994 publications from this institution
The purpose of the current study is to test the self-determination theory (SDT) continuum hypothesis of motivation using latent profile analysis (LPA). A total of 3,220 school students took part in the study. We compared LPA solutions estimated using the four motivation types versus the two higher-order dimensions to assess their degree of correspondence to the SDT continuum hypothesis. To examine the concurrent validity of the profiles, we also verified their associations with three predictors (age, gender, perception of physical education teachers’ autonomy-supportive behaviors) and two outcomes variables (perceived competence and intentions to be physically active). The results showed that profiling using the four motivation types provides more differentiated and meaningful description of responses to the Perceived Locus of Causality Scale, compared with profiling using two higher-order factors. In general, the results of the current study were consistent with the SDT continuum hypothesis of human motivation.
No abstract is provided for this article.
The important role that political and economic supports play in individuals' lives is often acknowledged, but less often directly studied. The pervasive effects that these conditions have on psychological processes related to individuals' well-being is not fully understood. The present work reviews the literature surrounding political and economic supports and social contexts broadly defined, including the present understanding of human wellness within these systems. The Primary Goods approach of John Rawls and the Capabilities Approach of Amartya Sen and Martha Nussbaum are considered as alternative conceptions of the precursors of well-being most significant for comparative assessments of justice. A wealth of evidence from the Self-Determination Theory tradition provides a framework for understanding such dynamics. Two studies provide a first test of the capability approach, supporting the role of basic psychological needs in mediating the relation between capabilities and well-being. A third study measured both the capability approach and primary goods models, their relation to broadened measures of well-being, and the mediating role of basic psychological need satisfaction, across a set of varied samples.
Mindfulness has been shown to have varied associations with different forms of motivation, leading to a lack of clarity as to how and when it may foster healthy motivational states. Grounded in self-determination theory, the present study proposes a theoretical model for how mindfulness supports different forms of human motivation, and then tests this via meta-analysis. A systematic review identified 89 relevant studies ( N = 25,176), comprising 104 independent data sets and 200 effect sizes. We used a three-level modeling approach to meta-analyze these data. Across both correlational and intervention studies, we found consistent support for mindfulness predicting more autonomous forms of motivation and, among correlational studies, less controlled motivation and amotivation. We conducted moderation analyses to probe heterogeneity in the effects, including bias within studies. We conclude by highlighting substantive and methodological issues that need to be addressed in future research in this area.
1. Introduction: The Evolution of Mindfulness Science, Kirk Warren Brown, J. David Creswell, & Richard M. Ryan I. Historical and Conceptual Overview of Mindfulness 2. Buddhist Conceptualizations of Mindfulness, Rupert Gethin 3. Developing Attention and Decreasing Affective Bias: Toward a Cross Cultural Cognitive Science of Mindfulness, Jake H. Davis & Evan Thompson 4. Reconceptualizing Mindfulness: The Psychological Principles of Attending in Mindfulness Practice and Their Role in Well Being, James Carmody II. Mindfulness in the Context of Contemporary Psychological Theory 5. Mindfulness in the Context of the Attention System, Yi Yuan Tang & Michael I. Posner 6. Mindfulness in the Context of Processing Mode Theory, Edward R. Watkins 7. Being Aware and Functioning Fully: Mindfulness and Interest-Taking within Self Determination Theory, Edward L. Deci, Richard M. Ryan, Patricia P. Schultz, & Christopher P. Niemiec 8. Mindfulness in Contextual Cognitive Behavioral Models, Thomas G. Szabo, Douglas M. Long, Matthew Villatte & Steven C. Hayes III. The Basic Science of Mindfulness 9. From Conceptualization to Operationalization of Mindfulness, Jordan T. Quaglia, Kirk Warren Brown, Emily K. Lindsay, J. David Creswell, & Robert J. Goodman 10. The Neurobiology of Mindfulness Meditation, Fadel Zeidan 11. Cognitive Benefits of Mindfulness Meditation, Marieke K. van Vugt 12. Emotional Benefits of Mindfulness, Joanna J. Arch & Lauren N. Landy 13. The Science of Presence: A Central Mediator of the Interpersonal Benefits of Mindfulness, Suzanne C. Parker, Benjamin W. Nelson, Elissa S. Epel, & Daniel J. Siegel 14. Did the Buddha Have a Self?: No Self, Self, and Mindfulness in Buddhist Thought and Western Psychologies, Richard M. Ryan & C. Scott Rigby IV. Mindfulness Interventions for Healthy Populations 15. Mindfulness Based Stress Reduction for Healthy Stressed Adults, Shauna L. Shapiro & Hooria Jazaieri 16. Mindfulness Training for Children and Adolescents: A State-of-the-Science Review, David S. Black 17. Mindfulness Training to Enhance Positive Functioning, Kirk Warren Brown V. Mindfulness Interventions for Clinical Populations 18. Mindfulness Interventions for Emotion Dysregulation Disorders: From Self Control to Self Regulation, Thomas R. Lynch, Sophie A. Lazarus, & Jennifer S. Cheavens 19. Mindfulness Based Cognitive Therapy for Chronic Depression, Julie Ann Irving, Norman A. Farb, & Zindel V. Segal 20. Mindfulness in the Treatment of Anxiety, Sarah A. Hayes Skelton & Lauren P. Wadsworth 21. A Mindfulness Based Approach to Addiction, Sarah Bowen, Cassandra Vieten, Katie Witkiewitz, & Haley Douglas 22. Mindfulness Based Interventions for Physical Conditions: A Selective Review, Linda E. Carlson 23. Biological Pathways Linking Mindfulness with Health, J. David Creswell
This special issue focuses on self-determination theory (SDT) as an integrative framework for the wider field of personality research. In this commentary our aims include: reflecting on the utility and strengths of SDT as such a general framework and responding to the various contributions in this issue regarding their use of SDT as a guiding, complementary, or contrasting framework.We describe how SDT has developed organically and conservatively from "within" based on the emerging patterns of evidence, as well through the ongoing challenges from other models and frameworks. We then discuss each of the various contributions to this special issue, addressing themes that include SDT's breadth of methods, and its relevance to topics such as narcissism, wisdom, individual differences, Big-Five traits, and the neuropsychology of motivation, among others. Across these discussions, we highlight fruitful avenues for research and cross-fertilization across the fields of personality, development, motivation, and neuroscience. At the same time, we counter some claims made about SDT, and forward certain cautions regarding the integration of SDT and other personality frameworks and models.We conclude by revisiting the value of broad theory, and SDT in particular, for coordinating complex research findings concerning motivation, personality development and wellness across multiple levels of analysis and, perhaps more importantly, for pointing researchers to the right questions within today's prolific empiricism.
There are many examples of Indigenous success in the current Australian context. However, little is known about how to identify, measure, and emulate these successes more broadly. Partly, this can be attributed to an array of theoretical and methodological limitations that have plagued Indigenous Australian research. The latter include a lack of concerted research being founded upon the voices and agency of Indigenous children, youth, and communities and a lack of large-scale quantitative research. Hence, Indigenous Australian research has often failed to yield a translational evidence-base resulting in meaningful policy and impacts of salience to Indigenous Australians. Simultaneously, positive psychology, with its emphasis on explicating how individuals can thrive and get the most out of life, has become an increasingly important part of contemporary scientific psychology. Rather than replacing conventional psychology, positive psychology adds to it, broadening the study of human experience. Many tenants of positive psychology are aligned with Indigenous conceptualizations of human experience, especially those emphasizing the wholeness and interrelatedness of human experiences. In addition, positive psychology focuses on strengths, and Indigenous leaders, organizations, and community members' prefer approaches, whereby Indigenous strengths are identified so that they can be emulated more broadly. In this paper, we describe our implementation of a reciprocal research partnership model of Indigenous thriving, utilizing a research framework founded upon both positive psychology principles and holistic Indigenous Australian worldviews. This model prioritizes the voices and agency of Indigenous people and proposes that research be conducted in partnership as opposed to research being imposed on Indigenous communities, and it focuses on Indigenous Australian strengths as opposed to deficit approaches. After acknowledging the disadvantages that Indigenous Australians face, we describe this strengths-based approach and how its utilization of Indigenous research methodologies in combination with Western approaches can contribute to a new approach to translational research of salience to Indigenous Australians. We then review extant theory and research that supports elements of the proposed model. We further suggest its potential for practical innovation in Australia and how, if successful, this new approach may also find application in other Indigenous populations and, more broadly, for disenfranchised groups around the globe.
This is a book about teachers’ classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support—namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: “How to,” overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discussesways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.
Most of the focus within the ostracism literature concerns the negative effects on the ostracized and how they cope following ostracism. Research is now beginning to illuminate negative psychological effects for ostracizers, yet no studies to date have examined their coping responses. This study continues this line of inquiry focusing on experiences of going along with ostracism, both by employing a face-to-face interaction and by exploring prosocial versus antisocial coping reactions in ostracizers. Results reveal that compared to those in a neutral condition, compliant ostracizers suffered because ostracizing someone else frustrated their psychological needs for autonomy and relatedness. Further, when given the chance, ostracizers were more inclusive of the person they previously ostracized. Discussion considers important avenues for future research as well as implications of results.
As the dust settles upon a decade of developing faster, better, cheaper satellites, NASA's Small Explorer (SMEX) Project has been one of constant change. The project manager, mission manager, and lead subsystem engineer of yesteryear may find themselves out of date should they ignore the budget constraints/changes over the past decade. Yesterday's fiscal reporting and cost tracking processes are seldom valid today, and even less likely to be valid tomorrow.
This study explored a motivational approach to examining individuals' perfectionistic strivings, using Self-Determination Theory as the theoretical foundation. Data were collected from 384 undergraduate students. Hierarchical multilevel models were performed to examine whether the association between the tendency to set high personal standards and learning outcomes would be moderated by people's type of motivational regulation. The results indicated that the striving for high standards was associated with less adaptive learning experiences when students experienced controlled regulation around their behaviors. We measured controlled regulation both as a personality orientation, and as students' reasons for participating in each of their classes. We found convergent evidence at both the between-person and the within-person, between-class levels that when students reported low controlled regulation, those who tended to set high standards for themselves reported less anxiety and difficulty in their learning, and more learning progress in their classes than the students who set low standards.
No abstract is provided for this article.
No abstract is provided for this article.
A substantial proportion of adults suffer from high dental anxiety, which is related to poor oral health and functioning. Using authenticity theory and self-determination theory, we applied a model testing two moderated mediation hypotheses: (i) the negative indirect association between authenticity and avoiding dental appointments through dental anxiety would be more evident when clinicians provides higher levels of autonomy support; and (ii) the indirect positive association between accepting external influence and avoiding dental appointments through dental anxiety would be more evident when clinicians provides higher levels of controllingness. Participants (N = 208) responded to a survey with validated questionnaires. The model with hypotheses were tested using Structural Equation Modeling (SEM) in LISREL and Conditional Process Modeling (moderated mediation). The results supported our hypotheses. The SEM model tested was found to fit the data well. Patient’s personality and dental clinic treatment environments predicted 38% of the variance in dental anxiety, which explained 38% of avoidance of treatment.
Drawing from both self‐determination theory (Deci & Ryan, 1991) and Carstensen's (1993) socioemotional selectivity theory, we hypothesized that well‐being and health would be facilitated by: (a) greater personal autonomy; (b) perceived support for autonomy from both nursing‐home staff and residents friends and relatives; and (c) the emotional quality (rather than quantity) of residents' contacts with friends and family. Results based on structured interview and survey data from 50 nursing‐home residents, showed that both autonomy support and relatedness indexes correlated with psychological out‐comes. Personal autonomy also was significantly related to mortality at a 1‐year follow‐up. It also was found that subjective vitality (Ryan & Frederick, 1997) was associated with lower distress and greater well‐being, and perceived autonomy and relatedness.
