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

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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 24923

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Special Issue Editors

Dr. Rodríguez Martínez Susana

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Guest Editor

Department of Psychology of University A Coruña, A Coruña 15071, Spain
Interests: self-regulation; academic motivation; well-being

Dr. Isabel Piñeiro Aguín

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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

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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
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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

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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

Published Papers (6 papers)

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Research

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12 pages, 910 KiB

Open AccessArticle

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 9 | Viewed by 2019

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 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

Open AccessArticle

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 3 | Viewed by 2051

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 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

Open AccessArticle

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 - 04 Aug 2021

Cited by 7 | Viewed by 2968

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 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

Open AccessArticle

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 25 | Viewed by 5649

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 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

Open AccessArticle

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 - 03 Mar 2021

Cited by 5 | Viewed by 4121

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 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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Review

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16 pages, 1279 KiB

Open AccessReview

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 28 | Viewed by 7000

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 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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