Owning Up to Negative Ingroup Traits: How Personal Autonomy Promotes the Integration of Group Identity

"Grabbing" Autonomy When the Learning Environment Doesn't Support it: An Evidence-based Guide for Medical Learners

According to self-determination theory (SDT), environments which support the basic psychological needs for autonomy, competence, and relatedness will facilitate autonomous motivation, learning, and wellness. On the other hand, environments which introduce external controls and power dynamics into the equation will do the opposite. Educational studies support these principles, yet most have focused on learners' need satisfaction as a passive process (e.g., via support or hindrance by educators), rather than the agentic pursuit that SDT emphasizes. In this commentary, I draw on my experience as a practicing physician and SDT researcher, and focus on how medical learners can "grab" more autonomy when the learning environment does not support it. I present a hypothetical case of a preceptor whose teaching style is controlling and unfortunately well-known to medical learners. I then unpack the case and outline different strategies that medical learners can use to navigate this type of interpersonal conflict.

“Grabbing” autonomy when the learning environment doesn’t support it: an evidence-based guide for medical learners

According to self-determination theory (SDT), environments which assist the basic psychological needs for autonomy, competence, and relatedness will facilitate autonomous motivation, learning, and wellness. On the other hand, environments which introduce external controls and power dynamics into the equation will do the opposite. Educational studies support these principles, yet most have focused on learners’ autonomy satisfaction as a passive process (e.g., via support or hindrance by educators), rather than the agentic pursuit that SDT emphasizes. In this commentary, I draw on my experience as a senior resident and SDT researcher and focus on how medical learners can “grab” more autonomy when the learning environment does not support it. I present a hypothetical case of a preceptor whose teaching style is controlling and unfortunately well-known to medical learners. I then unpack the case and outline different strategies that medical learners can use to navigate this type of interpersonal conflict.

When body positivity falls flat: Divergent effects of body acceptance messages that support vs. undermine basic psychological needs

Although women now have access to messaging about body acceptance, the risks and benefits of such messaging are not well-researched. Using a self-determination theory framework, we contrasted need-supportive versus need-undermining messages about body acceptance. One message supported the basic psychological need for autonomy (i.e., personal agency to accept one's body); one targeted the basic need for body acceptance from others; and one used pressure to elicit body positivity - a need-undermining strategy. We contrasted these messages with one another and with a typical message of thinness idealization. In Experiments 1-4, we found that pressuring pro-body messages were more harmful to body image than messages that used autonomy support and acceptance from others. That is, they produced more pressure, less agency, and lower acceptance. Moreover, Experiments 2-4 showed that need-supportive messages increased state self-esteem from baseline, whereas pressuring body positivity did not. In Experiment 3 message-related self-perceptions mediated the effect of need-supportive messages on state self-esteem. In Experiment 4, need-supportive body acceptance messages reduced body shame and body surveillance, whereas pressure to be body positive did not - and this effect was mediated by body satisfaction induced by the message. We highlight the important difference between need-supportive and need-undermining body positivity.

Who enjoys solitude? autonomous functioning (but not introversion) predicts self-determined motivation (but not preference) for solitude

Within the solitude literature, two discrete constructs reflect different perspectives on how time spent alone is motivated. Self-determined motivation for solitude reflects wanting time alone to find enjoyment and gain meaningful benefits from it, whereas preference for solitude concerns wanting time for oneself over others' company regardless of reasons for why time alone is wanted. We investigated two personality characteristics: introversion from Big-Five personality theory and dispositional autonomy from self-determination theory. In two diary studies university students completed personality measures and reported about their experiences with time spent alone over a period of seven days. Across both studies, contrary to popular belief that introverts spend time alone because they enjoy it, results showed no evidence that introversion is predictive of either preference or motivation for solitude. Dispositional autonomy-the tendency to regulate from a place of self-congruence, interest, and lack of pressure-consistently predicted self-determined motivation for solitude but was unrelated to preference for solitude. These findings provided evidence supporting the link between valuing time spent alone with individual differences in the capacity to self-regulate in choiceful and authentic way.