According to self-determination theory (R. M. Ryan & E. L. Deci, 2000), supports for autonomy and competence are essential for growth and well-being in any learning environment. Educational contexts differ in their relative support for these 2 needs. The authors examined the role of autonomy and competence in 2 German and 2 American university settings, as they were predicted to differ in terms of their relative emphasis on competence versus autonomy. Invariance analyses supported the construct comparability of the measures and demonstrated that German students felt significantly more autonomous and less competent than American students. Perceived pressures and positive informational feedback were modeled as antecedents of autonomy and competence, and well-being was examined as a consequence. The hypothesized model was generally supported across the 4 samples. According to self-determination theory (SDT), psychological needs are nutriments essential for psychological growth and wellbeing in every human being (Deci & Ryan, 2000; Ryan & Deci, 2000). Specifically, the theory posits that within any significant life domain, opportunities to experience autonomy, competence, and relatedness (each representing a basic psychological need) are essential in promoting life satisfaction and well-being (Deci & Ryan, 2000). Evidence suggests that people will naturally tend toward contexts, activities, and relationships that support the satisfaction of these needs (
This article examines students' perceptions of the learning environment in a service learning research course and increases in student motivation and skill development. According to self-determination theory (Deci & Ryan, 1985), positive learning environments increase levels of student motivation and learning outcomes. Survey responses revealed that students perceived the learning environment as positive and that their level of motivation, including intrinsic motivation, increased over the semester. Students also selfreported significant gains in knowledge and skills. Service learning appears to be an autonomy-supportive teaching tool that can enhance classroom environment and student engagement.
The current study examined the impact of receiving information about a woman's eating disorder status on perceptions of the woman's health and attractiveness. A total of 99 females and 84 males viewed a photo of a model who had disclosed her diagnosis of anorexia nervosa. Participants were randomly divided into three groups: model (M) group (those who were informed that the photo showed a model), eating disorders (ED) group (those who were informed that the photo showed a woman with an eating disorder), and no description control (C) group. Male and female participants in the ED group rated the woman in the photo as less healthy than did participants in the M and C groups. However, there were no differences between groups for ratings of attractiveness or the participants' desire to achieve a similar look (for females). Additionally, male participants rated the photo as less attractive than female participants had predicted. Finally, internalization of the thin ideal was a significant predictor of ratings of health and attractiveness of the woman in the photo.
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