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The role of metacognitive postdiction accuracy and autonomous and controlled motivation in mathematics was explored in elementary school children (n = 208) within two perspectives, related to sample characteristics. A first study was set up in a population-based cohort. A second study was set up with children with and without a documented mathematical disability. Both studies revealed a concurrent relation between the metacognitive postdiction skills of children and their mathematical accuracy and speed, leading to the practical recommendation that teachers should pay attention to the accuracy of self-judgments of children. In addition, controlled motivation was negatively related to the speed and accuracy in study 2. Children with mathematical learning disabilities (MLD) differed from peers without mathematical learning disabilities on postdiction accuracy and autonomous motivation. However, they did not differ significantly on controlled motivation, suggesting the importance of differentiating between controlled and autonomous motivation when analyzing motivation in mathematics education.

Effective career decision-making outcomes may depend on the type of motivation underlying career development. The purpose of this study was to analyze how autonomous and controlled motivation predict exploration behaviors and career indecision and in which degree the effect of motivation on indecision is mediated by career exploration (environmental exploration, self-exploration, intended-systematic exploration and amount of information), among a group of high-school students (10th, 11th, and 12th grades, N = 523, M = 16.40). An integrative model was tested using path analysis to test direct and indirect effects and model fit (AMOS 20.0). The final model showed good fit to the data. Three indirect effects were found significant, being self-exploration, and amount of information presented as mediators. Our results highlight the importance to design career interventions not only focusing on promoting exploration behaviors but also on creating purposeful planning, based on students' reasons underlying their involvement in the career decision-making process. info:eu-repo/semantics/publishedVersion

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 (M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.

In contrast with the phletora of studies on academic motivation of regular students in regular educational settings, this study aims to shed light on the motivational drive and 'educational support needs' of chronically ill children in hospital schools. This in-depth qualitative study wants to explore if the expected motivational dimensions central in SDT research are present among this specific population and setting and if the expected relationships with 'needs' are present. In contrast with research on academic motivation and needs in common classrooms, research in hospital schools is very scarce. Using the theoretical framework of self-determination theory, we investigated the presence of different types of motivation in relationship with ABC. More specifically, we investigated their motivational types which we then related to the needs they wanted their hospital school teacher(s) to fulfill. A purposive selected sample of six students with a chronic and/or long-term illness from three different hospital schools in Flanders (Belgium) was interviewed, using elicitation techniques to further deepen the data collection. Despite of their chronic illness, all participating students were academically motivated, though some students indicated that not feeling well could cause temporary motivational regression. We were able to distinguish differences in motivation type and preferable need support. More controlled motivated students from the university hospital schools indicated a preference for support in terms of relatedness. More autonomously motivated students from a hospital school within a revalidation centre showed more autonomous motivation and preferred competence support, instead of the autonomy-support that would be expected according to self-determination theory. Moreover, the educational context and the types of illnesses or treatments seem to be linked with students’ motivation types and preferred support.

Introduction: Sub-Saharan Africa is experiencing a rapid growth of type 2 diabetes and its’ related burden. Regular physical activity is a successful prevention strategy, but is challenging to maintain. Self-determination theory posits that more autonomously motivated behavior is more sustainable. Evidence to support this claim is lacking in sub-Saharan Africa. This study aims to explore the relationships between latent constructs of autonomous and controlled motivation, perceived competence, perceived relatedness, physical activity behavior, and glycemic biomarkers. Methods: Structural equation modelling was applied to cross-sectional data from a rural Ugandan population (N = 712, pre-diabetes = 329, diabetes = 383). Outcome measures included self-reported moderate and vigorous physical activity, pedometer counts, fasting plasma glucose and glycated hemoglobin. Results: Our findings support self-determination theory, but also suggest that different types of motivation regulate different domains and intensities of physical activity. Higher frequency of vigorous physical activity – which was linked to a lower glycated hemoglobin and fasting plasma glucose – was predicted by autonomous motivation (β = .24) but not by controlled motivation (β = -0.05). However, we found no association with moderate physical activity frequency nor with pedometer counts. Perceived competence and perceived relatedness predicted autonomous motivation. Autonomous motivation functioned as a mediator between those needs and physical activity behavior. Conclusion: This is the first study providing evidence for a self-determination theory model explaining physical activity among people at risk of or living with type 2 diabetes in a rural sub-Saharan African setting. Our findings suggest that individuals who experience genuine support from friends or family and who feel competent in doing vigorous physical activity can become motivated through identification of health benefits of physical activity as their own goals. This type of motivation resulted in a higher frequency of vigorous physical activity and better glycemic biomarkers. On the other hand, people who felt more motivated through pressure from others or through feelings of guilt or shame were not more engaged in physical activity. Trial registration: ISRCTN 11913581. Registered 10 January 2017.

Background The nursing shortage is of worldwide concern, with nursing student retention acknowledged as a priority. As a fundamental step towards exploring factors that can guide the implementation of strategic approaches to retain undergraduate nursing students and prevent their attrition, the aim of this study is to examine the motivation for choosing nursing studies of first-year nursing students within the theoretical framework of self-determination theory. Methods We conducted a study at the Medical School of the University of Palermo. A total of 133 first-year nursing students completed a two-part questionnaire: a measure of socio-demographic aspects and an open question about their motivation for choosing nursing studies. Students’ responses were analysed using thematic analysis. Dimensional analysis was performed in order to verify an organization along one dimension, in agreement with the differentiation of the autonomous and controlled types of motivation of self-determination theory. A person-centred approach was utilised to define motivational profiles able to characterize clusters of students according to both quality and quantity of motivation. Results A set of 18 categories was developed. The factor analysis has shown that nursing students’ motivations can be organized along one dimension, in alignment with the differentiation of the autonomous and controlled forms of motivation of self-determination theory. Through adoption of a person-centred approach, four motivational profiles were identified: a) students with good quality motivation profile (high autonomous and low controlled); b) students with poor quality motivation profile (low autonomous and high controlled); c) students with low quantity motivation profile (low autonomous and low controlled); d) students with low quantity and poor quality motivation profile (i.e. prevalence of controlled motivation). Conclusions Importance of this research includes the possibility to interpret nursing students’ reasons within the theoretical framework of self-determination theory, a well-grounded model able to offer useful information to academic nursing schools, in order to promote effective strategies to foster and support student motivation.

Cataloged from PDF version of article. Abstract BACKGROUND: The hierarchical model of achievement motivation presumes that achievement goals channel the achievement motives of need for achievement and fear of failure towards motivational outcomes. Yet, less is known whether autonomous and controlling reasons underlying the pursuit of achievement goals can serve as additional pathways between achievement motives and outcomes. AIMS: We tested whether mastery approach, performance approach, and performance avoidance goals and their underlying autonomous and controlling reasons would jointly explain the relation between achievement motives (i.e., fear of failure and need for achievement) and learning strategies (Study 1). Additionally, we examined whether the autonomous and controlling reasons underlying learners' dominant achievement goal would account for the link between achievement motives and the educational outcomes of learning strategies and cheating (Study 2). SAMPLE: Six hundred and six Greek adolescent students (Mage = 15.05, SD = 1.43) and 435 university students (Mage M = 20.51, SD = 2.80) participated in studies 1 and 2, respectively. METHOD: In both studies, a correlational design was used and the hypotheses were tested via path modelling. RESULTS: Autonomous and controlling reasons underlying the pursuit of achievement goals mediated, respectively, the relation of need for achievement and fear of failure to aspects of learning outcomes. CONCLUSION: Autonomous and controlling reasons underlying achievement goals could further explain learners' functioning in achievement settings.

Background : Medical students often study only to fare well in their examinations or pursue a specific specialty, or study only those topics that they perceive to be useful in medical practice. The motivation for study in these cases comes from external or internal pressures or from the desire to obtain rewards. Self-determination theory (SDT) classifies this type of motivation as controlled motivation and the type of motivation that comes from genuine interest or personal value as autonomous motivation. Autonomous motivation, in comparison with controlled motivation, has been associated with better learning, academic success, and less exhaustion. SDT endorses autonomous motivation and suggests that autonomy support is important for autonomous motivation. The meaning of autonomy is misinterpreted by many. This article tries to focus on how to be autonomy-supportive in medical education. Discussion : Autonomy support refers to the perception of choice in learning. Some of the ways of supporting autonomy in medical education are small group teaching, problem-based learning, and gradual increase in responsibility of patients. Autonomy-supportive teaching behavior is not a trait and can be learned. Autonomy support in medical education is not limited to bringing in changes in the medical curriculum for students; it is about an overall change in the way of thinking and working in medical schools that foster autonomy among those involved in education. Research into autonomy in medical education is limited. Some topics that need to be investigated are the ideas and perceptions of students and teachers about autonomy in learning. Conclusion : Autonomy support in medical education can enhance autonomous motivation of students for medical study and practice and make them autonomy-supportive in their future medical practice and teaching. Keywords: autonomous motivation; controlled motivation; self-determination theory; autonomy (Published: 6 May 2015) Citation: Med Educ Online 2015, 20: 27951 - http://dx.doi.org/10.3402/meo.v20.27951

Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1. 095, df = 3, p = 0. 778, RMSEA model fit = 0. 000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection. © 2012 The Author(s).

Background Students enter the medical study with internally generated motives like genuine interest (intrinsic motivation) and/or externally generated motives like parental pressure or desire for status or prestige (controlled motivation). According to Self-determination theory (SDT), students could differ in their study effort, academic performance and adjustment to the study depending on the endorsement of intrinsic motivation versus controlled motivation. The objectives of this study were to generate motivational profiles of medical students using combinations of high or low intrinsic and controlled motivation and test whether different motivational profiles are associated with different study outcomes. Methods Participating students (N = 844) from University Medical Center Utrecht, the Netherlands, were classified to different subgroups through K-means cluster analysis using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies, self-study hours, academic performance and exhaustion from study. Results Four clusters were obtained: High Intrinsic High Controlled (HIHC), Low Intrinsic High Controlled (LIHC), High Intrinsic Low Controlled (HILC), and Low Intrinsic Low Controlled (LILC). HIHC profile, including the students who are interest + status motivated, constituted 25.2% of the population (N = 213). HILC profile, including interest-motivated students, constituted 26.1% of the population (N = 220). LIHC profile, including status-motivated students, constituted 31.8% of the population (N = 268). LILC profile, including students who have a low-motivation and are neither interest nor status motivated, constituted 16.9% of the population (N = 143). Interest-motivated students (HILC) had significantly more deep study strategy (p