Self-Determination Theory - Literature review Example

The Self-Determination Theory (Deci &Ryan) application into motivation to exercise among the female adult population Goes Here al Affiliation Goes HereAbstract The self-determination motivation beliefs assessed by researchers indicate that the capacity and beliefs referring to low perceived exercise competence, perceived lack of somatic and psychological resources to cope with the completion of an exercise program, low exercise self-efficacy expectations, and diminished physical self-perceptions may be addressed in adult female population. Outcome beliefs referred to perceptions that exercise participation will not lead to either somatic or psychological benefits and that there is nothing to be gained from regular exercise. Effort beliefs referred to female individuals’ denial and lack of motivation to invest the necessary energy and effort required to exercise regularly and integrate exercise into their lifestyle and value beliefs were operationalized as perceptions of diminished importance and value of physical activity for the female individual. Negative correlations emerged between perceived exercise competence and capacity beliefs; between attitude toward exercise and outcome, capacity, and value beliefs; and between intention to exercise and outcome and effort of the lack of motivation to exercise and initial evidence for the construct validity of the self-determination theory regarding adult female population. The Self-Determination Theory (Deci &Ryan) application into motivation to exercise among the female adult population Literature Review According to self-determination theory, people have an inherent psychological need to act in autonomous, self-determined ways and to engage in tasks that are intrinsically meaningful as opposed to action that is coerced, forced, or compelled, whether by internal forces or external forces. There are at least two critical elements to this difference. First, there is the question of whether action is autonomous, or self-initiated, as opposed to controlled by others, or externally regulated. In addition, there is the question of whether action is freely chosen as opposed to compelled. Action conducted out of feelings of guilt and anxiety would emanate from within the person but would have a compelled as opposed to freely chosen quality, and it would not qualify as self-determined action. In sum, self-determined action takes place because of its intrinsic interest to the person and its quality of being freely chosen. Does it make a difference whether action is reflective of self-determined motivation? Recent research indeed suggests that people show greater effort and persistence in relation to autonomous goals than in relation to goals that are pursued only because of external pushes or internal sanctions such as anxiety or guilt (Schwarzer, R., & Renner, 487–495, 2000; Lew et al., pp. 135–156, 2010). In addition, there is evidence that the pursuit of self-determined, intrinsic, approach goals is associated with physical health and psychological well-being in contrast with the deleterious effects of the pursuit of forced, extrinsic, avoidance goals (Archer, pp. 101–108, 2010; Slater, pp. 231–245, 1989; Kitsantas et al., pp. 269–287, 2004; Williams et al., pp. 115–126, 1996). Thus, it is suggested that “to the extent that goal self-concepts do not represent or are not concordant with the true self, people may not be able to meet their psychological needs” (Silva et al., pp. 234, 2008). More generally, studies confirm the hypothesis that people make particularly good progress on personal goals when the goals are “self-concordant,” that is, consistent with one’s own personal values rather than being imposed by someone else (Sheldon, pp. 65–86, 2002). Self-determination theory suggests that fundamental to human nature is basic psychological needs. The need for autonomy is one such need; the other two specified by the theory are the need for competence and the need for relatedness. The need for competence refers to feeling effective in one’s actions. The need for relatedness refers to feeling connected with others and having a sense of belonging in one’s community. Satisfaction of these basic psychological needs is associated with healthy psychological functioning, just as Rogers would suggest. It also is associated with greater satisfaction in interpersonal relationships. In a spirit very much in tune with Rogers and existential psychologists, Ryan and Deci suggest that “existentially, what defines a person’s life is the way in which it is experienced. Well-being, mental health, and a life well lived are all about experiencing love, freedom, efficacy, and meaningful goals and values” (2008, p. 654). Self-determination theory (SDT: Ryan & Deci, 2002; Ryan, Williams, Patrick, & Deci, 2009) is relevant to the study of physical activity participation and outlines the mechanisms through which the social environment facilitates the internalization of behaviour and takes into account the major motivational forces that determine human behaviour: intrinsic motivation (doing something for the pleasure derived from the activity), extrinsic motivation (enacting the behaviour to gain something separable from the activity), and amotivation (lacking the intention to perform a behaviour). Specifically, amotivation is a state of lacking the intention to act and is manifested through either no action at all or going through the motions with no sense of intending to do what one does (Ryan & Deci, 2002). Theoretical advancements have led to the assessment of multidimensional amotivation using domain-specific scales in environment-protection behaviours (Pelletier, Dion, Tuson, & Green-Demers, 2481–2504, 1999), the female adult population (Legault, Green-Demers, & Pelletier, 567–582, 2006), and exercise among older inactive female individuals (Vlachopoulos & Gigoudi, 316–341, 2008). Vlachopoulos and Gigoudi (316–341, 2008) developed the Toward Exercise Scale Amotivation (ATES) to assess sources of exercise amotivation among Greek-speaking, physically inactive, female adults. Clearly, just as is the case with academic amotivation that may result from perceiving the workout tasks as uninteresting, boring, irrelevant, and lacking stimulating qualities (Legault, Green-Demers, & Pelletier, 567–582, 2006), it is argued that amotivation toward exercise may also result from the same reasons. Perceptions of task characteristics are central in determining the exercise participants’ experience and, consequently, their motivated exercise behaviour, and much research has studied the optimal characteristics of exercise programs to maximize participants’ positive exercise experience (Berger & Motl, pp. 636–671, 2001) and factors responsible for the creation of an optimal psychological environment to maximize exercise participants’ enjoyment, interest, and positive affect (Raedeke, Focht, & Scales, 463–476, 2007). The interaction between the person and a particular situation may stimulate interest in the activity (Krapp, pp. 109–128, 2000). Given that interest in a given activity may include both an intrinsic (emotion) and an extrinsic (value) motivational component (Kunter, Baumert, & Koller, 494–509, 2007); the relevance of the activity characteristics to intrinsic and extrinsic motivation becomes evident. Task-characteristics beliefs together with outcome beliefs, capacity beliefs, effort beliefs, and value beliefs are conceptualized as complementary aspects of amotivation, each with distinct features. That is, different female individuals may refrain from exercise as a result of adopting one or more of the above beliefs to a greater or lesser extent. Further, the concept of task characteristics is directly relevant to the concept of autonomy-supportive exercise-instructing behaviours posited by Self-determination theory, that is, behaviours targeted to improve the exercise experience and adherence through the fulfilment of the basic psychological needs for autonomy, competence, and relatedness (Edmunds, Ntoumanis, & Duda, pp. 35–51, 2007). Autonomous motivation (Deci & Ryan, 1985) refers to behaviours that are self-initiated because they are important to the individual and ties into their values and goals system. While autonomous motivation is central to self-determination theory, perceived competence, a construct similar to self-efficacy, is an integral part of the theory. Furthermore, self-determination theory proposes that autonomous motivation and competence is determined by the level of autonomy support health care professionals provide through acknowledgment of the patients perspectives, support of their initiatives, and offering choices for treatment options while minimizing pressure and control (Williams, McGregor, Zeldman, Freedman, & Deci, 58–66, 2004). Autonomous motivation has been associated with female adult population’s self-care activities, life satisfaction and weight control (Julien, Senécal, & Guay, 457–470, 2009; Williams, McGregor, Zeldman, Freedman, Deci, & Elder, 28–34, 2005; Williams et al., 1644–1651, 1998). Deci and Ryan (1985) contrast autonomy behaviours from controlled behaviours, which occur when a person is pressured either by their interpersonal environment (externally motivated) or intrapsychic forces such as guilt or fear (introjected motivation). While both autonomous and controlled behaviours are intentional and motivated, individuals can also be amotivated in that they either do not follow their diet or follow it without intent. In summary, research is needed to examine longitudinal relationships between motivational variables and female adult population outcomes (Lawton, Peel, Parry, Araoz, & Douglas, 1423–1435, 2005) and to examine these constructs within and across their full theoretical frameworks. Therefore, the purpose of this study was to longitudinally examine the relationships between motivational factors from social–cognitive theory (self-efficacy, positive and negative outcome expectancies, and self-evaluation) and self-determination theory (autonomous motivation and autonomy support) and outcomes of dietary self-care and diabetes control in a sample of female adult population. We also examined whether the motivational variables predicted changes over time in the outcome measures. References Archer, J. C. (2010). State of the science in health professional education: Effective feedback. Medical Education, 44, 101–108. Berger, B. G., & Motl, R. W. (2001). Physical activity and quality of life. In R. N.Singer, H. A.Hausenblas, & C. M.Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 636–671). New York: Wiley. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press. Edmunds, J. 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