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Achievement goals have been key concepts for describing what motivates individuals in educational contexts. While achievement goals have often merely been conceptualized in terms of aspired end-states (aims of goal striving), contemporary research has proposed a more holistic perspective synthesizing these aims alongside autonomous versus controlled reasons derived from Self-Determination Theory into so-called achievement goal complexes. How these aims and reasons align is a matter of further discussion. An overview of empirical studies on goal complexes as well as associations between achievement goals and overarching goal systems reveals that aims differ in whether they show strong communality (static goal regulation) or rather high situational fluctuation regarding underlying reasons (dynamic goal regulation). Particularly, mastery aims show primarily strong bounds with autonomous reasons, whereas performance aims are more ambiguously aligned with underlying reasons. This has implications for the development of an overarching theory as well as for educational practice aiming to foster certain goals and goal complexes. Potential avenues for future research such as further investigations into goal valence, a broader set of aims, the impact of culture, and goal development are discussed. [ABSTRACT FROM AUTHOR]

The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices. [ABSTRACT FROM AUTHOR]

AbstractThe effective response to managing wildlife-associated diseases, such as chronic wasting disease (CWD), requires meaningful cooperation between managers and affected groups. According to self-determination theory (SDT), a broad theory of motivation, communication efforts supportive of the basic psychological needs of autonomy, competence, and relatedness are more likely to motivate voluntary cooperation among affected groups than efforts centered on control. In this study, we applied a conceptual framework based on SDT to analyze state agency communication strategies. We surveyed key state agency personnel about their approach to CWD communication and conducted a content analysis of communication materials. We then conducted a qualitative analysis of open-ended responses from state agency personnel to identify patterns in appeals to autonomous motivation compared to more controlled forms of individual motivation. Our analysis suggests that agency communications provide variable support for individual basic psychological needs, and we suggest guidelines that may improve future communication efforts. [ABSTRACT FROM AUTHOR]

Previous research demonstrated the relationship between mindfulness and academic performance among adolescents. However, there is a lack of research distinguishing between the five facets of mindfulness (observing, describing, acting with awareness, non-judgment and non-reactivity) and their associated underlying mechanisms through motivation. The present study investigated whether autonomous and controlled motivation would mediate the relationship between the five facets of mindfulness and two indicators of academic performance - academic engagement and procrastination among adolescents. A sample of 713 Chinese students were recruited to complete a series of self-reported measures quantifying mindfulness, academic engagement, academic procrastination, and autonomous and controlled motivation. Results indicated that four out of five mindfulness facets– observing (r = 0.198), describing (r = 0.329), acting with awareness (r = 0.365), and non-reactivity (r = 0.187)– were positively correlated with academic engagement (ps < 0.001), whereas non-judgment showed a negative correlation (r=-0.115, p = 0.002). In terms of relationship with academic procrastination, three mindfulness facets– observing (r=-0.115, p = 0.002), describing (r=-0.289, p < 0.001) and acting with awareness (r=-0.365, p < 0.001) exhibited a negative association. Furthermore, autonomous and controlled motivation together mediated the relationships between four facets of mindfulness and academic engagement as well as academic procrastination. However, there was a non-significant mediating effect of controlled motivation in relation between describing and academic performance. Overall, the mediating effect of autonomous motivation was stronger than controlled motivation. Results also indicated that acting with awareness was a relatively more robust protective factor for academic engagement and academic procrastination. Hence, mindfulness intervention programs developed to improve academic performance among adolescents may benefit from targeting on autonomous motivation and the mindfulness facet of acting with awareness. [ABSTRACT FROM AUTHOR]

In today's fast‐paced world, increasing numbers of individuals face time poverty, i.e., having too much to do and not enough time. The current research conducted six studies (total valid N = 1307) examining whether time poverty influences individuals' construal levels and the moderating role of individuals' motivations towards what they do. The results consistently suggest that time poverty leads individuals to adopt more concrete construal regardless of whether time poverty was measured (Study 1) or manipulated either by a scenario (Studies 2a, 3–5) or by a recall task (Study 2b). Concrete construal prioritizes the "how" over the "why" aspect of actions (Studies 1 and 2a) and emphasizes secondary rather than primary features of options (Studies 2b, 3–5). Meanwhile, the results supported the moderating role of motivations (Studies 3–5). Specifically, compared with those experiencing time poverty due to too many things they "have‐to" do (controlled motivation), those experiencing time poverty because of too many things they "want‐to" do (autonomous motivation) demonstrated weaker tendencies towards adopting concrete construal. Taken together, our findings contribute to the growing literature on how the chronic perception of time poverty shapes the way people feel, think and do. [ABSTRACT FROM AUTHOR]

Previous research has shown that parenting behaviors are strongly related to adolescents' creativity development. Based on the ecological systems model of creativity development, the componential model of creativity, and the self-determination theory, our study investigated the indirect roles of autonomous and controlled motivations in the association between parenting behaviors and creativity in Chinese adolescents. Participants (N = 411) completed the Parenting Behaviors Scale, Learning Self-regulation Scale, Creativity Self-report Scale, and two tasks in the Torrance Tests of Creative Thinking. Correlation analysis revealed that autonomy support is positively related to autonomous motivation, controlled motivation, and creativity; psychological control is positively related to controlled motivation and creativity; and autonomous motivation and controlled motivation are both positively related to creativity. Structural equation modeling suggested that autonomy support was positively associated with creativity both directly (p = 0.009, 95% confidence interval (CI) [0.029, 0.205]) and via autonomous motivation (p < 0.001, CI [0.045, 0.127]), whereas psychological control was negatively associated with creativity via controlled motivation (p = 0.032, CI [−0.074, −0.009]). Generally, autonomous motivation and controlled motivation play indirect roles in the association between parenting behaviors and creativity. The results provided insights into the relationship between parenting behaviors and creativity and its indirect mechanism, as well as suggested implications for the pathways of creativity improvement in parenting. Highlights: The relationships between parenting behaviors, motivation, and creativity are examined in Chinese junior school students. Autonomous motivation means individuals' spontaneous engagement in personally meaningful actions. Controlled motivation means individuals' engagement in actions under environmental pressure. Autonomous motivation plays an indirect role in the relationship between parental autonomy support and creativity. Controlled motivation plays an indirect role in the relationship between parental psychological control and creativity. [ABSTRACT FROM AUTHOR]

Longitudinal relationships between organizational factors and autonomous and controlled motivation among older Japanese bridge employees were investigated. The study sample consisted of 331 older people working in bridge employment at the same organizations where they worked before retirement (Mage = 63.45 years, SD = 3.28 years). Data were taken at two time points 10 months apart. Multiple regression analysis indicated that organizational justice predicted autonomous motivation at Time 2, after controlling for demographic variables and autonomous motivation at Time 1, whereas organizational justice did not predict controlled motivation. Moreover, support from coworkers positively predicted autonomous motivation and negatively predicted controlled motivation at Time 2. These results indicate that optimal organizational environments might promote autonomous motivation and reduce controlled motivation among older workers. It is suggested that organizations develop environments where older workers can receive fair evaluations from their superiors and close relationships with their coworkers. [ABSTRACT FROM AUTHOR]

Longitudinal relationships between organizational factors and autonomous and controlled motivation among older Japanese bridge employees were investigated. The study sample consisted of 331 older people working in bridge employment at the same organizations where they worked before retirement (Mage = 63.45 years, SD = 3.28 years). Data were taken at two time points 10 months apart. Multiple regression analysis indicated that organizational justice predicted autonomous motivation at Time 2, after controlling for demographic variables and autonomous motivation at Time 1, whereas organizational justice did not predict controlled motivation. Moreover, support from coworkers positively predicted autonomous motivation and negatively predicted controlled motivation at Time 2. These results indicate that optimal organizational environments might promote autonomous motivation and reduce controlled motivation among older workers. It is suggested that organizations develop environments where older workers can receive fair evaluations from their superiors and close relationships with their coworkers. [ABSTRACT FROM AUTHOR]

The study explores the roles of youth prosocial, self-interested and controlled motivations to comply with recommended protective behaviour during the initial stages of the COVID-19 pandemic. We test the interrelations of awareness of COVID-19 cases in social network, risk perception, motivation and behaviour, via structural equation modelling on self-reported data from 1,265 undergraduate university students. Analysis identified prosocial motivation and self-interested motivation as equally strong for predicting young people's behaviour while controlled motivation revealed no association. The presence of known COVID-19 cases in social networks could differently affect perceived risks of disease and motivation to comply with protective measures. While awareness of severe consequences positively affects motivation, awareness of mild cases, in contrast, decreases perceived disease severity. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The present cross-sectional study investigated, in a group of Italian healthcare workers (HCWs), the association between work motivation and occupational health and the impact of socio-demographic and job-related variables on this association. Methods: A total of 656 subjects (nurses, technicians, midwives and physiotherapists) completed the survey. Linear regression models were used to correlate motivation types (by Scale of Motivation At Work) with health indicators (general health, depression, professional exhaustion, satisfaction and turnover intention) and burnout's subscales (emotional exhaustion, depersonalization and reduced professional achievement). Findings: Autonomous motivation correlated positively with general health and work satisfaction and negatively with depression, exhaustion and turnover intention. Scoring high on intrinsic/integrated regulation was associated with better health and job satisfaction and with turnover intention, depression and emotional exhaustion. Controlled motivation, demotivation and external regulation nourished burnout's indicators, while autonomous motivation was protective. Operating in intensive care or surgical areas negatively affected general health; working as a nurse manager or midwife increased one's depressive risk and reduced satisfaction; being older than 60 increased emotional exhaustion and turnover intention; having a master's degree protected from exhaustion and depression. Implications: Collectively, our findings extend evidence on the role of work motivation in shaping occupational health and underline the importance for healthcare organizations of promoting actions to reinforce autonomous motivation at work. [ABSTRACT FROM AUTHOR]

Drawing on self-determination theory and L2 pragmatics, this study scrutinizes how two motivational dimensions (autonomous and controlled) can affect EFL learners' behavioral engagement in learning pragmatics across various English proficiency levels. One hundred ninety-eight Saudi EFL learners were surveyed for their English proficiency level, L2 motivation, and pragmatic engagement. The findings revealed an overall significant positive correlation between EFL learners' L2 motivation and pragmatic engagement. Autonomous and controlled motivations were significantly and positively correlated with pragmatic engagement among all the English proficiency groups. Learners with advanced proficiency exhibited significantly higher correlations than their counterparts, indicating that L2 motivation mediated by proficiency predicted pragmatic engagement. Learners with higher levels of English proficiency were more sensitive to the pragmatic aspects of the language and, therefore, more motivated toward active engagement in pragmatically oriented contexts than intermediate and upper-intermediate learners. [ABSTRACT FROM AUTHOR]

ABSTRACTThe study explores the roles of youth prosocial, self-interested and controlled motivations to comply with recommended protective behaviour during the initial stages of the COVID-19 pandemic. We test the interrelations of awareness of COVID-19 cases in social network, risk perception, motivation and behaviour, via structural equation modelling on self-reported data from 1,265 undergraduate university students. Analysis identified prosocial motivation and self-interested motivation as equally strong for predicting young people’s behaviour while controlled motivation revealed no association. The presence of known COVID-19 cases in social networks could differently affect perceived risks of disease and motivation to comply with protective measures. While awareness of severe consequences positively affects motivation, awareness of mild cases, in contrast, decreases perceived disease severity.

Numerous SLA studies have unveiled the effect of perceived teacher support on students’ learning engagement. However, little is known about how motivation mediates the relationship between perceived teacher support and learning engagement in an online learning environment. To address this gap, this study draws on Self-Determination Theory (SDT) and two SDT-based models to examine the mediating effects of autonomous motivation and controlled motivation on the relationship between perceived teacher support and online learning engagement. Questionnaires were administered among 504 EFL learners in China. Parallel mediation results revealed that autonomous motivation mediated the relationship between perceived teacher support and online learning engagement, while controlled motivation did not. The study validated SDT and two SDT-based models in a Chinese online EFL setting. Pedagogical implications were proposed to enhance EFL teachers’ support and learners’ engagement in online English classes. [ABSTRACT FROM AUTHOR]

Introduction: The gig economy is extolled for its potential to stimulate economic and social development. This study examines the mediating roles of controlled and autonomous motivation in the relationship between job crafting and innovative behavior in the context of knowledge workers in the gig economy. Methods: To examine these relationships, we propose and test a conceptual framework using an online survey conducted among knowledge workers in China. The participants consisted of 302 knowledge workers who voluntarily participated in the study. We used structural equation modeling to test the proposed relationships among the variables. Results: Controlled and autonomous motivation mediates the relationship between job crafting and innovative behavior. Discussion: Our study shed light on the knowledge workers' motivation dilemma in the gig economy, with theoretical implications for research regarding job crafting, motivation, and practice implications about the job crafting and innovative behavior of knowledge workers. [ABSTRACT FROM AUTHOR]

Supervisors and managers have an increasingly significant role in employees' motivation. The applied framework in this field research was the Self-Determination Theory (SDT). In this way, it was assessed that whether supervisors can be trained in order to support employees' basic psychological needs including autonomy, relatedness, and competence. As a result, their need satisfaction and autonomous motivation were promoted, at the same time, the controlled motivation and amotivation were reduced. The training was provided to 15 supervisors then employees' need satisfaction, amotivation, controlled motivation, and autonomous motivation were investigated, pre- and post-intrvention. Performing a multilevel regression analysis revealed that employees in the intervention group showed an increment in autonomous motivation and need satisfaction, as well as a significant reduction in amotivation than those of the control group. Furthermore, increasing autonomous motivation and decreasing amotivation were moderated via increasing need satisfaction. An added value has been provided for the mentioned theory on need satisfaction by the current study. It was also indicated that a relatively brief intervention for supervisors may affect creating employees need support, and autonomous motivation increment, and amotivation reduction. [ABSTRACT FROM AUTHOR]

Gratitude has mostly been explored in relation to well-being but whether it is associated with school-related outcomes such as motivation and engagement has seldom been explored. Motivation and engagement, however, are critical to students' academic success. Hence, the aim of this study was to examine how gratitude is associated with different types of academic motivation (amotivation, controlled motivation, and autonomous motivation) and engagement (cognitive, behavioural, and emotional). We recruited 1099 Chinese university students and asked them to answer questionnaires assessing their levels of gratitude, motivation, and engagement. Structural equation modelling revealed that gratitude was positively associated with controlled motivation, autonomous motivation, and academic engagement but negatively associated with amotivation. Autonomous motivation partially mediated the relationship between gratitude and academic engagement. The findings of this study elucidate the theoretical linkages among gratitude, motivation, and engagement, demonstrating the importance of gratitude for schoolrelated outcomes. [ABSTRACT FROM AUTHOR]

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Based on self-determination theory (SDT), we examined mediational models connecting autonomy support and self-criticism to negative affect (NA), positive affect (PA), and goal progress (GP) via autonomous and controlled motivation. Separate measures were obtained within eight domains (e.g., academic performance and intimate relationships) for 346 university students. Multilevel structural equation modeling was used to test whether, both between-persons and within-person, autonomy support and self-criticism predicted autonomous and controlled motivation, which in turn predicted NA, PA, and GP. In addition to several between-persons indirect effects, we found numerous significant within-person indirect effects, including: (1) in domains where they experienced greater autonomy support, people experienced greater PA and greater GP, mediated by greater autonomous motivation and (2) in domains where they experienced greater self-criticism, people experienced more NA mediated by greater controlled motivation, and less PA mediated by greater controlled motivation and lesser autonomous motivation. These results support systematically adopting a multilevel perspective in SDT research. [ABSTRACT FROM AUTHOR]

With the self-determination theory (SDT) as grounding, the current study uses qualitative investigation with twenty-five respondents and a two-stage quantitative validation with 782 respondents, to propose seven travel motivations for Indian millennials. These motivations are knowledge-seeking, escape, sense of accomplishment, experience stimulation, social relationships, destination rewards, and social media compulsion. These motivations are mapped to specific regulations in the SDT and organized into autonomous and controlled motivations. Both autonomous and controlled motivations have a significant impact on travel intentions. A judgemental sample of Indian millennials is drawn from the eligible client-list of a prominent tourism agency used as the sampling frame. The study guides destination managers to position their destinations aligned with the motivations that drive Indian millennials to travel. [ABSTRACT FROM AUTHOR]

Copyright of Polskie Forum Psychologiczne is the property of Kazimierza Wielki University in Bydgoszcz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Selle uurimistöö eesmärk on kirjeldada hariduslike erivajadustega (HEV) õpilaste lugemis- ja matemaatikaoskuste seoseid tava- või eriklassis õppimisega. Valimisse kuulus 3369 kolmanda klassi last (poisse 50%, 209 klassist, 135 koolist) ning 3340 kuuenda klassi last (poisse 51%, 200 klassist, 134 koolist) eesti- ja venekeelsetest koolidest. Õpilased täitsid koolitundide ajal veebipõhised lugemise ladususe, loetu mõistmise, arvutamise ja tekstülesannete testid. Tulemustest selgus, et tava- ja eriklassis õppivate HEV õpilaste lugemis- ja matemaatikaoskused olid sarnasel tasemel, välja arvatud vene õppekeelega koolide kuuendates klassides, kus tavaklassis õppivad HEV õpilased said tekstülesannete lahendamises kõrgema skoori võrreldes eriklassis õppivate HEV õpilastega. Uuring annab esmase ülevaate eesti- ja venekeelsete koolide kolmandate ja kuuendate klasside HEV õpilaste kaasamise olukorrast ja akadeemilistest oskustest. Summary

Behind the frequent occurrence of business scandals, it is often the silence and connivance of organizational immorality. Moral voice, a kind of employee active moral behavior, inhibits and prevents the organizational unethical phenomenon. Some researchers have sought to explore how to arouse employee moral voice. However, the limited studies mainly investigated the antecedents of leadership styles, ignoring the impact of the organizational factor on moral voice. Based on the self-determination theory, the current study constructs a theoretical model about how socially responsible human resource management (SRHRM) affects employee moral voice via autonomous motivation and controlled motivation and further considering the moderating role of person–organization value fit. From a two-stage research method and the analysis of 260 valid data, we found that SRHRM promoted employee moral voice and this positive linkage was mediated by autonomous motivation but not by controlled motivation. Besides, the findings also revealed that person–organization fit moderated the indirect influences of SRHRM on moral voice via autonomous motivation, such that the indirect influence was stronger for a high level of person–organization value fit than the low level of person–organization value fit. Some theoretical and practical implications also be discussed. [ABSTRACT FROM AUTHOR]

Inclusive education is a crucial part of Estonian education, including the higher education system. At university, there are students whose first language (L1) is not Estonian but who follow the Estonian-medium curricula. Engaging such students and supporting their motivation and self-directed learning is essential for students' welfare. Foreign language acquisition has been studied a lot, but less attention has been paid to investigating learning through the medium of a second language and how to involve and support those students effectively. [ABSTRACT FROM AUTHOR]

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2024 Li and Ding.)

Self-determination theory that was used as a starting point of this paper, indicates the existence of different types of motivation that are distributed along the motivational continuum and which differ according to the degree of self-determination, the formation of which is under the influence of the environmental and individual factors. This research presents the applicability of the basic postulates of self-determination theory on a sample of 150 employees within the hotel sector in Belgrade. The aim of this paper is to determine the extent of which environmental factors, such as work climate, affect the satisfaction of basic psychological needs of employees and through them, the structure of motivation (autonomous/controlled/amotivation). The results of this research show that the work climate, which is defined as perceived autonomy support, significantly affects the satisfaction of psychological needs and motivation for work, where the satisfaction of basic psychological needs has a mediating role, thus creating conditions for developing autonomous forms of motivation.

Background: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students' psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching questionnaire predict students' basic psychological needs, motivations, and physical activities during leisure-time. Methods: A total of 299 students (164 boys and 135 girls) from four Estonian general education schools and two vocational education institutions participated in the study. Students filled in the questionnaire of study variables. A variance-based structural model was used to test the research hypotheses. Results: The results revealed that different forms of controlling behaviours predicted psychological need frustration (β = 0.09–0.37; p < 0.01). Psychological need frustration predicted controlled motivation (β = 0.52; p < 0.01). Controlled motivation predicted subjective norms (β = 0.51; p < 0.01). Intention was predicted by attitudes (β = 0.30; p < 0.01), perceived behavioural control (β = 0.37; p < 0.01), and subjective norms (β = 0.15; p < 0. 01). Attitude was statistically significantly related to leisure-time physical activity (β = 0.09; p < 0.05). The model describes 10% of students' physical activity in the context of leisure-time. Conclusion: The results of this study highlight that physical education teachers should avoid using controlling behaviours if the aim is to avoid frustrating their students' psychological needs, which might have detrimental effect on students' leisure-time physical activity via controlled forms of motivation. [ABSTRACT FROM AUTHOR]

This study explores the motivational factors that influence information technology (IT) professionals' pro-environmental behaviors (PEBs). Based on the self-determination theory (SDT), autonomous and controlled motivations were posited as determinants of PEBs. Besides, the green human resource management (GHRM) literature was integrated to examine the direct and indirect effects of GHRM practices. The hypothesized model was tested using data collected from 333 IT professionals in Malaysia. The results supported the view that autonomous motivation and GHRM practices have significant effects on PEBs. Also, GHRM was a significant moderator of the effect of autonomous motivation on PEBs. On the contrary, the hypotheses that controlled motivation has a constraining effect, and GHRM has a moderating effect on PEBs were not supported. Thus, this study extends the SDT by incorporating GHRM literature to demonstrate that IT professionals' PEBs are associated with environmental practices based on interest and value. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study aims to reveal both the motivation sources of employees in extraordinary conditions (such as COVID-19) and the type of motivational sources that are dependent on individual and environmental conditions. Within the framework of the aim of the study, quantitative research was conducted. The universe of the study is logistics companies in the TİMS 2020 report, with a sample consisting of 343 employees from various positions and professions. Data were obtained by questionnaire method. The questionnaire consist of a socio-demographic information form contains individual, work-related, and COVID-19 experience questions and the six-dimensional motivation at work scale. According to analysis findings, the 6-dimensional motivation scale was represented by 5 dimensions (as a result of CFA analysis), and introjected motivation was eliminated. Identified regulation levels of employees were calculated at quite high levels, while amotivation levels were quite low. As a result of the difference tests, material and social external regulations are differentiated according to personal differences. Amotivation is affected by position. In addition, parallel with the previous findings, while controlled motivation was open to these effects, autonomous motivation was not affected by environmental conditions and personal characteristics. Details are discussed in the relevant section. [ABSTRACT FROM AUTHOR]

English as a foreign language (EFL) teachers differ in their autonomy-supportive and controlling interpersonal behavioral styles when motivating learners. Drawing upon the self-determination theory (SDT) and the model of interpersonal teacher behavior (MITB), this study aimed to investigate the impact of teachers’ interpersonal behaviors, according to eight behavioral dimensions: leadership, helpful/friendly, understanding, student responsibility/freedom, uncertain, dissatisfied, admonishing, and strict. 1,209 Iranian EFL learners were requested to assess their teachers’ interpersonal behavior via the Questionnaire on Teacher Interaction (QTI) as well as their degree and type of motivation (autonomous and controlled) through the Academic Self-Regulation Questionnaire (SDQ-A). The results of the partial least squares structural equation modelling revealed that teachers’ controlling behaviours of leadership and strictness significantly enhanced EFL learners’ controlled motivation, while their autonomy-supportive behaviours of helpfulness/friendliness and understanding positively influenced learners’ autonomous motivation. Teachers’ autonomy-suppressive behaviour of uncertainty negatively influenced learners’ autonomous motivation. This study’s findings encourage stakeholders in the educational sector to consider EFL teachers’ interpersonal behaviours and the influence of these behaviors on learning motivation.

Based on self-determination theory and job characteristics theory, this study aims to provide a systematic and comprehensive model simultaneously investigating the relationship between job characteristics and two forms of work motivation (i.e., controlled motivation and autonomous motivation). To examine the proposed model, we recruited employees working in multiple Chinese industries and collected 435 valid questionnaires. The results indicate that job characteristics have a significantly positive effect on basic psychological needs satisfaction, which, in turn, positively affects autonomous motivation and negatively influences controlled motivation. In addition, basic psychological needs satisfaction mediates the linkage between job characteristics and positive or negative work motivation. Moreover, when an employee had high positive affectivity, job characteristics were more likely to fuel their basic psychological needs satisfaction. In contrast, job characteristics were more likely to be the depressor of these needs satisfaction when an employee possesses high negative affectivity. Our findings revealed that the degree of three needs satisfaction at work is a convincing and identifiable psychological mechanism between job characteristics and two types of work motivation. Also, work affectivity may influence the different perceptions of job characteristics, reminding managers that personality traits are a non-negligible factor in job design. Overall, this paper extends the application of the job characteristics model by revealing when and how job characteristics influence two types of work motivation and further puts forward managerial implications. [ABSTRACT FROM AUTHOR]

Drawing on self-determination theory, which suggests that individuals' autonomous and controlled motivations determine their behavior and performance, our research examined the relationship between motivation, emotional labor, and service performance. We predicted that autonomous motivation will be positively associated with service performance through deep acting and that controlled motivation will be negatively associated with service performance through surface acting. To test these hypotheses, we collected three-wave data from 282 hotel employees and 21 general managers over a 15-month period. As predicted, autonomous motivation was positively related to deep acting and negatively related to surface acting 1 year later, whereas controlled motivation was positively related to surface acting 1 year later. Deep acting was positively associated with supervisor-rated service performance 3 months later. Further, the indirect effect of autonomous motivation on service performance through deep acting was significant. The robustness of these findings was established by reanalyzing the data without controlling for potential confounds and conducting a validation study among 70 flight attendants across 5 consecutive days. The findings highlight the importance of service employees' autonomous motivation in effective emotion regulation and resulting service performance. [ABSTRACT FROM AUTHOR]

No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R2 = .82, adjusted R2 = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students’ controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students’ motivation to learn L2 pragmatics, which can eventually lead to their increased engagement.

Creativity has become prevalent in the routine work of knowledge employees in contemporary enterprises. From the perspective of ambidexterity, drawing upon expectancy theory and self-determination theory (SDT), the present study highlights the driver behind proactive and responsive creativity. Using two-stage longitudinal data collected from 373 knowledge employee-supervisor dyads in information and manufacturing companies in China, the results show that: (1) performance-contingent rewards have an inverted U-shaped influence on proactive creativity and a U-shaped influence on responsive creativity; (2) performance-contingent rewards have an inverted U-shaped influence on autonomous and controlled motivation; (3) autonomous motivation has a positive influence on proactive creativity, but controlled motivation has a negative influence on responsive creativity; (4) autonomous and controlled motivation play a partly mediating mechanism in the non-linear effects of performance-contingent rewards on proactive and responsive creativity, respectively. Managers should enhance the ambidextrous ability to deal with proactive and responsive creativity and establish an applied and dynamic policy of performance-contingent rewards intensity to drive ambidextrous creativity. [ABSTRACT FROM AUTHOR]

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Background. Despite the importance attributed to athletes' motivation in sports performance and well-being; no measures of motivation toward sport were found in the Romanian sport context. Objective. Grounded in self-determination theory, this research aimed to adapt and to gather validity and reliability evidence supporting the use of the Behavioral Regulation in Sport Questionnaire (BRSQ) in the Romanian sport domain. Method. The participants were 596 Romanian professional athletes (age: M D22:91, SD D 5:84; sports experience: M D 11:14, SD D 5:03), who 273 practiced individual sports and 323 team sports. They completed an online questionnaire survey assessing their perception of behavioral regulation, resilience and burnout in sport. Results. Confirmatory factor analysis supported the six-factor correlated model, which was invariant across age and sport. Correlations among latent factors configured a simplex structure, underpinning the self-determination continuum. Average variance extracted values from .50 to .70 endorsed convergent validity. Scores for heterotraitmonotrait ratio of correlations as high as .88, as well as 95% confidence intervals of each interfactor correlation that did not include 1.00 supported discriminant validity. Values over .70 for Cronbach's alpha, McDonald's omega and Raykov's coefficients showed a good level of reliability for each factor. Linear regression analysis revealed that while intrinsic motivation, integrated regulation and identified regulation positively predicted resilience, introjected regulation, external regulation and amotivation positively predicted burnout. Conclusions. The BRSQ is shown to be a valid and reliable measure of the six types of behavioral regulation in the Romanian sport context. [ABSTRACT FROM AUTHOR]

No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < .01, R² = .82, adjusted R² = .81, and that the effect of Controlled Motivation, B = .33, t(71) = 8.05, p < .01, was twice as large as that of Autonomous Motivation, B = .16, t(71) = 4.91, p < .01. These findings indicate that students' controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students' motivation to learn L2 pragmatics, which can eventually lead to their increased engagement. [ABSTRACT FROM AUTHOR]

Abstract Background Recent studies suggest that autonomous and controlled motivation may mediate the relationship between perfectionism and attitudes toward doping. The purpose of this study was to investigate the association among perfectionistic strivings, perfectionistic concerns, autonomous motivation, controlled motivation, and attitudes toward doping in young athletes. The potential mediating role of autonomous and controlled motivation was examined. Methods Two hundred and forty-three Chinese athletes were surveyed using questionnaires. Structural equation modeling (SEM) was conducted to evaluate the potential mediating role of autonomous and controlled motivation between perfectionism and attitudes toward doping. Results The results showed that perfectionistic strivings was negatively associated with attitudes toward doping, whereas perfectionistic concerns positively predicted attitudes toward doping. Autonomous motivation was negatively associated with attitudes toward doping, whereas controlled motivation positively predicted attitudes toward doping. The mediation analyses showed that the relationship between perfectionistic strivings and attitudes toward doping was partially mediated by autonomous motivation. The relationship between perfectionistic concerns and attitudes toward doping was partially mediated by controlled motivation. Conclusions The findings suggested that fostering perfectionistic strivings and autonomous motivation and reducing perfectionistic concerns and controlled motivation may be considered for inclusion in athletes’ anti-doping education.