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Sustainability
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New Perspectives on the Role of Intrinsic Motivation and Self-Regulation
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New Perspectives on the Role of Intrinsic Motivation and Self-Regulation

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Psychology of Sustainability and Sustainable Development".

Deadline for manuscript submissions: closed (21 July 2021) | Viewed by 40883

Special Issue Editors

Dr. Rodríguez Martínez Susana

E-Mail Website
Guest Editor
Department of Psychology of University A Coruña, A Coruña 15071, Spain
Interests: self-regulation; academic motivation; well-being
Dr. Isabel Piñeiro Aguín

E-Mail Website
Guest Editor
Department of Psychology of University A Coruña, A Coruña 15071, Spain
Interests: well-being; motivation; quality of life in old age
Prof. Dr. Bibiana Regueiro

E-Mail Website
Guest Editor
Department of Pedagogy and Didactics, University of Santiago de Compostela, 15705 Santiago de Compostela, A Coruña, Spain
Interests: homework; inclusive education; diversity and education from a gender perspective
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue aims to gather relevant contributions around motivation and self-regulation and their interactions with engagement and performance and with well-being and quality of life of individuals and/or groups in different environments.

Empirical research that allows us to synthesize and value the role of self-regulatory skills on health, adjustment, and well-being is relevant to this issue. We are interested in knowing how different profiles of self-regulatory or self-regulation strategies affect performance and engagement in different environments and how they are linked to emotional well-being, satisfaction, and quality of life of groups and individuals.

We are also interested in gathering both research and reviews on the impact of intrinsic motivation on well-being and performance of individuals and groups, especially in achievement contexts. Contributions examining the relationship between motivational orientations and adjustment, stress, and well-being and/or evaluating the predictive value of different motivational patterns in engagement and performance are especially suitable for this Special Issue.

Ultimately, we understand that the constructs on which this Special Issue revolves may be central to the psychological agenda of sustainable development and may specify the contribution from sustainability psychology to the design of intervention and prevention. 

Dr. Rodríguez Martínez Susana
Dr. Isabel Piñeiro Aguín
Dr. Bibiana Regueiro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Intrinsic motivation 
  • Self-regulation 
  • Well-being 
  • Quality of life 
  • Performance 
  • Engagement

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Published Papers (6 papers)

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Research

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12 pages, 910 KiB  
Article
Prediction of Adolescent Physical Self-Concept through Autonomous Motivation and Basic Psychological Needs in Spanish Physical Education Students
by Alfonso Valero-Valenzuela, Elisa Huescar, Juan L. Núñez, Luis Conte, Jaime Léon and Juan Antonio Moreno-Murcia
Sustainability 2021, 13(21), 11759; https://doi.org/10.3390/su132111759 - 25 Oct 2021
Cited by 16 | Viewed by 3039
Abstract
Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from [...] Read more.
Framed within the theoretical support of the Self-determination Theory (SDT) this study aimed to analyze the relationship between the satisfaction of basic psychological needs, the self-determined motivation towards physical education, and the physical self-concept of Spanish teenagers. For this, 618 students, aged from 10 to 14 years-old (M = 11.62, SD = 0.94), participated in physical education classes. The Basic Psychological Needs Satisfaction Scale (PNSE), the dimensions of intrinsic motivation and identified motivation of the Perceived Locus of Causality Scale in physical education classes (PLOC), and the Physical Self-Concept Questionnaire (PSPP) were administered. A structural equation model and test confirmatory factor analysis were used. The results indicate a positive relationship between the satisfaction of the basic psychological needs of the students and the self-determined motivation towards physical education, with this being positively associated with the physical self-concept of the students. In addition, a prediction model (χ2 = 763.23; p < 0.001; χ2/d.f. = 3.00; IFI = 0.91; CFI = 0.91; TLI = 0.90; RMSEA = 0.05) showed the satisfaction of basic psychological needs positively predicted their self-determined motivation towards physical education, and this, in turn, a greater physical self-concept of the students. The results are discussed centered on the importance of the physical education teacher contemplating experiences that work on the promotion of personal identity and student self-esteem through the improvement of quality motivation. Consequently, the greater importance of the physical self-concept of the students was explained thanks to more autonomous (intrinsic and identified regulation) motivation and higher levels of basic psychological needs (especially autonomy and competence). Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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14 pages, 892 KiB  
Article
Why and When Supervisor Developmental Feedback Impact Innovative Behavior: Perspective of Self-Regulation Theory
by Zhongqiu Li, Caiquan Duan, Zhuo Lyu and Xin Xu
Sustainability 2021, 13(16), 9190; https://doi.org/10.3390/su13169190 - 16 Aug 2021
Cited by 6 | Viewed by 3021
Abstract
In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on [...] Read more.
In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on employee innovative behavior via the mediating effect of self-goal-setting. We further found that uncertainty avoidance strengthens the positive relationship between supervisor developmental feedback and the self-goal-setting of employees. Our study offers a new account based on self-regulation perspective for understanding feedback. Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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12 pages, 498 KiB  
Article
Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles
by Susana Rodríguez, Iris Estévez, Isabel Piñeiro, Antonio Valle, Tania Vieites and Bibiana Regueiro
Sustainability 2021, 13(16), 8707; https://doi.org/10.3390/su13168707 - 4 Aug 2021
Cited by 10 | Viewed by 4727
Abstract
This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between [...] Read more.
This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between them in negative emotions and mathematics performance. Our sample comprised 863 students (50.2% boys, 49.8% girls) aged between 9 and 13 years old. The results indicated three motivational profiles. One group of students with moderately high perceived competence and intrinsic motivation who demonstrated the best performance and the lowest levels of negative feelings about themselves. A second group was defined by moderately low levels of perceived competence and intrinsic motivation. The third group was characterized by very low perceived competence and low intrinsic motivation and demonstrated the worst performance in mathematics and the highest levels of anxiety and negative emotions towards mathematics. Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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15 pages, 748 KiB  
Article
School Engagement, Academic Achievement, and Self-Regulated Learning
by Iris Estévez, Carolina Rodríguez-Llorente, Isabel Piñeiro, Rocío González-Suárez and Antonio Valle
Sustainability 2021, 13(6), 3011; https://doi.org/10.3390/su13063011 - 10 Mar 2021
Cited by 43 | Viewed by 10442
Abstract
School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement [...] Read more.
School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions. Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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14 pages, 533 KiB  
Article
A-Judo: An Innovative Intervention Programme to Prevent Bullying Based on Self-Determination Theory—A Pilot Study
by Carlos Montero-Carretero, Alba Roldan, Thomas Zandonai and Eduardo Cervelló
Sustainability 2021, 13(5), 2727; https://doi.org/10.3390/su13052727 - 3 Mar 2021
Cited by 14 | Viewed by 5598
Abstract
This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing [...] Read more.
This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training. Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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16 pages, 1279 KiB  
Review
Help-Seeking in an Academic Context: A Systematic Review
by Sergi Martín-Arbós, Elena Castarlenas and Jorge-Manuel Dueñas
Sustainability 2021, 13(8), 4460; https://doi.org/10.3390/su13084460 - 16 Apr 2021
Cited by 49 | Viewed by 12732
Abstract
Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 [...] Read more.
Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education. Full article
(This article belongs to the Special Issue New Perspectives on the Role of Intrinsic Motivation and Self-Regulation)
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