English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aimed, first, to test the efficacy of the self-determination theory -centred need-supportive instruction on motivation, novel skill performance, enjoyment, and state anxiety, and second, to test whether the intervention impact followed the theoretical stipulation of the theory. A sample of 59 college undergraduate students ( M   =  20.26 ± 1.90; 75% female) was allocated to either a need-supportive or –depriving condition. Motivational regulations, skill performance in juggling, enjoyment, and state anxiety were measured before and after the 5 × 45 min trial. The covariates assessed were the time of the condition, gender, trait anxiety, causality orientations, and task interest. The intervention had a statistically significant between-group effect on intrinsic motivation ( F (1, 49) = 5.52,  p  &lt; .023,  η2  = .10), skill performance ( F (1, 48) = 9.23,  p  = .004,  η2  = 0.16), and enjoyment ( F (1, 49) = 4.89,  p  = .032,  η2  = .09), but no differences in other motivational regulations or state anxiety were detected. In addition, the path analysis showed a positive motivational pathway, with the intervention impacting intrinsic motivation ( β  = .55), integrated regulation ( β  = .30) and amotivation ( β  = −.27), which impacted positively skill performance ( R2  = .42) and enjoyment ( R2  = .58). It can be concluded that need-supportive instruction is beneficial in improving participants’ intrinsic motivation, skill performance, and enjoyment when compared to need-depriving instruction. Autonomous motivation and an absence of amotivation toward the task seem to instrumental mediators between the need-supportive intervention and novel skill performance and enjoyment.

Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomised study