Comprehensive Relative Autonomy Index

Sheldon, Kennon M.; Osin, Evgeny; Гордеева, Т.О.; Suchkov, Dmitry D.; Sychev, Oleg A.

doi:10.1037/t68389-000

Cited by 8 publications

(34 citation statements)

References 0 publications

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“…First, the weights associated with each subscale are relatively arbitrary with no published empirical evidence to support them (Ryan & Connell, 1989;Grolnick & Ryan, 1989). Interestingly, recent evidence has suggested the weights themselves might not matter (Sheldon et al, 2017). Specifically, Sheldon and colleagues tested several alternate calculation methods, including one in which no weighting was used in RAI calculation, and found that the predictive validity was unchanged regardless of weighting system.…”

Section: Scoring Methodsmentioning

confidence: 99%

“…Gagné et al, 2015;Vallerand et al, 1992;Pelletier et al, 2013), yet can also be predictably ordered along a continuum of self-determination (Ryan & Deci, 2017;Chemolli & Gagné, 2014). Specifically, regulations are consistently ordered from most self-determined (intrinsic motivation) to least self-determined (amotivation; see Howard, Bureau, & Gagné, 2017;Sheldon, Osin, Gordeeva, Suchkov, & Sychev, 2017).…”

Section: Self-determination Theorymentioning

confidence: 99%

“…However, amotivation is often included in SDT scales (e.g. Gagné et al, 2015), appears to fit the SDT structure as demonstrated through multidimensional scaling (Howard et al, 2017;Sheldon et al, 2017), and often explains a non-negligible portion of variance in outcomes. It is therefore considered in this study.…”

Section: Self-determination Theorymentioning

confidence: 99%

“…The practice of collapsing regulations into a composite factor (e.g. a relative autonomy index; Grolnick & Ryan, 1989;Sheldon et al, 2017), as a telling example, is justified by the continuum logic in which the shared elements of each regulation are emphasized, and the distinguishing characteristics of individual regulations as separate categories are de-emphasized. Alternatively, approaches that use each regulation as a distinct variable specifically emphasize the unique characteristics of each motivation type, yet largely ignore their shared variance.…”

Section: Self-determination Theorymentioning

confidence: 99%

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A review and empirical comparison of motivation scoring methods: An application to self-determination theory

et al. 2020

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Self-determination Theory differentiates various types of motivation, each of which have different consequences for well-being and behavior. Despite broad agreement concerning the nature of different types of motivation, numerous scoring methods, each of which rely on different assumptions, are commonly practiced. These practices range from a relative autonomy index that collapses all types of motivation into a single index, higher-order models grouping subscales into a two-factor solution, to multi-factorial approaches examining all motivation types as separate constructs. Existing evidence has not empirically compared these methods or clearly favored the use of one over another. We review each method and further investigate the advantages and disadvantages of each approach by directly comparing a range of commonly utilized scoring methods, as well as recently developed methods across six independent samples from various life domains to determine their effectiveness. Results generally favor multidimensional methods (e.g., exploratory structural equation modeling, B-ESEM, and CFA) as more comprehensive scoring practices as they maximize construct relevant information. However, selection of an ideal method will rely on theoretical congruence between methodology and research questions.

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Section: Scoring Methodsmentioning

confidence: 99%

Section: Self-determination Theorymentioning

confidence: 99%

Section: Self-determination Theorymentioning

confidence: 99%

Section: Self-determination Theorymentioning

confidence: 99%

See 2 more Smart Citations

A review and empirical comparison of motivation scoring methods: An application to self-determination theory

et al. 2020

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“…It also seems promising to create psychoprophylactic programs in analogy with goal-setting trainings. At the same time, an important aspect of goal-setting is the self-consistency of goals (Sheldon et al, 2017); therefore, it is also promising to study IERs in the aspect of self-consistency of choice. Thus, numerous examples of modern research in the field of educational psychology show that the synthesis of the provisions of cultural-historical theory and positive psychology opens up prospects for studying the students' choice of IERs and creating practices of psychological and pedagogical support that will help solve many problems that have accumulated in this area of practical educational psychology.…”

Section: Choosing Educational Routes From the Standpoint Of Positive mentioning

confidence: 99%

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Lubovsky

2020

Vestn. Ross. univ. družby nar., Ser. Psihol. pedagog.

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Utilizing both perspectives from modern positive psychology and common, conventional theories, this article examines how graduates of high schools and colleges choose individual educational routes (IER). The significance of the issue of choosing IERs is discussed; additionally, the current state of research in this area is described. Methodological difficulties were revealed in the study of the choice of IERs by graduates of high schools and colleges and in the practice of psychological and pedagogical support for choice. Major contradictions and unresolved problems were identified in the theory and practice of psychological and pedagogical support for graduates of high schools and colleges in choosing their IERs. The most important data and findings on the choice of IERs made by modern high school and college students are presented, contradictions in the available data are revealed, and the specific features in disabled students’ choosing IERs are described. In addition, an analysis of the main approaches to studies of students’ choice of IERs (sociological, subjective and based on positive psychology) was conducted. Furthermore, the importance of positive psychology for solving existing problems in research and in the practice of psychological and pedagogical support for graduates of high schools and colleges in choosing IERs was described. The article provides a brief overview of recent positive psychology research on the choice of educational routes, and outlines the prospects for its application in solving urgent research and practical problems related to psychological and pedagogical support for students’ choice of IERs.

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Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

Zhou

Ntoumanis

Thøgersen‐Ntoumani

2019

Contemporary Educational Psychology

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Comprehensive Relative Autonomy Index

Cited by 8 publications

References 0 publications

A review and empirical comparison of motivation scoring methods: An application to self-determination theory

A review and empirical comparison of motivation scoring methods: An application to self-determination theory

Selection of Educational Routes by High School and College Graduates: A Positive Psychology Approach

Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

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