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Athlete recruitment: Promoting initial and sustained engagement in Para sport
Published in Nima Dehghansai, Ross A. Pinder, Joe Baker, Talent Development in Paralympic Sport: Researcher and practitioner perspectives, 2023
Joe Baker, Alia Mazhar, Michael Frogley
The factors influencing how current and future athletes define success may, at first, appear to be as varied as the athletes participating in the programs. However, evidence from motivation research suggests humans are similar in what drives their behaviour. Self-Determination Theory, for example, describes motivation as being relative to three fundamental and basic needs: the need for autonomy (i.e., feelings of personal control) the need for relatedness (i.e., feelings of social connection) and the need to feel competence (i.e., feelings of mastery or skill).
Health Information Technology
Published in Kelly H. Zou, Lobna A. Salem, Amrit Ray, Real-World Evidence in a Patient-Centric Digital Era, 2023
Joseph P. Cook, Gabriel Jipa, Claudia Zavala, Lobna A. Salem
Adoption or abandonment is linked to the perceptual motivational constructs from TAM (Davis, 1989) that explain the perceived usefulness and ease of use as common factors influencing behavioral intention to use. Thus, the quality of content, interaction and user experience is a factor that influences application adoption rate. Potentially, a gamified experience might improve adherence even if based on extrinsic motivators or rewards, such as badges, levels, and awards that are not constant in time compared to extrinsic motivation. The role of intrinsic motivation against extrinsic and theory effect on behavior was discussed by Deci and Ryan (2000) in SDT, Self-determination theory proposed in 1985, as well as distinction between internal and external motives. The psychological effect of application adoption in a health-related setup should have a broader coverage. A study focused on understanding the adherence of anti-depressant medication compared SDT with other two theories, self-regulation model and health belief model, and finds SDT combined with motivational interviewing (Miller and Rollnick, 2012) to improve motivation for adherence and increase autonomy. Motivational Interviewing is not a theory but a direct, non-confrontational clinical communication strategy that elicits with intrinsic motivation (Hamrin, Sinclair and Gardner, 2017).
Excellence
Published in Hilary Moss, Music and Creativity in Healthcare Settings, 2021
This chapter set out the areas that need to be considered when curating music in hospitals and signposted three world class examples. Deci and Ryan’s Self-Determination Theory (2012) is a useful reference point in bringing this chapter to a conclusion. They define the psychological needs of humans as relatedness (the need to connect socially and be integrated in a social group); competence (the need to be effective in one’s efforts) and autonomy (one needs to feel one’s activities are self-governed, self-endorsed and of free will). Securing these needs will go far in enabling a sense of a person’s own identity and power (Deci and Ryan 2012; Welch et al. 2019). Tom’s experience was the antithesis of this vision.
Experience-based learning during the final year – quantitative content analyses of students’ self-reports
Published in Medical Teacher, 2023
A. Homberg, E. Narciß, J. Thiesbonenkamp-Maag, K. Schüttpelz-Brauns
The mentions in the category knowledge & experience gained show how important the experience of learning and skills growth is. Similar to the self-determination theory (Ryan and Deci 2000), the psychological needs for competence, autonomy and relationship are intrinsic to maintain motivation and, if satisfied, conducive toward health and well-being but, if not satisfied, contribute to pathology and ill-being (Ryan and Deci 2000). Some students described very vividly how gratifying it is for them when they have mastered a task after initial failure and have progressed one step further. This confirms the assumption that successful learning does include moments of failure and challenge (Liu et al. 2016; Lundin et al. 2018; Behrens et al. 2019). The formation of self-confidence takes time, which can be undermined by frequent rotations. In our study, some students stated that rotating too often was a negative experience. Abdel-Misih et al. show that students are more satisfied when they can stay at one placement and that the consistency does not have a negative effect on the increase in knowledge (Abdel-Misih et al. 2018).
Supporting Health for the Long Haul: a literature synthesis and proposed occupational therapy self-management virtual group intervention for return-to-work
Published in World Federation of Occupational Therapists Bulletin, 2023
Johanna Bardo, Jessica Asiello, Alix Sleight
Figure 1 is a conceptual model that illustrates the proposed theory of how these program ingredients will lead to improved participation in work tasks. Mechanisms of change are grounded in several theories that emerged during the preceding literature review process. The common sense model of self-regulation involves an approach to the management of chronic illness with a focus on how one initiates and maintains health and lifestyle choices and provides a framework for interventions that target behaviour change, action plan formation, and creation of routines (Leventhal et al., 2016). Self-determination theory is based on the understanding that autonomy, competence, and relatedness are key psychological needs. This theory can be applied appropriately to populations with chronic illness in the context of occupational performance in the workplace (Knox et al., 2021). Self-efficacy theory proposes that plan development, ability to revise plan when necessary, and the role of self-confidence in one’s ability to be adaptable in managing varied facets of one’s health are key to achievement (Walker et al., 2021). These frameworks overlap and can fluidly translate to one’s perception and management of their personal health in relation to their role in their workplace.
Support for the basic psychological needs and satisfaction with health and quality of life in college students with disabilities
Published in Journal of American College Health, 2023
Amber O’Shea, Kyesha Isadore, Angélica Galván
The development of competence is germane to the pursuit of a postsecondary degree, as students aim to achieve academic competence in different content areas and acquire or enhance skill sets. According to self-determination theory, feeling competent is a universal, psychological need and precursor for well-being; however, while instructors vary in the degree to which they support students’ budding sense of competence in the classroom.49 In academic contexts, competence refers to students’ psychological need to successfully produce academic work and master content.57 Ways to support students burgeoning competence in an academic context include providing students with appropriate scaffolding to support individual growth and development, helping students identify areas of personal strengths as well as areas and goals for continued improvement, and assisting students in developing, evaluating, and maintaining personally effective self-regulated learning strategies, meta-cognitive skills, and self-efficacy.58,59 Moreover, for students with disabilities, encouraging the development of self-advocacy skills might further satisfy students’ needs for competence in the academic environment, as students who self-advocate are likely better positioned to make more effective use of learning resources and academic supports that promote postsecondary success, overall.60,61