an article by Miriam Cents-Boonstra (Radboud University, Nijmegen, The Netherlands; Graafschap College, Doetinchem, The Netherlands), Anna Lichtwarck-Aschoff (Radboud University, Nijmegen, The Netherlands), Eddie Denessen (Radboud University, Nijmegen, The Netherlands; Leiden University, The Netherlands) and Leen Haerens and and Nathalie Aelterman (University of Ghent, Belgium) published in Journal of Vocational Education & Training Volume 71 Issue 4 (2019)
Abstract
There are indicators that a substantial number of students in vocational education and training (VET) experience problems with successfully building their careers. This is often attributed to VET students’ motivation.
The present study provides insight into VET students’ motivational profiles based on self-determination theory. Additionally, differences between those motivational profiles in terms of self-efficacy, test anxiety and perception of motivating teaching were investigated.
The study involved 195 VET students, from one VET college in the Netherlands.
Using latent profile analyses, four motivational profiles were identified that differed with respect to quality and quantity of motivation.
Profiles with higher quality (25%) and higher quantity (27%) of motivation were related to higher levels of self-efficacy and perceived motivating teaching compared to profiles with low quantity (7%) or low quality (41%) of motivation.
Furthermore, students in the profile with high-quality motivation reported the lowest levels of test anxiety. Additionally, our findings suggest there is indeed a relatively large group of VET students (48%) who actually experience motivational problems.
Practical implications and directions for future research are discussed.
Full text (PDF 24pp)
Showing posts with label self-determination_theory. Show all posts
Showing posts with label self-determination_theory. Show all posts
Thursday, 14 November 2019
Friday, 19 July 2019
The Stress–Burnout Relationship: Examining the Moderating Effect of Physical Activity and Intrinsic Motivation for Off-Job Physical Activity
an article by Sandrine Isoard-Gautheur, Clément Ginoux and Philippe Sarrazin (Université Grenoble Alpes, Switzerland) and Markus Gerbe (University Issue 7 (July 2019)of Basel, Switzerland) published in Workplace Health & Safety Volume 67 Issue 7 (July 2019)
Abstract
Current research highlights the need to critically examine the factors that can reduce the relationship between work stress and burnout to improve employee health and well-being, as well as to create healthier workplaces.
The objective of this study was to enhance insight into the association between stress and job burnout by testing the moderated moderating effect of off-job physical activity (PA) and intrinsic motivation for off-job PA on this association.
A total of 369 university staff (70% females) completed a web survey comprising measures of perceived stress, job burnout, PA, and intrinsic motivation for PA. A three-way conditional process model revealed that the “Stress × PA” interaction was significant for cognitive weariness, and that the three-way interaction between “Stress × PA × Intrinsic Motivation for PA” was significantly related to job burnout, and to cognitive weariness.
The results highlight
Abstract
Current research highlights the need to critically examine the factors that can reduce the relationship between work stress and burnout to improve employee health and well-being, as well as to create healthier workplaces.
The objective of this study was to enhance insight into the association between stress and job burnout by testing the moderated moderating effect of off-job physical activity (PA) and intrinsic motivation for off-job PA on this association.
A total of 369 university staff (70% females) completed a web survey comprising measures of perceived stress, job burnout, PA, and intrinsic motivation for PA. A three-way conditional process model revealed that the “Stress × PA” interaction was significant for cognitive weariness, and that the three-way interaction between “Stress × PA × Intrinsic Motivation for PA” was significantly related to job burnout, and to cognitive weariness.
The results highlight
- that stress was associated with higher levels of job burnout;
- that under a high stress condition, PA was negatively linked to cognitive weariness; and
- that intrinsic motivation for PA reinforced the positive moderating effect of PA on the stress–burnout relationship, especially when stress is high.
Tuesday, 2 January 2018
Individual differences in the effects of academic motivation on higher education students’ intention to drop out
an article by Markus Rump, Wiebke Esdar and Elke Wild (Bielefeld University, Germany) published in European Journal of Higher Education Volume 7 Issue 4 (2017)
Abstract
The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students’ intention to drop out.
Based on previous research, we challenged the assumption of a single global relationship between academic motivation and the intention to drop out and hypothesized there would be at least two groups or subpopulations, each of them with a unique group-specific academic motivation-intention to drop out relationship.
A sample of 1,002 first semester bachelor students from nine different German higher education institutions were analysed with the person-oriented approach of clusterwise linear regression analysis.
Supporting our expectation, we identified three subpopulations of students.
Results showed that intrinsic motivation was the strongest significant predictor in each of the three groups, whereas in none of the groups external regulation did significantly predict the intention to drop out.
Moreover, our results revealed that the stronger the group-specific effect of intrinsic motivation, the higher the group-specific average intention to drop out.
Results are discussed in terms of theoretical and practical implications for higher education institutions.
Abstract
The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students’ intention to drop out.
Based on previous research, we challenged the assumption of a single global relationship between academic motivation and the intention to drop out and hypothesized there would be at least two groups or subpopulations, each of them with a unique group-specific academic motivation-intention to drop out relationship.
A sample of 1,002 first semester bachelor students from nine different German higher education institutions were analysed with the person-oriented approach of clusterwise linear regression analysis.
Supporting our expectation, we identified three subpopulations of students.
Results showed that intrinsic motivation was the strongest significant predictor in each of the three groups, whereas in none of the groups external regulation did significantly predict the intention to drop out.
Moreover, our results revealed that the stronger the group-specific effect of intrinsic motivation, the higher the group-specific average intention to drop out.
Results are discussed in terms of theoretical and practical implications for higher education institutions.
Wednesday, 19 June 2013
Workplace bullying and psychological health at work: The mediating role of satisfaction of needs for autonomy, competence and relatedness
an article by Sarah-Geneviève Trépanier (Université du Québec à Montréal, Quebec, Canada) and Claude Fernet and Stéphanie Austin (Université du Québec à Trois-Rivières, Quebec, Canada) published in Work & Stress: An International Journal of Work, Health & Organisations Volume 27 Issue 2 (2013)
Abstract
The aim of this study was to investigate how exposure to workplace bullying undermines psychological health at work.
Drawing on self-determination theory, this study proposes and tests a model in which the experience of workplace bullying predicts poor psychological health at work (higher burnout and lower work engagement) through lack of satisfaction of basic psychological needs (autonomy, competence and relatedness).
The results of this study, conducted among 1,179 nurses in Quebec, Canada, provide support for the model.
Workplace bullying negatively predicted work engagement through employees’ unsatisfied needs for autonomy, competence and relatedness.
Workplace bullying also positively predicted burnout, via lack of satisfaction of employees’ need for autonomy. Invariance analysis also confirmed the robustness of the model across gender and job status. Implications for workplace bullying research and managerial practices are discussed.
Abstract
The aim of this study was to investigate how exposure to workplace bullying undermines psychological health at work.
Drawing on self-determination theory, this study proposes and tests a model in which the experience of workplace bullying predicts poor psychological health at work (higher burnout and lower work engagement) through lack of satisfaction of basic psychological needs (autonomy, competence and relatedness).
The results of this study, conducted among 1,179 nurses in Quebec, Canada, provide support for the model.
Workplace bullying negatively predicted work engagement through employees’ unsatisfied needs for autonomy, competence and relatedness.
Workplace bullying also positively predicted burnout, via lack of satisfaction of employees’ need for autonomy. Invariance analysis also confirmed the robustness of the model across gender and job status. Implications for workplace bullying research and managerial practices are discussed.
Thursday, 18 April 2013
How do job characteristics contribute to burnout? Exploring the distinct mediating roles of perceived autonomy, competence, and relatedness
an article by Claude Fernet, Stéphanie Austin, Sarah-Geneviève Trépanier and Marc Dussault (Université du Québec à Trois-Rivières, Québec, Canada) published in European Journal of Work and Organizational Psychology Volume 22 Issue 2 (2013)
Abstract
This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment).
Drawing on self-determination theory, we examined whether psychological resources (perceived autonomy, competence, and relatedness) act as specific mediators between particular job demands and burnout as well as between job resources and burnout.
Participants were 356 school board employees.
Results of the structural equation analyses provide support for our hypothesised model, which proposes that certain job demands and resources are involved in both the energetic and motivational processes – given their relationships with psychological resources – and that they distinctively predict burnout components.
Implications for burnout research and management practices are discussed.
Abstract
This study aimed to better understand the psychological mechanisms, referred to in the job demands–resources model as the energetic and motivational processes, that can explain relationships between job demands (role overload and ambiguity), job resources (job control and social support), and burnout (emotional exhaustion, depersonalization, and personal accomplishment).
Drawing on self-determination theory, we examined whether psychological resources (perceived autonomy, competence, and relatedness) act as specific mediators between particular job demands and burnout as well as between job resources and burnout.
Participants were 356 school board employees.
Results of the structural equation analyses provide support for our hypothesised model, which proposes that certain job demands and resources are involved in both the energetic and motivational processes – given their relationships with psychological resources – and that they distinctively predict burnout components.
Implications for burnout research and management practices are discussed.
Monday, 19 November 2012
Knowledge-sharing in virtual communities: familiarity, anonymity and self-determination theory
an article by Cheolho Yoon (Mokpo National University, Seoul, Republic of Korea) and Erik Rolland (University of California, Merced, USA) published in Behaviour & Information Technology Volume 31 Issue 11 (November 2012)
Abstract
Although the role of motivation has been emphasised in knowledge-sharing literature, traditional motivation theories, such as self-determination theory (SDT), have not been actively used as a research framework in knowledge-sharing research.
The purposes of this study are twofold.
The first objective is to propose a model, based on SDT, to test the effect of the three basic psychological needs – perceived competence, perceived autonomy and perceived relatedness – on knowledge-sharing behaviours in virtual communities.
The second objective is to explore the effects of familiarity and anonymity on the basic psychological needs to better understand individuals’ knowledge-sharing behaviours in virtual communities.
The results show that perceived competence and perceived relatedness influence knowledge-sharing behaviours in virtual communities; however, perceived autonomy does not influence knowledge-sharing behaviours; familiarity influences positively perceived competence and perceived relatedness, and anonymity influences negatively perceived autonomy and perceived relatedness.
Abstract
Although the role of motivation has been emphasised in knowledge-sharing literature, traditional motivation theories, such as self-determination theory (SDT), have not been actively used as a research framework in knowledge-sharing research.
The purposes of this study are twofold.
The first objective is to propose a model, based on SDT, to test the effect of the three basic psychological needs – perceived competence, perceived autonomy and perceived relatedness – on knowledge-sharing behaviours in virtual communities.
The second objective is to explore the effects of familiarity and anonymity on the basic psychological needs to better understand individuals’ knowledge-sharing behaviours in virtual communities.
The results show that perceived competence and perceived relatedness influence knowledge-sharing behaviours in virtual communities; however, perceived autonomy does not influence knowledge-sharing behaviours; familiarity influences positively perceived competence and perceived relatedness, and anonymity influences negatively perceived autonomy and perceived relatedness.
Monday, 12 November 2012
The role of scaffolding and motivation in CSCL
an article by Bart Rienties and Simon Lygo-Baker (University of Surrey, Guildford, UK), Bas Giesbers, Mien Segers, Wim Gijselaers and Dirk Tempelaar (Maastricht University, The Netherlands) published in
Computers & Education
Volume 59 Issue 3 (November 2012)
Abstract
Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy.
Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding.
Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.
In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners.
The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.
Highlights
► Most online settings have minimal guidance, which require learners to be autonomous.
► We examine impact of increased scaffolding of learning phases on knowledge construction.
► Redesign triggered more equal activity of autonomous and control-oriented learners.
► Redesign negatively impacted autonomous learners to lead discourse.
► Balance guidance and support more complex in authentic than experimental settings.
Abstract
Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy.
Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned ‘Optima’ environment would reach higher levels of knowledge construction due to clearer scaffolding.
Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.
In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners.
The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.
Highlights
► Most online settings have minimal guidance, which require learners to be autonomous.
► We examine impact of increased scaffolding of learning phases on knowledge construction.
► Redesign triggered more equal activity of autonomous and control-oriented learners.
► Redesign negatively impacted autonomous learners to lead discourse.
► Balance guidance and support more complex in authentic than experimental settings.
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