Joshua L Howard
Datos Biográficos
| ID | 3594777 |
|---|---|
| NOMBRE | Joshua L Howard |
| NOMBRES | Joshua L |
| APELLIDO | Howard |
| FIRMA | HOWARD J L |
| AFILIACIONES | Monash University |
| ORCID | 0000-0002-3258-8115 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 19 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Need Support and Need Thwarting
In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples ( N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychologi…
Guaranteed Basic Income from the Perspective of Self‐Determination Theory
In capitalistic societies the concepts of income and labour are inseparable, and as such, providing all citizens with an unconditional living wage is a contentious issue. Capitalist ideals that emphasize individual effort, competition, and financial prosperity have spurred tremendous economic growth but underestimate human motivation and have implications for human wellbeing. The aim of this essay is to examine the implications of guaranteed basi…
Why do perfectionists procrastinate (or not)? Exploring the interaction between perfectionism dimensions through self‐determination theory
Research on perfectionism and workplace procrastination has typically examined perfectionism through two dimensions: perfectionist strivings (PS) and perfectionist concerns (PC), which are inversely associated with procrastination. Recognizing that these two dimensions often coexist in varying degrees within individuals, our study conducted an interaction analysis to elucidate the associations between individual dimensions and their combined pres…
Pathways to Student Motivation
Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, cond…
Beyond intrinsic and extrinsic motivation
This meta-analysis aims to shed light on the added value of the complex multidimensional view on motivation of Self-determination theory (SDT). We assess the unique and incremental validity of each of SDT’s types of motivation in predicting organizational behavior, and examine SDT’s core proposition that increasing self-determined types of motivation should have increasingly positive outcomes. Meta-analytic findings (124 samples) support SDT, but…
Student Motivation and Associated Outcomes
Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analys…
Trajectories of self-determined motivation during the secondary school
Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during three consecutive school years, this study has three main objectives. First, we seek to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examine whether different sources of relatedness (father, mother, teachers, peers) predict membership i…
The tripartite model of intrinsic motivation in education
INTRODUCTION: Intrinsic motivation is a well-established concept in psychology, yet, different types of intrinsic motivation have not been thoroughly investigated. We examined covariates associated with three types of intrinsic motivation from self-determination theory (SDT) within the education context: IM to know, IM to accomplish, and IM to experience stimulation. METHODS: A meta-analysis was conducted on samples examining the tripartite model…
Testing a continuum structure of self-determined motivation
Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated moti…
Motivation profiles at work
Testing a continuum structure of self-determined motivation
Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated moti…
Motivation profiles at work
Testing a continuum structure of self-determined motivation
Self-determination theory proposes a multidimensional representation of motivation comprised of several factors said to fall along a continuum of relative autonomy. The current meta-analysis examined the relationships between these motivation factors in order to demonstrate how reliably they conformed to a predictable continuum-like pattern. Based on data from 486 samples representing over 205,000 participants who completed 1 of 13 validated moti…
The tripartite model of intrinsic motivation in education
INTRODUCTION: Intrinsic motivation is a well-established concept in psychology, yet, different types of intrinsic motivation have not been thoroughly investigated. We examined covariates associated with three types of intrinsic motivation from self-determination theory (SDT) within the education context: IM to know, IM to accomplish, and IM to experience stimulation. METHODS: A meta-analysis was conducted on samples examining the tripartite model…
Beyond intrinsic and extrinsic motivation
This meta-analysis aims to shed light on the added value of the complex multidimensional view on motivation of Self-determination theory (SDT). We assess the unique and incremental validity of each of SDT’s types of motivation in predicting organizational behavior, and examine SDT’s core proposition that increasing self-determined types of motivation should have increasingly positive outcomes. Meta-analytic findings (124 samples) support SDT, but…
Student Motivation and Associated Outcomes
Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analys…
Trajectories of self-determined motivation during the secondary school
Based on an accelerated longitudinal design involving three cohorts of secondary school students followed during three consecutive school years, this study has three main objectives. First, we seek to identify different profiles of students following distinct trajectories of self-determined motivation over the secondary school years. Second, we examine whether different sources of relatedness (father, mother, teachers, peers) predict membership i…
Pathways to Student Motivation
Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, cond…
Guaranteed Basic Income from the Perspective of Self‐Determination Theory
In capitalistic societies the concepts of income and labour are inseparable, and as such, providing all citizens with an unconditional living wage is a contentious issue. Capitalist ideals that emphasize individual effort, competition, and financial prosperity have spurred tremendous economic growth but underestimate human motivation and have implications for human wellbeing. The aim of this essay is to examine the implications of guaranteed basi…
Why do perfectionists procrastinate (or not)? Exploring the interaction between perfectionism dimensions through self‐determination theory
Research on perfectionism and workplace procrastination has typically examined perfectionism through two dimensions: perfectionist strivings (PS) and perfectionist concerns (PC), which are inversely associated with procrastination. Recognizing that these two dimensions often coexist in varying degrees within individuals, our study conducted an interaction analysis to elucidate the associations between individual dimensions and their combined pres…
Need Support and Need Thwarting
In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples ( N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychologi…
Motivation and Self-Concept in Sports (6 obras) · Psychology (6 obras) · Social Psychology (5 obras) · Autonomy (4 obras) · Developmental psychology (4 obras) · Intrinsic motivation (4 obras) · Self-determination theory (4 obras) · Behavioral Health and Interventions (3 obras) · Education, Achievement, and Giftedness (2 obras) · Goal theory (2 obras)