While evidence suggests that interventions based on self-determination theory have efficacy in motivating adoption and maintenance of health-related behaviors, and in promoting adaptive psychological ...outcomes, the motivational techniques that comprise the content of these interventions have not been comprehensively identified or described. The aim of the present study was to develop a classification system of the techniques that comprise self-determination theory interventions, with satisfaction of psychological needs as an organizing principle. Candidate techniques were identified through a comprehensive review of self-determination theory interventions and nomination by experts. The study team developed a preliminary list of candidate techniques accompanied by labels, definitions, and function descriptions of each. Each technique was aligned with the most closely related psychological need satisfaction construct (autonomy, competence, or relatedness). Using an iterative expert consensus procedure, participating experts (N = 18) judged each technique on the preliminary list for redundancy, essentiality, uniqueness, and the proposed link between the technique and basic psychological need. The procedure produced a final classification of 21 motivation and behavior change techniques (MBCTs). Redundancies between final MBCTs against techniques from existing behavior change technique taxonomies were also checked. The classification system is the first formal attempt to systematize self-determination theory intervention techniques. The classification is expected to enhance consistency in descriptions of self-determination theory-based interventions in health contexts, and assist in facilitating synthesis of evidence on interventions based on the theory. The classification is also expected to guide future efforts to identify, describe, and classify the techniques that comprise self-determination theory-based interventions in multiple domains.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
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.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
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.
Learner autonomy has attracted considerable scholarly attention in language learning. Research on this concept is abundant and continues to flourish. However, to date, scant attention has been paid ...to researching autonomy in the Moroccan context. Thus, the present mixed-methods study aimed to partially bridge the gap by investigating university EFL students’ beliefs and their perceived readiness level of autonomy. For this purpose, both quantitative and qualitative methods were employed to collect data. Questionnaires were administered (n=245), and interviews were conducted with selected participants (n=16). An autonomy scale consisting of five parameters (planning and goal-setting, learners’ expected teacher roles, learners’ beliefs and affect management, learners’ social behaviors, and learners’ self-assessment and learning strategies) was used to elicit and analyze data. The items that made up the learner autonomy scale were adopted and modified from different influentially existing scales. Three main themes were generated and analyzed in the qualitative strand following thematic analysis procedures. The results demonstrate that most students held positive beliefs towards autonomy and appeared ready to embrace it in their learning journey. Students exhibited a strong inclination towards using English outside the classroom (89.8%), displaying a willingness to take responsibility for their learning (85.3%), and setting learning goals (82%). The qualitative results highlight some aspects, such as participating in content creation within lessons and effectively managing their time. In light of these findings, this study suggests pedagogical implications for EFL teachers to enhance learner autonomy in their classrooms as well as a set of recommendations for future research.
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