Developing autonomous systems that operate successfully in dynamic environments entails many challenges. Researchers introduce the concept of adjustable autonomy to mitigate some of these challenges. ...Adjustable autonomy enables a system to operate in different autonomic conditions and transfers control between the system’s operators. To gauge the extent to which such autonomy has been studied, this paper presents a systematic literature review of adjustable autonomy. It reviews 171 research papers and examines, in detail, 78 research papers. The review provides a fundamental understanding of adjustable autonomy and its application in multi-agent systems. The paper contributes to (1) identifying adjustable autonomy approaches and evaluating their utility, (2) specifying the requirements of formulating adjustable autonomy, (3) presenting adjustable autonomy assessment techniques, and (4) exploring the adjustable autonomy research and identify the research gaps.
In response to Vivanti’s ‘Ask The Editor…’ paper
Journal of Autism and Developmental Disorders, 50
(2), 691–693, we argue that the use of language in autism research has material consequences for ...autistic people including stigmatisation, dehumanisation, and violence. Further, that the debate in the use of person-first language versus identity-first language should centre first and foremost on the needs, autonomy, and rights of autistic people, so in to preserve their rights to self-determination. Lastly, we provide directions for future research.
social mediaThe article discusses how an increasing focus on patient autonomy has major implications for the patient-physician relationship. The three capacities that physicians need to act in are ...also highlighted. By appreciating how the Internet, social media, and other factors are transforming medical relationships, physicians will be better able to meet their patients' health care needs in the age of enhanced patient autonomy.
Objectives
Self‐determination theory posits that managers’ autonomy‐supportive behaviour and employees’ autonomy causality orientation are motivation constructs to explain internalization of values, ...functioning and wellness at work. Hypothesis 1 tested whether profiles comprising perceived dental clinic managers’ autonomy‐supportive, as opposed to their controlling interpersonal style, and dental hygienists’ autonomy, as opposed to their control and impersonal, causality orientations at baseline, would be positively related to dental hygienists’ biopsychosocial (BPS) beliefs and giving autonomy support in treatment of patients after 18 months. Hypothesis 2 tested whether dental hygienists’ BPS beliefs in treatment of patients will be positively associated with their autonomy‐supportive behaviour given to patients after 18 months.
Material and methods
A prospective cohort design with 299 (Mage = 42.71; SDage = 12.62) dental hygienists completed an online survey at baseline and after 18 months.
Results
Latent profile and correlational analyses supported the hypotheses. Effect sizes were moderate to large.
Conclusions
Both perceived managerial styles and dental hygienists’ causality orientations are important for dental hygienists’ BPS beliefs and autonomy‐supportive behaviours when working with dental patients.
In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze ...data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences.
Educational Impact and Implications Statement
We found that the different types of motivation identified in SDT differentially predict student outcomes in predicted ways, and that these motivations are systematically associated with instructor supports for students' basic psychological needs. Although teachers can support all three students' psychological needs, teachers appear to have greater influence on students' autonomy and competence, whereas peers seem to have more impact on students' relatedness. These results have implications for the design of teacher and peer focused interventions.
This book explains how state institutions affect ethnic mobilization. It focuses on how ethno-nationalist movements emerge on the political arena, develop organizational structures, frame demands, ...and attract followers. It does so in the context of examining the widespread surge of nationalist sentiment that occurred through the Soviet Union and Eastern Europe in the late 1980s and early 1990s. It shows that even during this period of institutional upheaval, pre-existing ethnic institutions affected the tactics of the movement leaders. It challenges the widely held perception that governing elites can kindle latent ethnic grievances virtually at will to maintain power. It argues that nationalist leaders can't always mobilize widespread popular support and that their success in doing so depends on the extent to which ethnicity is institutionalized by state structures. It shifts the study of ethnic mobilization from the whys of its emergence to the hows of its development as a political force.
In recent years, several studies have advocated the need to expand the concept of patient autonomy beyond the capacity to deliberate and make decisions regarding a specific medical intervention or ...treatment (
or
). Arguing along the same lines, this paper proposes a multidimensional concept of patient autonomy (decisional, executive, functional, informative, and narrative) and argues that determining the specific aspect of autonomy affected is the first step toward protecting or promoting (and respecting) patient autonomy. These different manifestations of autonomy are not mutually dependent; there may be patients who have problems in one dimension, while at the same time being fully autonomous in others. Nevertheless, a close interaction has been observed between the various dimensions, and indeed, a phenomenological analysis shows that damage to or a reduction in one aspect of people's capacity for self-government generally affects other aspects of their autonomy, which in turn disrupts their identity and the way in which they see themselves and are seen by others. In this paper, I shall examine some of these interactions and show how they may lie at the heart of the problem of poor treatment adherence in many patients with chronic ailments (where adherence is defined as being the extent to which a patient's behavior over time coincides with the recommendations made by and agreed with their health professional). One example given is that of psoriasis, a chronic skin disease with a very poor adherence record. In Spain, it is calculated that 85% of patients diagnosed with mild to moderate psoriasis fail to comply properly with their treatment, and figures from other parts of the world are similar. Although there are many possible causes for non-adherence among psoriasis patients, assessing their decisional, executive, and narrative capacities and taking appropriate action based on the results may help increase adherence rates.
Most studies on learner autonomy are in language learning while those on autonomy support are in secondary schools, and are mainly of quantitative nature conducted with either teachers or learners. ...However, in-depth qualitative studies focusing on the factors influencing learner autonomy in higher education and autonomy support provided for student teachers by teacher educators are scarce. Drawing on data from a qualitative study carried out in an education faculty, this article focuses on both teacher educators' and student teachers' perceptions of the factors that limit learner autonomy practice and support. The findings suggest teacher/learner backgrounds, mismatch between teacher and learner expectations, spoon-feeding tendencies of teachers, limited teacher autonomy and large classes are the main factors. The findings also suggest that there exists a dynamic interaction between the constructs of learner autonomy, teacher support and teacher autonomy indicating these need to be treated together rather than in isolation.
This study examined the unique relations between multiple sources (i.e., mothers, teachers, and siblings) of perceived daily autonomy support and psychological control and children's basic ...psychological needs and well-being. During 5 consecutive days, 2 children from 154 families (Mage youngest child = 8.54 years; SD = .89 and Mage oldest child = 10.38 years; SD = .87) provided daily ratings of the study variables. Multilevel analyses showed that each of the sources of perceived autonomy support and psychological control related uniquely to changes in daily well-being and ill-being. These associations were mediated by experienced psychological need satisfaction and frustration, respectively. Overall, the findings testify to the dynamic role of autonomy support and psychological control in children's development. Implications for future research are discussed.
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