting learning stability.

Skalen zur Erfassung der selbstbestimmten Motivation von Grundschulkindern (SESMO)

Zusammenfassung. Ziel der vorliegenden Studie war es, die Messqualität und valide Interpretierbarkeit der Testwerte der Skalen zur Erfassung der selbstbestimmten Motivation von Grundschulkindern (SESMO) zu überprüfen, die fünf motivationale Regulationstypen nach der Selbstbestimmungstheorie erfassen können (intrinsisch, identifiziert, introjiziert, extrinsisch, amotiviert). Es handelt sich um ein Selbstbeurteilungsverfahren, das erstmalig in dieser Studie an einer Stichprobe von N = 679 Grundschulkindern der 3. und 4. Jahrgangsstufe in den Fächern Mathematik und Deutsch untersucht werden sollte. Zur Überprüfung der Faktorenstruktur wurden verschiedene konfirmatorische Faktorenmodelle (CFA) mit einem exploratorischen Strukturgleichungsmodell (ESEM) und zwei Bi-Faktorenmodellen (B-CFA und B-ESEM) verglichen und die Messinvarianz über das Geschlecht und die Jahrgangsstufen hinweg analysiert. Die kriterienbezogene Interpretierbarkeit der Testwerte wurde zudem anhand der Zusammenhänge mit diversen Außenkriterien (selbstberichtete Noten, Selbstkonzept, Konzentration, Schülerinnen- und Schüler-Lehrkraft-Beziehung, Freude und Angst im Unterricht) überprüft. Die Ergebnisse der CFA wiesen auf die Angemessenheit einer 5-Faktorenstruktur in beiden Fächern hin. Das B-ESEM-Modell zeigte jedoch im Vergleich zu allen anderen Modellen die beste Anpassung an die Daten. Die Messinvarianz konnte sowohl über das Geschlecht als auch über die Jahrgangsstufen hinweg hinreichend nachgewiesen werden. Die beiden selbstbestimmten Motivationstypen (intrinsisch und identifiziert) hingen mit günstigeren Außenkriterien zusammen als die beiden fremdbestimmten Motivationstypen (introjiziert und extrinsisch) oder die Amotivation.

Motivational Profiles in Unemployment: A Self-Determination Perspective

In general, being unemployed has negative implications for the individual and the mental health of the public as a collective. One way to escape this situation is to search for a job. However, following self-determination theory (SDT), unemployed people's different reasons (i.e., their motivation) for engaging in a job search influence their well-being, attitudes, and behaviors for better or worse. Some research has already supported the associations between different types of motivation and these outcomes, but less is known about how these types of motivation simultaneously associate with these outcomes. The current study addressed this issue by studying how different motivational profiles had different implications for the affective experiences, commitment to employment, and job search behavior of the unemployed. Latent profile analysis, among 865 unemployed individuals from previously disadvantaged communities in South Africa, highlighted four distinct motivational profiles: motivated, ambivalent, amotivated, and unmotivated. The motivated reported some good well-being (i.e., positive experiences) and economic outcomes (i.e., employment commitment and job search), but these came at a cost (i.e., more negative experiences). The same went for the ambivalent, but to a lesser extent. Being unmotivated seemed to have the opposite effect in that it came with psychological benefits, but with economic costs, as these individuals might withdraw from the labor market. This also applied to the amotivated, although they experienced less psychological benefit than their unmotivated counterparts. The findings made several contributions to SDT and unemployment research and could help tailor interventions and policies for particular types of unemployed people.