A self-determination theory account of self-authorship: Implications for law and public policy

Arvanitis, Alexiοs; Kalliris, Konstantinos

doi:10.1080/09515089.2017.1307333

Cited by 10 publications

(5 citation statements)

References 64 publications

(43 reference statements)

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“…Autonomy support is best understood through an SDT lens if it is distinguished from lack of interference or the promotion of independence (Arvanitis & Kalliris, 2017;Ryan, 1993). Children are not supported if they are encouraged to be independent, but only if they are supported in behaving in accordance with their interests and values.…”

Section: Autonomy Supportmentioning

confidence: 99%

The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges

Arvanitis

Barrable

Touloumakos

2023

Learning Environ Res

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From a Self-Determination Theory perspective, children are expected to grow according to innate tendencies in supportive environments, such as nature-based educational settings. The role of the practitioner is generally viewed as facilitative in these contexts. We report findings from a qualitative study with a sample of 18 UK-based outdoor educational practitioners. We asked them to respond to four hypothetical situations with differing levels of required intervention. Our purpose was to examine the extent of autonomy support and structure that they would hypothetically provide to the children in each of these different scenarios, and even uncover possible tensions in the application of autonomy support and structure. Our analysis suggests that, in situations of low interventional requirement, practitioners could understate structure and autonomy support and, in situations of high interventional requirement, prioritize structure over autonomy support. The challenge for practitioners that was revealed in this research, as well its implications, are discussed.

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Section: Autonomy Supportmentioning

confidence: 99%

The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges

Arvanitis

Barrable

Touloumakos

2023

Learning Environ Res

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“…In order to answer this question, we have to be able to measure whether the way people are headed is actually their own, after they have been nudged. As in every other case of seemingly libertarian policies that claim to allow individuals to go their own way, we need to take the viewpoint of the individuals themselves in order to fully evaluate nudges (Arvanitis & Kalliris, 2017). This entails adopting a psychological perspective, within which we will operationalize the aspects of autonomy that were mentioned above.…”

Section: Self-determination Theorymentioning

confidence: 99%

Are defaults supportive of autonomy? An examination of nudges under the lens of Self-Determination Theory

Arvanitis

Kalliris

Kaminiotis

2020

The Social Science Journal

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Nudges, one of the rapidly growing law-making and public policy tools, are considered by their proponents to have a generally neutral effect on autonomy. Our study is the first to test nudges under the prism of Self-Determination Theory, a motivational theory which posits that autonomy is a basic psychological need. We focus on a specific type of nudge, defaults, and test it within the context of making a choice among a hypothetical set of insurance programs for post-graduate students.Results show that the experience of an Internal Perceived Locus of Causality (I-PLOC) is negatively affected by defaults when the number of options is low but there is no effect when it is high. In other words, people are less likely to view themselves as the origin of their choices when defaults are in place and when options are manageable. The experience of an I-PLOC has a positive effect on self-regulation and vitality, partially mediated by perceived competence. We suggest that since even mild manipulations show an undermining effect on autonomy, the so-called 'libertarian paternalistic' interventions should be evaluated on the basis of their effect on basic need satisfaction, self-regulation and vitality, all of which are associated with autonomy according to Self-Determination Theory.

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“…Autonomy support is best understood through an SDT lens if it is distinguished from lack of interference or the promotion of independence (Arvanitis & Kalliris, 2017;Ryan, 1993). Children are not supported if encouraged to be independent, but only if they are invested in behaving per their interests and values.…”

Section: Introductionmentioning

confidence: 99%

“…Susținerea autonomiei se înțelege cel mai bine prin prisma teoriei autodeterminării dacă se distinge de lipsa interferenței sau promovarea independenței (Arvanitis & Kalliris, 2017;Ryan, 1993). Copiii nu sunt susținuți dacă sunt încurajați să fie independenți, ci doar dacă sunt susținuți să se comporte în conformitate cu interesele și valorile lor.…”

Section: Introducereunclassified

Study Regarding the Dimensions of Personal Autonomy Among Students Aged 13-14 Years Old

Mihaela,

Cristina Elena

2024

journal

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Personal autonomy is crucial in developing the personality of teenagers. The COVID-19 pandemic constrained adolescents' wishes and choices by imposing isolation at home. This constraint diminished individual autonomy regarding the purpose of choices, the direction of actions and the freedom to carry out particular tasks. The study aims to assess this personality trait by applying the personal autonomy questionnaire with four dimensions: cognitive autonomy, behavioural autonomy, value autonomy and emotional autonomy. The subjects of this research were 62 seventh-grade students with an average age of 13.5±0.29 years old. The results showed that the pandemic period impaired the students' personal autonomy, and some subjects avoided expressing their feelings and lacked confidence in their strengths.

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A self-determination theory account of self-authorship: Implications for law and public policy

Cited by 10 publications

References 64 publications

The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges

The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges

Are defaults supportive of autonomy? An examination of nudges under the lens of Self-Determination Theory

Study Regarding the Dimensions of Personal Autonomy Among Students Aged 13-14 Years Old

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