Autonomy and morality: A Self-Determination Theory discussion of ethics

Arvanitis, Alexiοs

doi:10.1016/j.newideapsych.2017.06.001

Cited by 33 publications

(29 citation statements)

References 28 publications

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“…Additionally, since this study is linked, in part, with students' emotions regarding OSS acceptance, SDT has been used to identify the external variables that complete the acceptance model. This theory is focused on identifying the reason behind an individual's autonomy in the development of any type of activity [45]. Indeed, the combination of the TAM and Self-Determination Theory has been widely used by the literature in recent years [46][47][48], and the compatibility of both has been robustly demonstrated [49].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

2020

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This study focuses on students’ behavioral intention to use Open Source Software (OSS). The article examines how students, who were trained in OSS, are motivated to continue using it. A conceptual model based on Self-Determination Theory and the Technological Acceptance Model (TAM) was defined in order to test the behavioral intention to use OSS, comprising six constructs: (1) autonomy, (2) competence, (3) relatedness, (4) perceived ease of use, (5) perceived usefulness and (6) behavioral intention to use. A survey was designed for data collection. The participants were recent secondary school graduates, and all of them had received mandatory OSS training. A total of 352 valid responses were used to test the proposed structural model, which was performed using the Lisrel software. The results clearly confirmed the positive influence of the intrinsic motivations; autonomy and relatedness, to improve perceptions regarding the usefulness and ease of use of OSS, and; therefore, on behavioral intention to use OSS. In addition, the implications and limitations of this study are considered.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…In contrast to forced regulation by external agents, autonomy is related to regulation by the self [45]. It refers to the need to be autonomous [77], and, therefore, it pertains to those personal acts through which individuals control their own behavior.…”

Section: Autonomymentioning

confidence: 99%

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

2020

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“…These conditions, primarily social, are studied in their role as either facilitating or hindering human flourishing. The theory has a wealth of empirical evidence backing it, and has been used to interpret behaviors and motivational processes in many diverse fields of human endeavour, from education (Liu et al 2015;Jang et al 2010) and psychotherapy (Ryan and Deci 2008), to health care (Ng et al 2012), sport (Hagger and Chatzisarantis 2007), and ethics (Arvanitis 2017). By highlighting motivational processes, the theory succeeds in exploring and explaining personality growth, development and the way humans relate to one another, as well as to their environments.…”

Section: Self Determination Theory and Educationmentioning

confidence: 99%

Flourishing in the forest: looking at Forest School through a self-determination theory lens

Barrable

Arvanitis

2018

Journal of Outdoor and Environmental Education

Self Cite

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Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants' motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children's basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature.

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“…SDT is useful for providing a basis for an empirical evaluation of the politics of recognition. SDT is clearly situated in Aristotelian (Ryan & Martela, 2016) and Kantian (Arvanitis, 2017) philosophy, and is an empirically validated 'necessary and sufficient' theory of human wellbeing (see Ryan & Deci, 2017 for an overview). Further, Ryan and Deci (2017) argue that SDT is not just a psychological theory but also a political one.…”

Section: Group Need Satisfaction Scalementioning

confidence: 99%

Validation Of The Social Identity Group Need Satisfaction And Frustration Scale

Parker¹,

Ryan²,

Duineveld³

et al. 2019

Preprint

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In this paper, we argue for the need to assess social identity group need satisfaction and frustration in addition to individual level needs. We argue that political science and psychology require a measure of social identity group needs to provide empirical insights into how state treatment of groups influences their citizens' wellbeing. In this paper, we create and validate a short measure of group needs on a sample of Australian (n = 2081) and American (n = 1493) adults. We show the measure fit the data well, is invariant across gender, nation, and social identity group, and is related to validation variables in expected directions. We also contrast group needs with individual needs. We show that group needs are distinct from individual needs. Group and individual needs are associated in similar directions and strengths with wellbeing and primary goods. Individual need satisfaction is positively related to identity centrality and need frustration negatively related. Group needs are almost always positively related to identity centrality. We argue that our measure can make a meaningful contribution to empirical research in the social sciences.

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Autonomy and morality: A Self-Determination Theory discussion of ethics

Cited by 33 publications

References 28 publications

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

Predicting Students’ Behavioral Intention to Use Open Source Software: A Combined View of the Technology Acceptance Model and Self-Determination Theory

Flourishing in the forest: looking at Forest School through a self-determination theory lens

Validation Of The Social Identity Group Need Satisfaction And Frustration Scale

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