جستجوی مقالات مرتبط با کلیدواژه « Self Determination » در نشریات گروه « پزشکی »

Pursuing goals can help adolescents gain a sense of meaning and purpose in life. On the other hand, failure to achieve goals can lead to depression and despair. Considering the importance of goal pursuit in adolescence, the present study aims to examine the mediating role of intrinsic motivation in the relationship of emotion regulation styles and self-determination with goal pursuit in Iranian adolescents.

This is a descriptive-correlational study using structural equation modeling (SEM). The study population consists of adolescents aged 15-19 in Tehran, Iran, of whom 503 were selected from high schools in four districts in Tehran using a convenience sampling method. They were asked to complete four questionnaires, including the persistence scale, emotion regulation inventory, emotional autonomy scale, and intrinsic motivation inventory. Data analysis was done by SEM using Amos software, version 22 and SPSS software, version 22.

The emotion regulation styles, including dysregulated (β=-0.204, P=0.001), suppressive (β=0.124, P=0.040), and integrative (β=0.359, P=0.001) had a significant relationship with goal pursuit in adolescents. Based on the Bootstrap test results, the dysregulated (β=-0.054, P=0.007) and integrative (β=0.094, P=0.001) emotion regulation styles had an indirect relationship with goal pursuit through intrinsic motivation. Self-determination had no significant relationship with goal pursuit (P=0.137, β=0.077).

In Iranian adolescents, the integrative emotion regulation style can positively affect goal pursuit by promoting intrinsic motivation. Therefore, in interventions for improving goal pursuit in adolescents, this emotion regulation style should be considered to promote their intrinsic motivation and persistence in goal pursuit.

The concept of readiness for change has been proposed in organizational studies. Due to its abstract nature, there is a willingness to change different definitions of this structure. Readiness for change is defined as individual beliefs, feelings, and intentions about the limits and capacity of the organization to successfully implement changes and that this amount of changes will be beneficial for themselves and their organization. Researchers emphasize that it is necessary to prepare for change before any planning, implementation, and change management. The first stage of Lewin's modification model shows unfreezing (opening) when the perspective of change is agreed upon. At this stage, people are involved and affected by possible changes in what is happening. Readiness for change is the basis of a person's willingness to progress in the "change process". Researchers in this field have always been asked the question of what factors affect readiness for change. Most researchers examine the factors related to readiness for change in two categories: individual and organizational factors. Individual factors for predicting individual readiness for change include self-management, personal capacity, values and beliefs, demographic characteristics, general attitudes, self-efficacy, individual resilience, variety of skills, emotional commitment, health, and Compatibility noted. The researchers in the studies conducted on the preparation for change are of the same opinion on the issue that the main and central cognitions and beliefs provide the preparations for the preparation for change. Beliefs, as relatively stable structures, are one of the most important individual characteristics that can explain a large part of a person's feelings and thoughts. It seems that an individual's readiness for change can be the result of a person's positive beliefs about himself and the world. On the other hand, social-cognitive theorists consider factors related to the individual (beliefs, motivation, and personality) as mediators between external stimuli and behavior. Therefore, it seems that examining the role of beliefs, motivation, and personality in readiness for change will help to fully and comprehensively understand this structure. Personality is one of the durable and unique characteristics that can change in response to different situations. Because among the personality traits identified by personality theorists and the five big factors of personality i.e. neuroticism, extroversion, openness, adaptability, and conscientiousness have been agreed upon by psychological experts. The theory of self-determination shows that the optimal functioning of Rome requires satisfaction and three psychological needs for autonomy (understanding the source of the internal cause), competence (feeling effective), and connection (feeling a meaningful connection with others). The researchers suggested that instead of making a list of independent variables that predict individual readiness for change, researchers should investigate the factors that mediate or moderate these relationships, in a detailed manner of the readiness profile. To clarify the change. In general, despite the existence of many theories and research in the field of readiness for change, it is necessary to explain the factors related to it. In this research, the role of self-determination as a mediating variable is investigated. It seems necessary to examine the effective factors in individual preparation for change in the student society, which can play an important role in the implementation of change programs. The researches that have been conducted so far on the structure of readiness for change are mostly in the field of organizational management and organizational change. According to the researcher's searches, no research was found that examined the relationship between readiness for change and basic beliefs and personality traits, and self-determination. Therefore, the purpose of this study is to fit the structural model, to predict readiness for change based on basic beliefs and personality traits with the mediation of self-determination in students.

Descriptive-correlation research method and structural equation modeling analysis method. The research population includes all undergraduate students in the faculties located at Azad Rodhen University, who were selected as a sample using the method suggested by Schumacher and Lomax (2004) and the multi-stage cluster sampling method, and they were asked to fill in the questionnaires. They answered and after removing the distorted questionnaires, finally, 375 questionnaires were examined. To collect data from the questionnaires of Neo McGarry and Costa (1985), basic beliefs of Kathleen Webstein (1992), readiness for change, Slow (2006), and self-determination with basic psychological needs. LaGuardia et al. (2000) were used.

Structural equation modeling showed that all fit indices support the optimal processing of the structural model of the research with the collected data. Among the personality factors, openness and extroversion are positive, and neuroticism and conscientiousness factors negatively and significantly predict readiness for change.

In general, it can be concluded that cognitive-social factors and personal factors (beliefs, motivation, and personality) are considered mediators between external stimuli and behavior. The current research, like most research, has limitations that it seems logical to recognize in order to conduct future research and try to reduce or eliminate these limitations. The current research was conducted on undergraduate students of Islamic Azad University, Rodhan branch, so caution should be taken in generalizing its findings to other students. The lack of familiarity of many students with research and research affairs was managed with the briefing session. Only using self-report questionnaires, especially for evaluating thoughts was one of the limitations. Therefore, it is suggested to examine the research topic in other regions of the country due to the existence of different cultural and ethnic conditions in order to examine and compare the research results with each other.

The development of science, technology, engineering, and mathematics (STEM) competencies have become very important these days, as they are the foundation for responsible citizenship. Mathematics plays an outstanding role in STEM education, and poor mathematics performance can cause difficulties and disabilities in performing other STEM subjects. Consequently, the tendency to study STEM in the future is reduced, especially in high school girls. There is vast research about influential factors on mathematics performance. The cognitive and motivational components seem to be the most influential factors in math performance, as they modify irrational beliefs, enhance rational ones, and increase self–efficacy and intrinsic motivation in individuals when studying mathematics. Growth mindset and self–determination training have both cognitive and motivational aspects that can affect math performance. In this regard, the present study aimed to compare these two interventions and evaluate their effectiveness in improving math performance.

The current quasi–experimental research employs a pretest–posttest with a 1–month follow–up design and a control group. The statistical population included all the ninth– and eighth–grade female students in the city of Shahr–e–Ray's high schools in the 2018–2019 academic year. Of those who qualified and volunteered to participate in the research,45 students were selected using the random method and placed in three groups. Growth mindset and self–determination training were applied to the experimental groups, and no training program was implemented for the control group. For the growth mindset group, we used growth mindset intervention designed by Khan non–profit Academy (2018) under the supervision of Stanford University. This group received 5 sessions of growth mindset intervention. The other experimental group received a self–determination intervention designed by Dashti Daryan et al. (2019) for 6 sessions. We considered students' final math scores at the end of the first semester as the pretest score, their midterm math scores of the second semester as the posttest, and students' final scores at the end of the second term as the follow–up score. The statistical data analysis was done in SPSS version 24 at two descriptive and inferential statistics levels. At the level of descriptive statistics, the mean and standard deviation, the level of inferential statistics, the analysis of variance with repeated measurements, and the Bonferroni post hoc test were used at the significance level of α=0.05.

The results showed that the group, time, and group × time interaction effects on the math performance variable were significant (p<0.05). There was no significant difference between the average scores of the experimental groups in the math performance variable (p>0.999). However, a significant difference was observed between the experimental and control groups (p<0.05). The difference between the average of the pretest and posttest stages, as well as the pretest and follow–up in the variable of math performance in the groups of growth mindset (p=0.012, p<0.001, respectively) and self–determination (p=0.006, p=0.004, respectively), was significant. However, there was no significant difference between the average scores of the math performance variable in the posttest and follow–up stages in the experimental groups (p>0.999).

Based on the findings of this study, growth mindset and self–determination training effectively increase students' math performance. So, it is recommended that these two methods be used to improve students' mathematics performance.

The self-determination approach considers human beings as positive beings who potentially have the capacity for growth and development. In the present study, the effectiveness of self-determination skills training on moral distress and resilience of the main caregivers of chronic neuropsychiatric patients was investigated.

The current study is a semi-experimental one in 2022, in which 40 primary caregivers were selected from the community of primary caregivers of chronic neurological and psychiatric patients in Borujen city in Chaharmahal and Bakhtiari province using available sampling method. Research tools included moral distress and resilience questionnaires. Data analysis was done with the method of analysis of variance with repeated measurements using SPSS-22 software.

The results showed that self-determination skills training had a significant effect on improving the resilience of the main caregivers of chronic neuropsychiatric patients (Partial ŋ2=0.58, p=0.001, F=53.78); But teaching self-determination skills did not have a significant effect on improving the moral distress of the main caregivers of chronic neuropsychiatric patients (Partial ŋ2=0.009, p=0.10, F=0.33).

the training of self-determination skills affects the resilience of the main caregivers of chronic neuropsychiatric patients. Accordingly, in the process of acquiring self-determination skills, valuing oneself includes self-acceptance (it means admiring the strengths that have a unique quality and is often considered as a person's weakness), recognizing the rights and responsibilities and emotional, mental and physical care are learned from oneself, which increases the process of patience and tolerance of people against problems and helps them to overcome challenges and changes in life.

Sexual function is an important part of the health of women, and the satisfaction of basic psychological needs is among the variables related to sexual dysfunction. The self-determination theory is one of the most important motivational theories, which considers one’s internal motive the main cause of behavior, and also views three psychological needs (autonomy, relatedness, and competence) as the basis of human behavior. This study was to determine the effect of sexual consulting based on the self-determination theory on women’s sexual function.

This clinical trial was conducted on 104 married women aged 18 to 49 years referred to Mashhad health centers in two groups of intervention and control in 2019. The intervention group received five sessions of two-hour group counseling based on the constructs of self-determination theory, with intervals of one week. The data was collected using the sexual performance questionnaire and the constructs of self-determination theory (basic psychological needs) before and after the intervention. Data was analyzed using the SPSS software version 16 through independent t-test, paired t-test, Mann-Whitney and Wilcoxon tests.

There was no statistically significant difference between the two groups in the average score of sexual function before the intervention. However, after the intervention, the difference in the average score of sexual function between before and after the intervention was 2.76±3.02 for the intervention group and -0.25±0.73 for the control group, which showed a significant increase in the sexual function score of the intervention group compared to the control (P<0.001). Moreover, after the intervention between the intervention and control groups, a statistically significant difference was observed in the average scores of autonomy, competence and relatedness (P<0.001).

Providing group sexual counseling based on the self-determination theory can satisfy the basic needs relating to sexuality and improve women's sexual performance.

In the present era, the quality and quantity of education play a crucial role in the future perspective of the individual and is one of the efficacious and appropriate learning strategies in help-seeking or seeking academic help from others. The purpose of the present study was to present a structural model of academic help-seeking based on self-determination and flourishing with the mediating role of academic participation and students' motivational beliefs.

The present study is a developmental-correlational study. The statistical population of this study included all-female high school students in Tehran in the 2019-20 academic year, 454 of whom participated in this study by random cluster sampling as the study sample. The participants answered to the Help-Seeking Questionnaire (Ryan and Pentrich 1997), Basic Needs for self-determination (Ilardi, Leon, Kaiser, and Ryan 1993), the Flourishing Scale (Dainer et al, 2008), Academic participation Scale (Shuffle and Becker, 2006), and Motivational Beliefs Questionnaire (Pentrich et al, 1991). After collecting the questionnaires, the extracted data were analyzed by using structural equation modeling.

The results indicated that the proposed model has a good fit with the data. The results showed a significant relationship between self-determination, flourishing, academic participation, and motivational beliefs with help-seeking (P <0.01) and also, the results of the Bootstrap test showed that the indirect effect of self-determination on help-seeking through motivational beliefs is 0.147 and the indirect effect of flourishing on help-seeking through motivational beliefs is 0.139, which is significant at the level of 0.01.

The results indicated that self-determination and flourishing have a direct effect on students' help-seeking. They also have indirect effects on self-determination and flourishing through motivational beliefs that help to promote students' help-seeking behavior.

The successful scientific education and socialization of students is the most important indicator for evaluating the efficiency of universities as well as the extent of their success in performing real responsibilities towards society. Responsibility training is among the most fundamental parts of human education, the consequences of which are widely observed in various aspects of human life concerning moral, intellectual, artistic, social, and religious dimensions. Another purpose that universities seek to achieve is self–determination. Self–determination indicates the metacognitive control of control operations and the planning of goals in line with the individuals’ motivation. Responsibility and self–determination can be taught and improved in individuals, using techniques. An approach used for this purpose is moral practice training. The present study aimed to determine the effects of ethical practice training on self–determination and responsibility in students.

This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population of the study included all students of Al–Mustafa University in the academic year of 2018–2020 (N=12008). Accordingly, we identified 30 eligible volunteer students who scored <84 in the Self–Determination Questionnaire (La Guardia et al., 2000) and <21 in the California Accountability Questionnaire (Gough et al., 1952). Then, the study participants were randomly divided into 2 groups of experimental and control (n=15/group). To evaluate the stability of the collected results, a follow–up test was performed one month after conducting the posttest, in the experimental group. The following curriculum and tools were also employed to collect the required data: the Ethical Practice Training Program (EPTP; Blasi, 1993), Self–Determination Questionnaire (La Guardia et al., 2000), and Responsibility Questionnaire California (Gough, 1948). The EPTP was implemented in the experimental group. This program was provided in thirteen 105–minute sessions for 5 weeks. During this period, the control group received no training. The obtained data were analyzed using descriptive statistics, including mean and standard deviation, as well as inferential statistics, such as repeated–measures Analysis of Variance (ANOVA) and Bonferroni post–hoc test in SPSS at the significance level of 0.05.

The present study findings revealed that concerning self–determination, group effect (p˂0.001), time effect (p˂0.001), and group–time interaction (p˂0.001) were significant. Furthermore, respecting responsibility, group effect (p˂0.001), time effect (p˂0.001), and time–group interaction (p˂0.001) were significant. Besides, the results of the Bonferroni post–hoc test indicated a significant difference in the experimental group between the mean scores of pretest and posttest phases (p˂0.001) as well as pretest and follow–up steps (p˂0.001) for self–determination and responsibility. Moreover, the positive effect of teaching an ethical action plan on increasing the score of self–determination and responsibility of students remained persistent in the follow–up phase (p˂0.001).

The current research findings highlighted that students with disabilities related to self–determination and responsibility can achieve success in these fields by receiving moral practice training and enjoy its lasting effects.

Self-determination is the ability of recognizing, setting and achieving goals based on knowledge and self-assessment. This ability is essential for the healthy development of adolescents. Self-determination is influenced by knowledge, skills, beliefs, and contextual factors that exist in one's living environment. Since it is an essential element for having a successful life, its assessment and related skills are also important; however, there is no assessment tool for its measurement in Iranian population. The aim of this study was to translate the Self-Determination Student Scale (SSDS) into Persian and determine its psychometric properties including face, content, and construct validity as well as internal consistency and test-retest reliability in adolescents aged 14-18 years.

In this methodological study, the SSDS was translated into Persian to be used on Iranian population and validated according to the International Quality of Life Assessment (IQOLA) protocol. Samples were 498 high school students (mean age = 15.15±0.9; 227 females and 221 males) who were selected using convenience sampling technique with maximum diversity in Tehran. They were divided into two groups of with and without emotional/behavioral symptoms using the Youth Self-Report tool. The face validity of the translated SSDS was determined based on the opinions of samples and experts. The Content Validity Index (CVI) and Content Validity Ratio (CVR) were also calculated for each items of the translated version. The construct validity was tested by comparing known groups (gender groups and groups at risk of emotional/behavioral disorders). Moreover, its internal consistency was estimated by Kuder-Richardson formula, and test-retest reliability was tested using Intraclass Correlation Coefficient (ICC) on 16 students with a time interval of 14 days.

In the Persian version of SDSS, 4 items were removed from the original version. After confirmation of its face validity after modification, it was found that its items had appropriate content validity based on CVI and CVR scores. The mean of self-determination score under all subscales and most of items was significant between the gender group and the group at risk of emotional/behavioral disorders (P< 0.001). The Kuder-Richardson coefficient was obtained 0.89 and for five subscales, it was in a range of 0.51 to 0.72. The ICC (0.98; 95% CI:0.95 to 0.98) approved the good reliability of the instrument.

The Persian version of SDSS had good validity (face, content, and construct) and reliability after testing it on the high school students. Therefore, it can be used in clinical and research studies to assess the self-determination of students. Considering the importance of self-definition in adolescence, there is a need for further studies using the SDSS to highlight the potential problems of high school students in self-determination and designing related training programs.

 Academic burnout characterized by fatigue due to study requirements, pessimistic feelings, and attitudes toward subjects, poor academic achievement, decreased competence, and some depressive symptoms and can influenced by individual and contextual factors. The purpose of this study was to examine the structural relationships between perceptions of parents, basic psychological needs and academic burnout about students within the framework of self-determination theory.

 In this descriptive-correlational study, the population consisted of undergraduate students of Mashhad University of Medical Sciences in the academic year 2017-2018. From this population, 400 individuals selected by multistage random sampling. Data collected through Robbins`s perception of parents scale, Gagné` s Basic Needs satisfaction General Scale, and Maslach` s Burnout Inventory-Student Survey. Descriptive indices and Structural Equation Modeling was used for data analysis. Descriptive indices and structural equation modeling was used for data analysis. Data were analyzed using SPSS.25 and AMOS.24 .

 The results showed that perceptions of maternal and paternal parenting due to their basic psychological needs had an indirect and significant effect on students' academic burnout (P≥0.01). The structural model also had a good fit (c2/df=2.61; AGFI=0.91; GFI=0.95; CFI=0.96; NFI=0.93; TLI=0.94; RMSEA=0.06) and it can explain 54% of students' academic burnout variance.

 Based on the findings of this study, it seems that providing a family-friendly environment with parental support, establishing warm and intimate relationships and having expectations appropriate to the abilities of the children, will help to satisfy their basic psychological needs and ultimately promote their academic adjustments.