Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

Motivational determinants of athletes' self-realisation depending on their professional qualification

BACKGROUND

In the contemporary era, there is a growing emphasis on understanding the self-realization of personality, encompassing individual-psychological traits, abilities, knowledge, skills, and motivation, extensively studied in psychology. Notably, limited attention has been given to exploring motivational determinants influencing athlete self-realization based on their professional qualifications. This gap is particularly pertinent in Kazakhstan, where significant efforts are directed towards athlete preparation.

METHODS

Employing a systemic approach by Bagadirova and Kudinov, the study views athlete self-realization as a multi-level phenomenon with interconnected components. A total of 180 athletes participated, including 60 professionals (average age 23.9), 60 amateurs (average age 31.1), and 60 Paralympians (average age 24.4). The methodological toolkit comprises four diagnostic techniques: E.A. Kalinin's "Motives of Sports Activities" (MSA) questionnaire, S. Maddi's resilience test adapted by D.A. Leontiev and E.I. Rasskazova, and S.I. Kudinov's multidimensional questionnaire on self-realization.

RESULTS

Significant differences in motivational determinants and self-realization attitudes emerge across athlete groups based on their sports qualifications. Noteworthy aspects include declining in motivation among professional athletes of masters of sports and masters of sports of international class, and rigidity in life resilience among Paralympic athletes. Overall, self-realization levels are not high, with extremely low levels of professional self-realization in all three athlete categories.

CONCLUSIONS

The study's scientific novelty lies in systematically organizing knowledge on fundamental motivational determinants impacting athlete self-realization according to professional qualifications. This research addresses the acute shortage of psychological studies in sports psychology for Kazakhstan, which is still in its early stages. The findings underscore the need for targeted interventions by coaches and sports psychologists to enhance motivation levels, especially among elite athletes, and foster resilience, particularly in Paralympic athletes, ultimately advancing the field in the country.

Health simulation through the lens of self-determination theory - opportunities and pathways for discovery

Health simulation is broadly viewed as an appealing, impactful, and innovative enhancement for the education and assessment of health professions students and practitioners. We have seen exponential and global growth in programmes implementing simulation techniques and technologies. Alongside this enthusiasm and growth, the theoretical underpinnings that might guide the efficacy of the field have not always been considered. Many of the principles that guide simulation design, development and practice have been intuited through practical trial and error. In considering how to retrofit theory to practice, we have at our disposal existing theories that may assist with building our practice, expertise, identity as a community of practice, authority and legitimacy as a field. Self-determination theory (SDT) is an established and evolving theory that examines the quality of motivation and human behaviours. It has been applied to a variety of contexts and provides evidence that may support and enhance the practice of health simulation. In this paper, SDT is outlined, and avenues for examining the fit of theory to practice are suggested. Promising links exist between SDT and health simulation. Opportunities and new pathways of discovery await.

Is providing choices always a good thing? the backfire effect of providing choices on competence restoration

Grounded in self-determination theory (SDT), the purpose of this research is to investigate the influence of providing choices following competence frustration on one's intrinsic motivation in a follow-up task. Study 1 conducted a between-group EEG experiment with 50 participants and used a component of event-related potentials (ERPs) to represent intrinsic motivation. Study 2 was a behavioural experiment with 149 participants, adopting the self-report method to measure intrinsic motivation. The stimuli and procedure in Study 1 are identical to Study 2. All participants were asked to complete a high-difficult time-estimation (TE) task during sessions 1-2, and a moderate-difficult stopwatch (SW) task during session 3 (no choices in the control group vs. providing choices in the experimental group). In Study 1, we observed a smaller reward positivity (RewP) difference wave in the experimental (vs. control) group during session 3. In Study 2, participants' intrinsic motivation in the experimental (vs. control) group is significantly lower. The results suggest that providing choices impairs the competence-frustrated participants' intrinsic motivation in the follow-up task and hinders competence restoration. Thus, the current research contributes original neuroscientific and subjective evidences for the adverse influence of providing choices on the competence-frustrated individual's intrinsic motivation, and suggests important practical implications.

Bullying in professional sports: psychological needs of athletes

BACKGROUND

This paper aimed to establish whether bullying in sports affects the satisfaction of such psychological needs as autonomy, competence, and relatedness in professional sports.

METHODS

The instruments in this work were the Bullying Participant Behaviors Questionnaire (BPBQ), the Motivational Mediators Scale in Sport (EMMD), and the Psychological Needs Thwarting Scale (PNTS). The participants were 708 professional athletes.

RESULTS

Comparison of EMMD and PNTS means unveiled that professional athletes with no bullying experience are more psychologically satisfied and less thwarted in all three dimensions (competence, autonomy, and relatedness). Among the group exposed to bullying, victims (18.92) and bullies (23.18) had the lowest needs in terms of competence, while bullies (26.14) and victims (20.10) experienced the lowest autonomy. The relatedness factor was most pronounced in victims' defenders (34.06) and least in victims (16.39). The lowest competence thwarting was found for outsiders and defenders, and the highest - among victims of bullying (18.12). But both bullies and their helpers had significantly higher scores than the other two roles. The need for autonomy, in turn, was least thwarted in outsiders and defenders, and most - in victims, as in the case of the relatedness subscale.

CONCLUSIONS

The practical and scientific value of this work stem from the fact that it proves the negative impact of bullying on the satisfaction of basic psychological needs. The obtained findings can facilitate the development and implementation of updated educational programs and practices, leadership systems, as well as be conducive to the work of sports psychologists.

Exposure to Intimate-Partner Violence and Resilience Trajectories of Adolescents: A Two-Wave Longitudinal Latent Transition Analysis

Despite the serious emotional and social consequences of adolescents' exposure to intimate-partner violence (IPV) and the high prevalence of this exposure, few analyses have focused on person-centered models or considered psychological IPV. Studies that address exposure to violence tend to focus on physical IPV. Therefore, in this study, we examine (across two waves) the trajectories of resilience among adolescents who have witnessed psychological IPV by conducting a latent transition analysis and predicting class membership through socio-demographic and individual-level protective factors. Using a sample of 879 (T1, fall 2020) and 770 (T2, spring 2022) adolescent Swiss students with mean ages of 11.74 (SD = 0.64) and 13.77 (SD = 0.53), we identified four distinct time-invariant resilience classes: comorbid-frustrated, internalizing-frustrated, comorbid-satisfied, and resilient. The classes characterized by some level of psychopathological symptoms and basic psychological-needs frustration were the most stable over time. Furthermore, we found the four typical resilience trajectories: recovery, chronic, delayed, and improving. Gender, socioeconomic background, and protective factors showed a significant prediction of class membership in wave 1, highlighting the importance of increasing sensitivity to psychological-IPV exposure on the one hand, and reinforcing the relevance of prevention in schools regarding the promotion of protective factors on the other.

Meaning in life through work: A cognitive-experiential self-theory (CEST) perspective

This article explores existential meaning-making from work using the cognitive-experiential self-theory (CEST). To start with, we use the tenets of CEST to elaborate on how the cues from archetype work environments—a realization facilitating work environment (RfWE) and justification facilitating work environment (JfWE)—are interpreted by information-processing systems to imbue meaning in life (MiL) as internal or external manifestations of coherence, purpose, and significance. Next, we explain how individual differences in work centrality and proactive meaning-crafting ability moderate the impact of JfWE, but not of RfWE, on MiL. Finally, we create a nomological network of existential meaning states emerging from the simultaneous presence or absence of RfWE and JfWE. In summary, by applying the information-processing lens of CEST, we develop an integrated model that explains how work drives MiL, elucidates the resultant existential states, and assesses the role of individual differences in meaning-making.

Plain Language Summary

This article develops an integrated model that outlines how work environments can augur human well-being by fostering a sense of meaning in life (MiL). Based on the cognitive-experiential self-theory (CEST), expounding parallel-competitive processing of information through the working of the experiential and rational system, we explore how the cues from archetype work environments—a realization facilitating work environment (RfWE) and justification facilitating work environment (JfWE)—influence the varied flavors of MiL and meaninglessness in life. We build the argument that RfWE activates the functioning of the experiential system to induce a feeling of internal MiL as internal coherence, internal purpose, and internal value significance. At the same time, JfWE triggers the functioning of the rational system to construct a judgment of external MiL as external coherence, external worthy purpose, and external value significance. However, the interaction between RfWE and JfWE can result in intricate scenarios, including favorable states such as holistic meaning, positive existential feelings, and positive existential narratives. Still, it can also lead individuals into meaninglessness in life through existential fatigue, existential cocoon, or existential futility. Nonetheless, individual differences in work centrality and proactive behavior to craft meaning can act as moderators to alter the intensity of work’s impact on MiL in a JfWE but not in an RfWE.

A Daily Examination of the Moderating Role of Adolescents' Coping in Associations between Psychologically Controlling Parenting and Adolescents' Maladjustment

To explain why there is substantial heterogeneity in the degree to which adolescents suffer from psychologically controlling parenting, it is important to take into account adolescents' active contribution to the socialization processes and to their coping with controlling parenting in particular. This study aimed to examine whether adolescents' coping with controlling parenting (i.e., oppositional defiance, compulsive compliance, negotiation, and accommodation) moderated associations between psychologically controlling parenting, adolescents' experiences of psychological need frustration, and their internalizing and externalizing problems. A total of 161 adolescents (M age = 15.56 years; SD age = 1.14; 61.5% female) and either their mother or their father participated in 7-day diary study. As expected, accommodation played an adaptive role, thereby buffering within-person (daily) associations between psychologically controlling parenting, adolescents' need frustration, and subsequent problems. Unexpectedly, compulsive compliance played a similar adaptive role. Overall, the moderating effects of coping were rather limited, suggesting that adolescents' coping can alter the daily negative consequences associated with psychologically controlling parenting only to a certain extent.

A self-support approach to satisfy basic psychological needs during difficult situations

We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (M _age = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice.

Need strength, perceived need support, stress symptomatology, and performance in the context of oral exams: A typological approach

Introduction

Based on self-determination theory, we investigated whether examinees are classifiable into profiles based on basic need strength and perceived need support that differ in stress parameters and achievement in the context of a standardized oral exam.

Methods

92 students reported their basic need strength before and perceived need support provided by the examiner once after the exam. Students indicated their emotions and stress perception at four measurement points and we measured their saliva cortisol concurrently, analyzing stress-related changes over time.

Results

Latent class analyses revealed two higher-quality (low/high, high/high) and two lower-quality (low/low, high/low) need strength/need support classes. Physio-affective stress development was typical of exam situations. Higher-quality classes that met or exceeded the needs displayed more beneficial stress and emotion response patterns than lower-quality classes. Gain-related emotions mediated achievement in the higher-quality classes.

Discussion

Need-supportive examiners can promote student well-being and achievement when they succeed in providing high need satisfaction.

Conceptualizing the moderating effects between work from home and individual performance - Developing a conceptual framework using the self-determination theory

The working systems of organizations/institutions have undergone continuous transformations over the years for various reasons. Researchers have continually strived to find effective solutions/appropriate work systems to sustain an individual's performance in spite of the challenging working/business environment. The global pandemic Covid-19 prompted a rethinking of organizational work practices across sectors. Work from home (WFH) became a key component of continuing the organization's working system. This paper specifies the following six factors that may moderate the effectiveness of a work-from-home setting on individual performance such as dedication, disposition, determination, configuration, collaboration, and coordination. The paper uses self-determination theory (SDT) to develop a conceptual framework for WFH-individual performance, which specifies dedication, disposition, and determination as intrinsic motivators, while configuration, collaboration, and coordination as extrinsic motivators. Moreover, it provides implications and future research directions for theory development and practice.

Universal ingredients to parenting teens: parental warmth and autonomy support promote adolescent well-being in most families

Even though each adolescent is unique, some ingredients for development may still be universal. According to Self-Determination Theory, every adolescent’s well-being should benefit when parents provide warmth and autonomy. To rigorously test this idea that each family has similar mechanisms, we followed 159 Dutch parent-adolescent dyads (parent: M_age = 45.34, 79% mothers; adolescent: M_age = 13.31, 62% female) for more than three months, and collected 100 consecutive daily reports of parental warmth, autonomy support, positive and negative affect. Positive effects of parental warmth and autonomy support upon well-being were found in 91–98% of the families. Preregistered analysis of 14,546 daily reports confirmed that effects of parenting differed in strength (i.e., some adolescents benefited more than others), but were universal in their direction (i.e., in fewer than 1% of families effects were in an unexpected direction). Albeit stronger with child-reported parenting, similar patterns were found with parent-reports. Adolescents who benefited most from need-supportive parenting in daily life were characterized by higher overall sensitivity to environmental influences. Whereas recent work suggests that each child and each family have unique developmental mechanisms, this study suggests that need-supportive parenting promotes adolescent well-being in most families.

Basic Psychological Needs and Agency and Communion During the COVID-19 Pandemic

Abstract. Despite the conceptual proximity between the basic needs and agency and communion and their similar function for psychological functioning, studies investigating their interplay are scarce. This study aims to investigate their joint role in hedonic and eudaimonic well-being in light of the COVID-19 pandemic. Self-reports were collected from 13,313 adolescents (Sample 1) and 1,707 young adults (Sample 2) from Austria. The results show the importance of both agency and communion for the fulfillment of different basic needs and their role in well-being, with a universal interaction effect between communion and perceived competence on intrinsic motivation (eudaimonic aspect) in both gender groups in adolescence, as well as on positive emotions (hedonic aspect) among young women. Theoretical and practical implications are discussed.

How Much Pressure Do Students Need to Achieve Good Grades?—The Relevance of Autonomy Support and School-Related Pressure for Vitality, Contentment with, and Performance in School

This study investigates, based on Deci and Ryan’s self-determination theory, how autonomy support and school-related pressure are associated with students’ vitality, their contentment with and academic performance in school, and whether feeling related to teachers and feeling competent mediate these relations. In total, 812 secondary school students participated in this questionnaire-based survey. Perceived autonomy support was positively related while school-related pressure was negatively related with vitality and contentment. Relations were partially mediated by relatedness to teachers and perceived competence. In sum, this study provides insight into how autonomy support contributes not only to better academic achievement but also to students feeling vital in school and experiencing contentment with school environments. Moreover, the results emphasize that pressure is not only irrelevant for academic performance, but rather, detrimental for students’ perceptions in school. The practical implications imply that teachers should be trained to avoid unnecessary coercion and to strengthen their abilities in supporting their students’ autonomy. This contributes to make school a productive and enjoyable environment for learners and teachers alike.

Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers

The vital role of motivation becomes even more evident when considering the digital transformation of learning and teaching environments, especially with the effect of the pandemic. Basic psychological needs and emotions, which have not been comprehensively examined together despite their important roles in motivating, draw attention. Accordingly, this study aims to reveal the psychological, emotional, and individual variables that influence the pre-service teachers' intention to use technology, and to evaluate and validate the predictive power of a proposed model. The technology acceptance model formed the basis of the proposed model, and the model was extended with the self-determination theory (competence, autonomy, relatedness) and a framework of emotions (enjoyment, playfulness, anxiety, frustration). Data were collected online from 591 pre-service teachers studying in 10 different departments of a state university. In data analysis PLS-SEM, PLSpredict and multi-group analysis were performed. The results revealed that the model explains 79.8% of the intention and that the predictive power of the model is high. The relationship between competence and perceived ease of use represents the strongest relationship in the model, and the most influential construct on intention is enjoyment. These findings suggest that both intrinsic and extrinsic motivation play a major role in technology acceptance, especially during the pandemic. In addition, innovativeness, which is related to technology use and motivation, had various moderator effects on the relationships. Findings indicate that the model, which offers a motivational approach based on basic psychological needs and emotions, provides rare information and has high relevance for the field.

Profiling Hoarding Within the Five-Factor Model of Personality and Self-Determination Theory

This study investigated the dispositional profile associated with hoarding symptoms by applying a personality and motivational trait perspective. A community sample oversampling high hoarding symptoms (N = 649, ages 18-74 years) completed an online questionnaire assessing hoarding, the five-factor model of personality, and general causality orientations drawn from self-determination theory. Personality aspects (10 traits), a level of measurement intermediate to factors (5 traits) and facets (30 traits), were assessed to provide greater specificity than a factor-level approach. Hoarding was correlated with neuroticism and conscientiousness. Aspects predicting hoarding were industriousness (C), orderliness (C), withdrawal (N), and assertiveness (E). Hoarding was significantly related to impersonal and control orientations, albeit with only slight (1.4%) incremental validity for general causality orientations above personality aspects in predicting hoarding. These findings may not generalize to a clinical treatment sample, and possible configurative interactions between traits were not assessed. This study extended the existing literature by reporting aspect-level personality and general causality orientation correlates of hoarding. These data may inform preventative monitoring and intervention programs, as well as predicting meaningful personality characteristics of hoarding clients.

Testing an Online Program to Foster Need Crafting During the COVID-19 Pandemic

The COVID-19 pandemic represents a threat not only to individuals' physical health but also to their mental health. Self-Determination Theory assumes that the satisfaction of basic psychological needs for autonomy, relatedness and competence promotes psychological well-being during destabilizing times. Yet, the pandemic seriously hampered individuals' opportunities to satisfy their needs. The current study provides a preliminary test of the effectiveness of a 7-session online program, LifeCraft, that promotes individuals' proactive attempts to uplift their need-based experiences (i.e., need crafting). Next to the effects on individuals' need crafting skills, we examined program-effects on adults' need-based experiences and mental health and we explored the role of participants' program engagement. An experimental study among 725 Belgian adults [M age = 51.67 (range = 26 - 85); 68.55% female] was conducted, with an experimental condition of 252 and a control condition of 473 participants. At the level of the entire sample, there was limited evidence for the effectiveness of the program. There were only small immediate program-effects on need crafting and well-being. After taking into account the role of program engagement, findings showed that the program was more beneficial for participants who actively participated, with these participants reporting immediate and stable increases in need crafting, need satisfaction and well-being and decreases in need frustration. Further, changes in need crafting fully mediated changes in need-based experiences and well-being. To conclude, the findings provide initial evidence for the effectiveness of LifeCraft during the COVID-19 pandemic, with active participation being a prerequisite for the program to be effective.

Development and initial validation of a scale for the situational recognition of the basic psychological needs

Centered on the Basic Psychological Needs Theory, recent theoretical underpinnings were used and initial empirical processes were initiated to conceptualize, develop and validate a new questionnaire about how teachers shape instructional goals. In a first exploratory study, 188 university graduates and 211 in-service teachers from both the general and special education domains were recruited to recognize the basic psychological needs of an adolescent with physical and mild cognitive disability presented in a short video vignette. In the second confirmatory study, the sample consisted of 239 in-service teachers. According to the results, the new instrument demonstrated acceptable psychometric qualities. For instance, the goodness-of-fit indices CFI and NNFI were both good (1.00) in the confirmatory factor analysis. In both studies, the recognition of the basic psychological needs was involved in a series of statistically significant correlations with participants’ intrinsic life goals (R ≥ .34), state empathy (R ≥ .38) and intrinsic instructional goals (R ≥ .51). This preliminary research suggested that participants integrated the new concept in their intrinsic motivational style. Overall, the results highlight the importance of recognizing the basic psychological needs by including this construct both in research and practice.

Relationships between ICT competencies related to work, self-esteem, and self-regulated learning with engineering competencies

The rapid development of advanced technology worldwide has promoted an increase in the need for highly skilled engineers who are adept at applying job-related technologies and have engineering competency (ENcom) to gain knowledge and introduce creative solutions. However, little is known about the underlying mechanism of the associations between ICT competencies related to work (ICT-Work) and the ENcom of engineering students. This study sought to examine the role of ICT-Work on ENcom. Based on the literature, self-esteem and self-regulated learning (SRL) were identified as factors that indicate the effect of ICT-Work on ENcom, while gender was identified as a moderator that conditioned these mediated relationships. The sample consisted of 1,313 undergraduate engineering students from eleven universities in Thailand. The results of structural equation modeling (SEM) showed positive direct and indirect effects of ICT-Work on ENcom, self-esteem, and SRL and confirmed that self-esteem and SRL mediate the impact of ICT-Work on ENcom. Moreover, multigroup SEM revealed no gender differences in the factor loadings and structural path coefficients of ICT-Work on ENcom via self-esteem and SRL. To prepare students for their professional lives in the digital world, educational institutions should emphasize the importance of developing engineering students in ICT-Work and the use of advanced ICT involved in the job.

Moments of Meaningfulness and Meaninglessness: A Qualitative Inquiry Into Affective Eudaimonia at Work

Meaningful work (MW) is an important topic in psychological and organizational research with theoretical and practical implications. Many prior studies have focused on operationalizing MW and distinguish between the attributes of a job that make it meaningful, such as task variety or significance, and the affective experience of meaning during work, such as the feeling that what one does at work is meaningful. However, most empirical research focuses on the former definition and utilizes quantitative scales with deductive questions that omit what people find important in their experiences. To address this, we conduct a qualitative investigation of psychological narratives focusing in-depth on the quality and content of feelings of meaningfulness and meaninglessness during experiences at work—crucially, without any framing around task attributes. We introduce the term affective eudaimonia to describe these experiences. Overall, our results corroborate many existing thematic findings in the MW literature, such as the importance of connecting and contributing to others and avoiding confinement. We also offer new findings: Although the way that people give language to meaningless narratives is more descriptive, vivid, and experiential in tone than meaningful narratives, meaningless narratives are also more structurally static and constrained. We use these results to inform practical suggestions to promote day-to-day experiences of meaning at work and provide a basis for further academic discussion.

Volunteer Motivation and Retention of Older Peer Walk Leaders: A 4-Month Long Investigation

BACKGROUND AND OBJECTIVES

Peer volunteers offer a promising avenue for promoting physical activity in older adults. However, recruiting and retaining such volunteers are challenging. We aimed to examine longitudinally factors that determine whether older volunteer walk leaders will persist in their role.

RESEARCH DESIGN AND METHODS

We recruited older adults volunteering as walk leaders, from retirement villages in Perth, at the start of a 16-week walking intervention. Using a mixed-methods multiple case study design, informed by self-determination theory, we examined the motivational processes of three profiles: Dropouts, Completers, and Extenders. One male and 10 female (medianAge = 75 years, age range: 66-83 years) peer walk leaders were interviewed twice over 4 months, and data were analyzed using thematic analysis. Questionnaires provided information on volunteer characteristics, leadership confidence, and volunteer motivation.

RESULTS

Self-orientated goals, obligation and guilt, emotional exhaustion, lack of psychological need satisfaction, and perceived lack of support were barriers to volunteer persistence. Social confidence and relatedness satisfaction motivated volunteers to persist until program completion (Completers). Altruistic goals, using sustainable helping strategies, psychological need satisfaction, optimism, and enjoyment were important for continuing the role after the program (Extenders).

DISCUSSION AND IMPLICATIONS

Results describe how differences in volunteer motives, personal characteristics, and training may affect motivational processes that determine persistence as an older peer walk leader. We provide suggestions on selecting, training, and supporting older volunteer walk leaders to facilitate their retention.

Desire for Success Awakens: Proof of Competence Restoration in a Non-competitive Environment

Pioneering studies reported that individuals who worked on a highly difficult task and experienced competence frustration beforehand would activate a restorative process and show enhanced autonomous motivation in a subsequent irrelevant activity. In this follow-up study, we explored the effect of prior competition outcome on one’s autonomous motivation in a subsequent non-competitive environment. According to our experimental manipulation, participants were randomly assigned to two treatment groups (a winning group and a losing group) and a control group. The experiment lasted for three sessions. Participants in the control group completed a single-player stop-watch (SW) task all along, while those in both treatment groups worked on a competitive SW task and competed for monetary rewards during Session 2 only. Electrophysiological data in Session 1 serve as the baseline and measure one’s trait-level autonomous motivation towards the SW game. For participants in the losing group, more pronounced difference wave of feedback-related negativity was observed in Session 3 compared with Session 1, suggesting enhanced autonomous motivation in Session 3. Such a pattern was observed in neither the winning group nor the control group. These results suggested that failure in a prior competition would activate one’s competence restoration in a subsequent non-competitive environment. Task difficulty and social competition are varied sources of competence frustration. Thus, our findings advanced understanding of the competence restorative process and helped clarify the dynamics between competition and human motivation.

The Relationship Between Multidimensional Motivation and Endocrine-Related Responses: A Systematic Review

Multidimensional motivational theories postulate that the type of motivation is as important as the quantity of motivation, with implications for human functioning and well-being. An extensive amount of research has explored how constructs contained within these theories relate to the activation of the endocrine system. However, research is fragmented across several theories, and determining the current state of the science is complicated. In line with contemporary trends for theoretical integration, this systematic review aims to evaluate the association between multidimensional motivational constructs and endocrine-related responses to determine which theories are commonly used and what inferences can be made. Forty-one studies were identified incorporating five distinct motivation theories and multiple endocrine-related responses. There was evidence across several theories that high-quality motivation attenuated the cortisol response in evaluative environments. There was also evidence that motivational needs for power and affiliation were associated with lower and higher levels of salivary immunoglobulin A, respectively. The need for power may play a role in increasing testosterone when winning a contest; however, this evidence was not conclusive. Overall, this review can shape the future integration of motivational theories by characterizing the nature of physiological responses to motivational processes and examining the implications for well-being.

Role of authentic leadership and personal mastery in predicting employee creative behavior: a self-determination perspective

Personality dispositions and their role in inducing employee creative behavior are well documented in the literature. However, much is unexplored about the collective and relative contribution of personality orientations and environmental factors in explaining creative behavior. This study used a framework based on self-determination theory (SDT) to measure the combined and relative contribution of personal mastery orientation and authentic leadership in predicting employee creative behavior as mediated by autonomous motivation. A self-reported survey was conducted among software developers working in software houses. The results of the study show that both personal mastery and authentic leadership are significant predictors of employee creative behavior. In addition, autonomous motivation significantly mediates the relationship between personal mastery, authentic leadership, and creative behavior. The findings of the study lend support to the combined effect of personality orientation and environmental factors in predicting employee creative behavior and test the SDT framework’s efficacy in predicting creative behavior.

Towards an Integrative Taxonomy of Social-Emotional Competences

Social-emotional competences are critical for positive development and significantly predict educational and occupational attainment, health, and well-being. There is however a lack of consensus about the number of core competences, and how these are defined and operationalized. This divergence in approach challenges future research as well as the scientific usefulness of the construct. In an effort to create an integrative framework, this focused review evaluates different approaches of conceptualizing and assessing social-emotional competences. Building on shared conceptions, an integrative taxonomy “DOMASEC” is introduced, specifying core domains and manifestations of social-emotional competences that bridge across frameworks focusing on social and emotional learning, personality traits (such as the Big Five) and self-determination theory. Core domains include intrapersonal, interpersonal and task-oriented competencies, differentiating between affective, cognitive, and behavioral manifestations of competences across these domains. It is argued that the integrative taxonomy facilitates the conceptual specification of key constructs, that it helps to better organize the multitude of terms and definitions used, and to guide the conceptualization and operationalization of social-emotional competences and their various facets.

Motivation scale for learning with the use of DICT (EMA - TDIC)

Abstract The motivation to learn, as a socio-affective component, has been investigated as a facilitating phenomenon for the permanence of young people in formal education. The aim of this study was to seek evidence of content and the internal structure of the items that make up an instrument to identify the motivational quality for learning with the use of DICT (EMA - TDIC), with its scope being students in high school and higher education. Participants in this study were 822 students, who responded collectively to the scale. Descriptive and exploratory (EFA) and confirmatory (CFA) analysis of the items were performed. The CFA results corroborated the structural model established in the EFA, that is, the three-dimensional structure was confirmed: Controlled Motivation, Autonomous Motivation and Demotivation. New studies are underway, aiming to expand the psychometric evidence of the instrument, increasing the possibilities of making this questionnaire useful in educational contexts.

Taking adolescents' agency in socialization seriously: The role of appraisals and cognitive-behavioral responses in autonomy-relevant parenting

Parent-adolescent relationships are highly bidirectional in nature, with parental behaviors affecting adolescents' adjustment and with adolescents' behaviors, in turn, eliciting parental practices. However, there is more to adolescents' agency in the socialization process than simple reciprocity. Adolescents contribute actively to the quality and nature of the parent-adolescent relationship by giving meaning to parental behaviors and by engaging in cognitive-behavioral responses to parenting. These processes are discussed in the context of autonomy-relevant parenting, a dimension of parenting with pivotal importance for adolescents' psychosocial adjustment. We call for more research on the micro-processes involved in adolescents' agency because such research can yield a deeper insight in adolescents' differential susceptibility to parenting (depending on factors such as age, culture, and personality). It can also help to explain the multifinality involved in parenting, with, for instance, controlling parenting relating to distinct developmental problems in different adolescents. Finally, such research has applied value because it can help identify adolescents most at risk for the consequences of adverse parenting, and because it can help inform prevention programs aimed at strengthening constructive parent-adolescent communication.

How do adolescents deal with intrusive parenting? The role of coping with psychologically controlling parenting in internalizing and externalizing problems

INTRODUCTION

While research has shown convincingly that psychologically controlling parenting increases the risk for internalizing and externalizing problems among adolescents, little is known about how adolescents cope with such parenting. This study examined the role of two non-autonomous ways of coping (i.e., compulsive compliance and oppositional defiance) and one more autonomous way of coping (i.e., negotiation) in the associations between psychologically controlling parenting and internalizing and externalizing problems.

METHOD

Two-wave data from a larger longitudinal study with Belgian adolescents (N = 198; 51% female; mean age = 14.89 years, range = 13-17 years) were analyzed using multilevel modeling.

RESULTS

The results showed that oppositional defiance exacerbated associations between psychologically controlling parenting and externalizing problems at the between-person level of analysis. Both compulsive compliance and negotiation exacerbated the association with internalizing problems at the within-person level. In addition to these moderating effects, both oppositional defiance and negotiation played a partly mediating role in associations between psychologically controlling parenting and externalizing problems and oppositional defiance partly mediated associations between psychologically controlling parenting and internalizing problems at the between-person level.

CONLUSION

Overall, results suggest that oppositional defiance and compulsive compliance are rather dysfunctional coping responses and that negotiation is a mixed blessing. Directions for future research are discussed.

Adoption of Human Personality Development Theory Combined With Deep Neural Network in Entrepreneurship Education of College Students

In this research, the probability matrix factorization (PMF) algorithm was introduced to optimize the deep neural network algorithm model with the purpose of studying the application value of personality development theory and deep learning neural network in college students’ entrepreneurship psychological education courses. Based on the personality development theory, a recommendation algorithm system for entrepreneurial projects under optimized deep neural network was established. A total of 518 college students from several universities were divided into an experimental group and a control group, with 259 students in each group. In addition to the normal courses of entrepreneurship psychology education, students in the experimental group were taught the entrepreneurship project recommendation system based on the optimized deep neural network designed in this research, while students in the control group were taught entrepreneurship psychology education normally. The intervention effect before and after entrepreneurship education was evaluated by the questionnaire of college students’ entrepreneurial intention and college students’ entrepreneurial mental resilience scale. The results demonstrate that the system recall rate and accuracy based on the algorithm in this research have been significantly higher than that of PMF algorithm and deep belief network (DBN) algorithm, and the difference is statistically significant (p < 0.05); the mean square error (MSE) of the proposed algorithm is significantly smaller than that of PMF algorithm and DBN algorithm, and the difference is statistically significant (p < 0.05); the improvement of entrepreneurial toughness, entrepreneurial strength, optimism, entrepreneurial possibility, and behavioral tendency of the experimental group after the test was significantly higher than that of the control group (p < 0.05). Therefore, compared with traditional algorithms, the proposed method for entrepreneurial projects based on the theory of personality development and the optimized deep neural network shows better performance, and it can effectively improve the entrepreneurial intention and psychological resilience of college students.

The effects of experimentally induced choice on elementary school children's intrinsic motivation: The moderating role of indecisiveness and teacher-student relatedness

Although the effects of choice provision on intrinsic motivation have been intensively studied, the number of experimental studies, in particular with elementary school children, is limited. Moreover, many questions regarding the boundary conditions of the effects of choice remain unresolved. Grounded in self-determination theory, the current experimental field study examined the effect of choice provision, versus choice deprivation, on the intrinsic motivation of elementary school children, thereby also addressing the role of child-teacher relatedness and children's indecisiveness as potential moderators. After elementary school children (N = 126, M_age = 10.8 years) indicated their preference for one of three different painting activities, half of the children were allowed (so said by the teacher) to perform their preferred activity (i.e., the choice provision condition), and the other half were deprived of their choice and instead obliged to engage in a nonpreferred activity (also so said by the teacher). After having performed the activities, children's intrinsic motivation, autonomy and competence need satisfaction, vitality, and intended persistence were assessed. Children in the choice provision condition, relative to those in the choice deprivation condition, reported enhanced intrinsic motivation and vitality because they experienced more autonomy and competence need satisfaction during the painting activity. Furthermore, because highly indecisive children did not benefit from choice in terms of competence satisfaction, the indirect effect of choice through competence on two indicators of intrinsic motivation was not significant among these children. Relatedness with the teacher did not play a moderating role. Limitations and directions for future research are discussed.

Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students

OBJECTIVE

For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students.

METHOD

A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model.

RESULTS

The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance.

CONCLUSIONS

For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.