Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Soenens, Bart; Vansteenkiste, Maarten

doi:10.1007/s10964-005-8948-y

Cited by 489 publications

(369 citation statements)

References 59 publications

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“…Thus, in a final study we tested the effects of motivational prosody on controlled (via perceived pressure) and autonomous (via perceived support) motivational states in a school context. Previous studies suggest that motivational climates created by influential figures such as teachers are important in a school setting (e.g., Chirkov & Ryan, 2001;De Meyer et al, 2013;Soenens & Vansteenkiste, 2005), and that important figures influence how children experience and relate to their peers (e.g., Jennings & Greenberg, 2009). …”

Section: Studymentioning

confidence: 99%

“…These effects are observed across multiple domains and relationship types. For example, in parent-child relationships (e.g., Grolnick, Gurland, DeCourcey, & Jacob, 2002;Roth & Assor, 2012;Ryan & Lynch, 1989;Vansteenkiste, Soenens, Van Petegem, & Duriez, 2014), school contexts (Black & Deci, 2000;Soenens & Vansteenkiste, 2005), and romantic relationships (e.g., Knee et al, 2005;Patrick, Knee, Canevello, & Lonsbary, 2007). …”

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confidence: 99%

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You ‘have’ to hear this: Using tone of voice to motivate others.

Weinstein¹,

Zougkou²,

Paulmann³

2018

Journal of Experimental Psychology: Human Perception and Perfor

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The present studies explored the role of prosody in motivating others, and applied selfdetermination theory (Ryan & Deci, 2000) to do so. Initial studies describe patterns of prosody that discriminate motivational speech. Autonomy support was expressed with lower intensity, slower speech rate and less voice energy in both motivationally laden and neutral (but motivationally primed) sentences. In a follow-up study, participants were able to recognize motivational prosody in semantically neutral sentences, suggesting prosody alone may carry motivational content. Findings from subsequent studies also showed that an autonomy-supportive as compared to a controlling tone facilitated positive personal (perceived choice and lower perceived pressure, well-being) and interpersonal (closeness to others and prosocial behaviors) outcomes commonly linked to this type of motivation. Results inform both the social psychology (in particular motivation) and psycholinguistic (in particular prosody) literatures and offer a first description of how motivational tone alone can shape listeners' experiences.

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Section: Studymentioning

confidence: 99%

mentioning

confidence: 99%

You ‘have’ to hear this: Using tone of voice to motivate others.

Weinstein¹,

Zougkou²,

Paulmann³

2018

Journal of Experimental Psychology: Human Perception and Perfor

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show abstract

“…Examples using performance on high-stakes tests and examinations are rare (e.g., Soenens & Vansteenkiste, 2005). Thus, a second way in which this study adds to the literature is by considering how self-and non-self-determined motivation predict academic performance on a highstakes test, namely, the GCSE examination in maths.…”

Section: A Mediated Model Of Fear Appeals Autonomous Motivation Andmentioning

confidence: 99%

The scare tactic: Do fear appeals predict motivation and exam scores?

Putwain¹,

Remedios²

2014

School Psychology Quarterly

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Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self-and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to perceived fear appeals were collected in the first wave, self-report data pertaining to self-determined motivation were collected in the second wave, and exam scores were collected in the third wave. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower self-determined motivation but were largely unrelated to non-self-determined motivation. An increased frequency of fear appeals and the appraisal of fear appeals as threatening predicted lower examination performance that was partly mediated by lower self-determined motivation. These findings support a position derived from self-worth theory that the negative consequences of fear appeals arise from their focus on avoiding failure rather than their focus on extrinsic consequences. We suggest that teachers and instructors need to be aware how seemingly motivational statements can unwittingly promote lower self-determined motivation.

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“…Hence, [1] show that specific goals allow individuals to identify the specific behaviors they need for successful achievement of goals. [2], [3], cited by [4], highlighted that intrinsic motivation is related to more positive affective experiences, associated with deeper level learning, higher grades and use of meta-cognitive strategies. Therefore, [5], [6] and [7], cited by [4], show that according to the Self-Determination Theory, motivation varies from intrinsic to external regulation (extrinsic motivation).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Motor Coordination Error Duration on Reaction Time and Motivational Achievement Tasks among Young Romanian Psychology Students

Aniţei¹,

Chraif²

2013

IJSSH

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Abstract-Present study is focused on highlighting the effects of motor coordination error duration on reaction time to multiple stimuli, on motivation from competition and on motivation from personal goals among young psychology students. Method: the participants were 65 undergraduate students, aged between 19 and 24 years old (m= 21.65; S.D. = 1.49), 32 male and 33 female, all from the Faculty of Psychology and Educational Sciences, University of Bucharest, Romania. Instruments were the Determination test, the Objective Achievement Motivation Test, and the two hand coordination test. Results: The first and sixth hypotheses were confirmed. According to these findings, there are statistically significant overall mean error duration differences in motivation from competition in young psychology students (t=2.13; p=0.037<0.05) and there are statistically significant overall mean error duration differences in correct reactions to multiple stimuli in young psychology students (t=2.0001; p=0.049<0.05). Future research on motivation from competition and on motivation from personal goals should relate anxiety level motivation achievement and performance impairment in competition.Index Terms-Aspiration level, motivation from personal goals, motivation from competition, incorrect reactions to the stimuli.

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Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support

Cited by 489 publications

References 59 publications

You ‘have’ to hear this: Using tone of voice to motivate others.

You ‘have’ to hear this: Using tone of voice to motivate others.

The scare tactic: Do fear appeals predict motivation and exam scores?

The Effects of Motor Coordination Error Duration on Reaction Time and Motivational Achievement Tasks among Young Romanian Psychology Students

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