Empirical testing of an alternative modeling of the self-determination continuum

Bureau, Julien S.; Guay, Frédéric; Plamondon, André; Ratelle, Catherine F.; Howard, Joshua L.; Gilbert, William

doi:10.1007/s11031-022-09976-9

Cited by 10 publications

(17 citation statements)

References 47 publications

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“…The analyzed dimensions fit the different types of motivation suggested by the SDT (Ryan andDeci, 2017, 2019;Howard et al, 2020, intrinsic, identified, controlled) in all three specific domains that the instrument assesses (reading, writing and mathematics). Regarding the third objective, correlations between dimensions proved the presence of a continuum as proposed by the theory: highest correlations between contiguous motivations and lower correlations between distant ones (Howard et al, 2020;Bureau et al, 2022). These results corroborate the importance of considering the different types of motivation that are present in early ages for each specific domain.…”

Section: Discussionsupporting

confidence: 71%

“…Regarding the third objective, correlations between dimensions proved the presence of a continuum as proposed by the theory: highest correlations between contiguous motivations and lower correlations between distant ones (Howard et al, 2020 ; Bureau et al, 2022 ). These results corroborate the importance of considering the different types of motivation that are present in early ages for each specific domain.…”

Section: Discussionmentioning

confidence: 95%

“…The multidimensional framework proposed by SDT has received recent evidence corroborating the self-determination continuum (Howard et al, 2020 ; Bureau et al, 2022 ). The latest meta-analyses (Howard et al, 2020 ; Bureau et al, 2021 ) reveal that the different types of motivation (intrinsic and identified - more autonomous; external and introjected - more controlled) follow a simple correlation structure.…”

Section: Literature Reviewmentioning

confidence: 94%

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Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E)

et al. 2022

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The Elementary School Motivation Scale (ESMS) is the only validated and adapted instrument to assess motivation in early ages and in specific domains using the Self-Determination Theory. The present study aims to validate the ESMS in Spanish population (ESMS-E). To this end, 1,190 students from the first half of Elementary education (6–10 years old) filled in the ESMS-E. To translate the instrument the back translation method was used. Internal consistency was assessed through composite reliability (CR), correlations among the dimensions and Confirmatory Factor Analysis (CFA) were used to analyze the theoretical structure proposed by the original instrument. Results showed optimal internal consistency in the different dimensions (CR = 0.701–0.901) and showed a great fit for the model (RMSEA = 0.064, CFI = 0.929, TLI = 0.913), confirming the original model with nine dimensions and the self-determination continuum. The ESMS-E is valid and reliable in the Spanish version. This validation offers a tool for researchers interested in exploring the motives that drive students in early stages in relation to specific learning domains (i.e., reading, writing and mathematics).

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 94%

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Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E)

et al. 2022

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“…Second, bifactor modeling was used to simultaneously conceptualize the behavioral regulations as unidimensional (quantity of self-determination) and multidimensional (motivation quality), which is in line with contemporary views of motivation grounded in SDT (e.g., Gunnell & Gaudreau, 2015;Howard, Gagné, & Morin, 2020;Howard et al, 2018;Stenling et al, 2018). Although most previous applications of bifactor models on SDT-based measures of motivation have used a symmetrical bifactor ESEM (i.e., one specific factor per subscale), there are several unresolved issues related to the symmetrical bifactor ESEM (Bureau et al, 2023). The global factor in the symmetrical bifactor ESEM represents what is common among the items, whereas the specific factors represent what is uniquely common to a group of items (Howard et al, 2018).…”

Section: The Present Studymentioning

confidence: 93%

Factor structure, criterion-related validity, and longitudinal measurement invariance of the Regulation of Eating Behavior Scale (REBS): A bifactor S-1 exploratory structural equation modeling approach

Stenling

Martin

2023

Meas. Instrum. Soc. Sci.

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The Regulation of Eating Behavior Scale (REBS) is one of the most popular measures to assess why people regulate their eating behaviors. However, few studies have examined its psychometric properties and problems with discriminant validity have been identified in previous research. The present study (re)examined the factor structure and criterion-related validity of the REBS using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and bifactor (S-1) modeling in a sample of middle-aged women (N = 1447). We also examined longitudinal measurement invariance in a subsample of participants (n = 803) who responded to the survey 5 years later. The bifactor S-1 ESEM provided an excellent fit to the data and the factor loading pattern showed a well-defined global self-determination factor anchored in intrinsic motivation with decreasing contribution from the other items on the continuum. Relations between the global and specific motivation factors, food habits, binge eating, and BMI provided evidence of criterion-related validity. Longitudinal measurement invariance across time was also verified. Our results support the idea that the global factor represent a general quantity of self-determination rather than relative self-determination.

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“…According to SDT, need satisfaction enhances intrinsic motivation and is vital for engagement (Bureau et al, 2023;Ryan & Deci, 2020). Satisfaction of the need for autonomy (i.e., the initiative and ownership of actions) and the need for relatedness (i.e., the belonging and connection to other people) are, however, less under the control of the individual and results primarily through the work and study context (Deci & Ryan, 2000).…”

Section: Intrinsic Motivation As a Mechanism: How Self-efficacy Relat...mentioning

confidence: 99%

Examining Gain Spirals of Personal Resources: How the Self-Efficacy-Engagement Relationship Develops over Time

Duhović Hafstad,

Kaluza,

Fostervold

et al. 2023

Preprint

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Although several theories, such as Conservation of Resources (COR) Theory, point to the potential of gain spirals of personal resources (i.e., the increase in personal resources over time), the processes that drive these spiral effects are under-theorized. Moreover, rigorous research that adequately tests these processes is lacking. Using two multi-wave studies (NStudy 1 = 121, NStudy 2 = 131), we examine a gain spiral comprising two central personal resources, namely self-efficacy and engagement. Specifically, by integrating self-determination theory into COR theory, we propose that intrinsic motivation represents a relevant process underlying the self-efficacy-engagement relationship and that engagement then fuels future self-efficacy. We find support for the mediation proposition in both studies. Furthermore, our results support a gain spiral of personal resources consisting of self-efficacy, intrinsic motivation, and engagement in Study 2. Our study enriches the theoretical understanding of the relationship between self-efficacy and engagement and makes an important empirical contribution by elucidating the dynamics of gain spirals.

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Empirical testing of an alternative modeling of the self-determination continuum

Cited by 10 publications

References 47 publications

Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E)

Academic motivation at early ages: Spanish validation of the Elementary School Motivation Scale (ESMS-E)

Factor structure, criterion-related validity, and longitudinal measurement invariance of the Regulation of Eating Behavior Scale (REBS): A bifactor S-1 exploratory structural equation modeling approach

Examining Gain Spirals of Personal Resources: How the Self-Efficacy-Engagement Relationship Develops over Time

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