Adherence to social distancing during the Covid-19 pandemic in Italy: The role of autonomous motivation and defiance.

To maintain social distancing in the long term, in the current COVID-19 scenario, people's motivation must be strong and of high quality. Many governments adopted measures enforcing social distancing. Enforcement, however, can produce feelings of defiance and backfiring effects. The present work aims at investigating the relationship between autonomous motivation and intentions to maintain social distancing, through adherence to recommendations and feelings of defiance. A sample of 502 Italian residents, from different parts of Italy, completed an online survey assessing their present behavior, levels of autonomous motivation and feelings of defiance, as well as intentions to observe social distancing in the short and long term. Results support the hypotheses that autonomous motivation is related to stronger intentions to maintain social distancing, particularly in the long term, and that feelings of defiance mediate this relationship. These results underline importance of promoting understanding and internalizing reasons for social distancing, beyond norms.

Everyday heroes: Graphical life stories and self-defining memories in COVID-19 medical volunteers.

OBJECTIVE: This study aimed to explore the autobiographical foundations of specific narrative identities, which made it possible to choose medical volunteering in the time of the pandemic, resist highly hazardous conditions of working in COVID-19 "red zones," and emerge from this work with a sense of meaning and optimism. METHOD: In this study, we focused on the graphical life stories, self-defining memories (SDMs), and self-defining future projections (SDFPs) of four individuals who worked at COVID-19 "red zone" hospitals as medical volunteers. RESULTS: The analysis revealed that all participants incorporated their volunteering experiences as meaningful and satisfying into their general narrative identity. They scored high on standard scales assessing subjective well-being and reported autonomous regulation of volunteer motivation. We identified narrative trunk lines and metaphors across autobiographical data, which differentiated the participants into four types of general identities extensively manifesting in volunteering identity: faith-based, influence-based, help-based, and success-based. The participants' graphical life stories, SDMs, and SDFPs showed similar patterns consisting of adult-oriented childhood, focus on mid-life events, and a redemption sequence in narration. CONCLUSION: These findings could be taken as touchstones to highlight the critical value of self-continuity and sense of purpose in active coping with global challenges.

Supporting Autonomous Motivation for Physical Activity With Chatbots During the COVID-19 Pandemic: Factorial Experiment.

BACKGROUND: Although physical activity can mitigate disease trajectories and improve and sustain mental health, many people have become less physically active during the COVID-19 pandemic. Personal information technology, such as activity trackers and chatbots, can technically converse with people and possibly enhance their autonomous motivation to engage in physical activity. The literature on behavior change techniques (BCTs) and self-determination theory (SDT) contains promising insights that can be leveraged in the design of these technologies; however, it remains unclear how this can be achieved. OBJECTIVE: This study aimed to evaluate the feasibility of a chatbot system that improves the user's autonomous motivation for walking based on BCTs and SDT. First, we aimed to develop and evaluate various versions of a chatbot system based on promising BCTs. Second, we aimed to evaluate whether the use of the system improves the autonomous motivation for walking and the associated factors of need satisfaction. Third, we explored the support for the theoretical mechanism and effectiveness of various BCT implementations. METHODS: We developed a chatbot system using the mobile apps Telegram (Telegram Messenger Inc) and Google Fit (Google LLC). We implemented 12 versions of this system, which differed in 3 BCTs: goal setting, experimenting, and action planning. We then conducted a feasibility study with 102 participants who used this system over the course of 3 weeks, by conversing with a chatbot and completing questionnaires, capturing their perceived app support, need satisfaction, physical activity levels, and motivation. RESULTS: The use of the chatbot systems was satisfactory, and on average, its users reported increases in autonomous motivation for walking. The dropout rate was low. Although approximately half of the participants indicated that they would have preferred to interact with a human instead of the chatbot, 46.1% (47/102) of the participants stated that the chatbot helped them become more active, and 42.2% (43/102) of the participants decided to continue using the chatbot for an additional week. Furthermore, the majority thought that a more advanced chatbot could be very helpful. The motivation was associated with the satisfaction of the needs of competence and autonomy, and need satisfaction, in turn, was associated with the perceived system support, providing support for SDT underpinnings. However, no substantial differences were found across different BCT implementations. CONCLUSIONS: The results provide evidence that chatbot systems are a feasible means to increase autonomous motivation for physical activity. We found support for SDT as a basis for the design, laying a foundation for larger studies to confirm the effectiveness of the selected BCTs within chatbot systems, explore a wider range of BCTs, and help the development of guidelines for the design of interactive technology that helps users achieve long-term health benefits.

The Role of Novelty Satisfaction in Distance Physical Education During the COVID-19 Pandemic: A Self-Determination Theory Perspective.

PURPOSE: To better understand the role of novelty satisfaction in distance physical education (PE) during the COVID-19 pandemic, this study aimed to determine the relationships among students' novelty satisfaction, basic psychological needs satisfaction, autonomous motivation, effort, and enjoyment and to examine the mediating effects of autonomous motivation in the relationships between novelty satisfaction and effort and enjoyment. METHODS: The participants were 332 undergraduate students from 10 PE classes. Structural equation modeling was used for data analysis. RESULTS: Satisfaction of students' need for novelty and the three basic needs positively predicted autonomous motivation, which in turn positively predicted effort and enjoyment. The relationships between students' novelty satisfaction and their effort and enjoyment were mediated by autonomous motivation. CONCLUSION: This study provides important insights into needs satisfaction and motivational underpinnings of outcomes in distance PE during the COVID-19 pandemic. We suggest that future studies develop novelty support strategies based on our findings.

How Affect Autonomous and Controlled Motivation using Massive Open Online Course?

Higher Education is currently facing various challenges since the Covid-19 pandemic, especially for teaching and learning activities using online learning. Massive Open Online Course (MOOC), one of the newest forms of innovation used as an online learning tool. MOOC is the most recent stage in the development of open educational resources. The inflexibility or standardization of lectures will reduce the enthusiasm of students to participate in MOOCs. MOOCs are part of a growing trend in higher education, but motivation from students is dwindling. This study uses the ACM (Autonomous and Controlled Motivation) model to measure how much influence autonomous motivation has on student's intention to use the MOOC application. It also measures how much influence controlled motivation has on students' choice to use the MOOC application as online learning. Respondents in this study were higher education students who used the MOOC application. The statistical test of the ACM model has been carried out using smart-PLS software to test the proposed hypothesis. The result showed that autonomous and control motivation were significant determinants of perceived behavior control. Eventually, the instructor can assist institutions in initiating MOOC-based online education, as well as increasing student involvement and engagement © 2021 IEEE.

Determinants of Virtual Exercise Equipment Use: An Integrated Model Investigation.

BACKGROUND: Given the limited research on behavioral determinants of using virtual exercise machines to engage in exercise during the COVID-19 pandemic, this study applied an integrated behavior change model to identify behavioral determinants using these machines. METHOD: Adult owners of livestreaming virtual exercise equipment (N = 123) completed measures of social cognition, planning, motivation, virtual exercise machine features, and sociostructural variables at an initial occasion (T1) and 4 weeks later (T2). Hypothesized relations among model constructs were tested using a cross-lagged structural equation model with past behavior and sociostructural variables as covariates. RESULTS: Autonomous motivation predicted intentions and habit indirectly via attitudes and perceived behavioral control at T1; virtual exercise machine features predicted intention and habit indirectly via social cognition constructs at T1; and intention and habit at T1 predicted exercise behavior at T2. CONCLUSIONS: This study supports social cognition constructs and virtual features as predictors of exercise using virtual exercise machines.

Changes in students’ goal pursuits and motivational regulations toward healthy behaviors during the pandemic: A Self-Determination Theory perspective

Objectives In this study, we examined how students’ perceptions of teachers and parents’ need-supportive and need-thwarting behaviors, related to their intrinsic and extrinsic goal pursuits, and in turn their motivational regulations toward physical activity in virtual physical education lessons over a semester during the Sars-COV2 pandemic. Design Short-term longitudinal study. Methods Students (Mage = 14.43, SD = 0.99) completed the targeted questionnaires at the beginning (T1, N = 295) and the end (T2, N = 194) of a virtual semester. Results The results of the autoregressive model indicated that all measures were relatively stable from T1 to T2. Neither teachers nor parents’ need-supportive and need-thwarting behaviors at T1 predicted students’ intrinsic goal pursuits at T2, except for teachers’ need-supportive behaviors at T1 negatively marginally predicted students’ extrinsic goal pursuits at T2. The results also showed that intrinsic goal pursuits at T2 positively and negatively related to autonomous motivation and amotivation at T2, respectively. Extrinsic goal at T2 positively related to controlled motivation and amotivation at T2. Conclusions Findings suggested that teachers need-supportive behaviors are important for decreasing students’ extrinsic goal pursuits, while parents’ need-thwarting behaviors relate to students’ amotivation over time during the lockdown periods. Also, students’ intrinsic goal pursuits would contribute positively to autonomous motivation and negatively to amotivation over time.

Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic.

Many students struggled with the abrupt transition to online classes required by the COVID-19 pandemic. The present research used a self-determination theory framework to examine the role of the Big 5 personality traits in university students' adaptation to online learning, measured by their quality of motivation, subjective well-being, self-efficacy, online engagement, and online satisfaction. A longitudinal study was conducted across the 2020 fall semester and included a total of 350 university students who answered surveys in September and December. Results showed that conscientiousness and openness to experience were associated with higher self-efficacy and with different forms of autonomous motivation for online learning. Conscientiousness was related to identified motivation, whereas openness to experience was related to intrinsic motivation. In contrast, neuroticism was related to increases in controlled motivation. Only openness to experience was strongly related to engagement with online learning and higher levels of subjective well-being. These findings suggest that openness to experience may be an adaptive trait for students' transition to online classes during these times of uncertainty.

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic.

Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL-innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed.

Evolution of physical activity habits after a context change: The case of COVID-19 lockdown.

OBJECTIVE: Habits, defined as well-learned associations between cues and behaviours, are essential for health-related behaviours, including physical activity (PA). Despite the sensitivity of habits to context changes, little remains known about the influence of a context change on the interplay between PA habits and behaviours. We investigated the evolution of PA habits amidst the spring COVID-19 lockdown, a major context change. Moreover, we examined the association of PA behaviours and autonomous motivation with this evolution. DESIGN: Three-wave observational longitudinal design. METHODS: PA habits, behaviours, and autonomous motivation were collected through online surveys in 283 French and Swiss participants. Variables were self-reported with reference to three time-points: before-, mid-, and end-lockdown. RESULTS: Mixed effect modelling revealed a decrease in PA habits from before- to mid-lockdown, especially among individuals with strong before-lockdown habits. Path analysis showed that before-lockdown PA habits were not associated with mid-lockdown PA behaviours (ß = -.02, p = .837), while mid-lockdown PA habits were positively related to end-lockdown PA behaviours (ß = .23, p = .021). Autonomous motivation was directly associated with PA habits (ps < .001) and withto before- and mid-lockdown PA behaviours (ps < .001) (but not with end-lockdown PA behaviours) and did not moderate the relations between PA behaviours and habits (ps > .072). CONCLUSION: PA habits were altered, and their influence on PA behaviours was impeded during the COVID-19 lockdown. Engagement in PA behaviours and autonomous motivation helped in counteracting PA habits disruption.