Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, ...namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students' autonomy in a holistic way.
The dominant, individualistic understanding of autonomy that features in clinical practice and research is underpinned by the idea that people are, in their ideal form, independent, self-interested ...and rational gain-maximising decision-makers. In recent decades, this paradigm has been challenged from various disciplinary and intellectual directions. Proponents of ‘relational autonomy’ in particular have argued that people’s identities, needs, interests – and indeed autonomy – are always also shaped by their relations to others. Yet, despite the pronounced and nuanced critique directed at an individualistic understanding of autonomy, this critique has had very little effect on ethical and legal instruments in clinical practice and research so far. In this article, we use four case studies to explore to what extent, if at all, relational autonomy can provide solutions to ethical and practical problems in clinical practice and research. We conclude that certain forms of relational autonomy can have a tangible and positive impact on clinical practice and research. These solutions leave the ultimate decision to the person most affected, but encourage and facilitate the consideration of this person’s care and responsibility for connected others.
Why do some national movements use violent protest and others nonviolent protest? Wendy Pearlman shows that much of the answer lies inside movements themselves. Nonviolent protest requires ...coordination and restraint, which only a cohesive movement can provide. When, by contrast, a movement is fragmented, factional competition generates new incentives for violence and authority structures are too weak to constrain escalation. Pearlman reveals these patterns across one hundred years in the Palestinian national movement, with comparisons to South Africa and Northern Ireland. To those who ask why there is no Palestinian Gandhi, Pearlman demonstrates that nonviolence is not simply a matter of leadership. Nor is violence attributable only to religion, emotions or stark instrumentality. Instead, a movement's organizational structure mediates the strategies that it employs. By taking readers on a journey from civil disobedience to suicide bombings, this book offers fresh insight into the dynamics of conflict and mobilization.
The current research explores why people desire power and how that desire can be satisfied. We propose that a position of power can be subjectively experienced as conferring influence over others or ...as offering autonomy from the influence of others. Conversely, a low-power position can be experienced as lacking influence or lacking autonomy. Nine studies show that subjectively experiencing one’s power as autonomy predicts the desire for power, whereas the experience of influence over others does not. Furthermore, gaining autonomy quenches the desire for power, but gaining influence does not. The studies demonstrated the primacy of autonomy across both experimental and correlational designs, across measured mediation and manipulated mediator approaches, and across three different continents (Europe, United States, India). Together, these studies offer evidence that people desire power not to be a master over others, but to be master of their own domain, to control their own fate.
Researchers are beginning to transition from studying human–automation interaction to human–autonomy teaming. This distinction has been highlighted in recent literature, and theoretical reasons why ...the psychological experience of humans interacting with autonomy may vary and affect subsequent collaboration outcomes are beginning to emerge (
de Visser et al., 2018
;
Wynne and Lyons, 2018
). In this review, we do a deep dive into human–autonomy teams (HATs) by explaining the differences between automation and autonomy and by reviewing the domain of human–human teaming to make inferences for HATs. We examine the domain of human–human teaming to extrapolate a few core factors that could have relevance for HATs. Notably, these factors involve critical social elements within teams that are central (as argued in this review) for HATs. We conclude by highlighting some research gaps that researchers should strive toward answering, which will ultimately facilitate a more nuanced and complete understanding of HATs in a variety of real-world contexts.
PurposeCrowdsourcing platforms have emerged as an innovative way to generate ideas and solving problems. However, promoting sustained participation among crowdworkers is an ongoing challenge for most ...crowdsourcing platform providers. Drawing on self-determination theory, this study investigates the impacts of job autonomy on crowdworkers' sustained participation intention.Design/methodology/approachA survey of 212 crowdworkers from a leading crowdsourcing platform in China was conducted to empirically validate the model.FindingsThe empirical results lead to several key findings. First, the taxonomy of job autonomy in crowdsourcing contains three archetypes: work-scheduling autonomy, work-task autonomy, and work-method autonomy. Second, work-scheduling autonomy and work-method autonomy have more significant positive effects on temporal value than work-task autonomy, and this increase in temporal value increases crowdworkers' sustained participation intention. Third, work-task autonomy exerts a stronger influence on hedonic value than work-scheduling autonomy or work-method autonomy, and this increase in hedonic value also increases crowdworkers' sustained participation intention.Originality/valueThis study extends the crowdsourcing literature by examining the formation of crowdworkers' sustained participation and highlighting the role of differential effects of multidimensional job autonomy on crowdworkers' sustained participation. We believe that this study provides actionable insights into measures that promote crowdworkers' sustained participation in the crowdsourcing platform.
Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in ...self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
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.
This book provides an interpretive and critical analysis of Kurdish identity, nationalism and national movement in Turkey since the 1960s. By raising issues and questions relating to Kurdish ...political identity and highlighting the ideological specificity, diversity and the transformation of Kurdish nationalism, it develops a new empirical dimension to the study of the Kurds in Turkey.
Cengiz Gunes applies an innovative theoretical approach to the analysis of an impressively large volume of primary sources and data drawn from books and magazines published by Kurdish activists, political parties and groups. The analysis focuses on the specific demands articulated by the Kurdish national movement and looks at Kurdish nationalism at a specific level by disaggregating the nationalist discourse, showing variations over time and across different Kurdish nationalist organisations. Situating contemporary Kurdish political identity and its political manifestations within a historical framework, the author examines the historical and structural conditions that gave rise to it and influenced its evolution since the 1960s. The analysis also encompasses an account of the organisational growth and evolution of the Kurdish national movement, including the political parties and groups that were active in the period.
Bringing the study of the organisational development and growth of the Kurdish National Movement in Turkey up to date, this book will be an important reference for students and scholars of Middle Eastern politics, social movements, nationalism and conflict.
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