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"Self-determination"
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Constitutional culture, independence, and rights : insights from Quebec, Scotland, and Catalonia
In Constitutional Culture, Independence, and Rights , Javier García Oliva and Helen Hall coin the term constitutional culture to encapsulate the collective rules and expectations that govern the collective life within a jurisdiction. Significantly, these shared norms have both legal and social elements, including matters as diverse as standards of parenting, the modus operandi of police officers, and taboos around sexuality. Using Quebec, Scotland, and Catalonia as case studies, the book delves into what these constitutional battles mean for the rights, identity, and needs of everyday people, and it powerfully demonstrates why the hypothetical future independence of these regions would have far-reaching practical consequences, beyond the realm of political structures and academic theory.
The book does not present a magic bullet to resolve debates around independence – this is not its purpose, and the text in fact demonstrates why there is no objectively optimal approach in any or all contexts. Instead, it seeks to shed light on aspects of these situations often overlooked in discussions around the fate of nations, and it addresses what the consequences of constitutional paradigm shifts might be for individuals. Constitutional culture is a complex web of interconnected understandings and behaviours, and the vibrations from shaking or cutting a fundamental strand will be felt throughout the structure.
eBook
Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
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, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.
Journal Article
The Trans-Contextual Model of Autonomous Motivation in Education: Conceptual and Empirical Issues and Meta-Analysis
The trans-contextual model outlines the processes by which autonomous motivation toward activities in a physical education context predicts autonomous motivation toward physical activity outside of school, and beliefs about, intentions toward, and actual engagement in, out-of-school physical activity. In the present article, we clarify the fundamental propositions of the model and resolve some outstanding conceptual issues, including its generalizability across multiple educational domains, criteria for its rejection or failed replication, the role of belief-based antecedents of intentions, and the causal ordering of its constructs. We also evaluate the consistency of model relationships in previous tests of the model using path-analytic meta-analysis. The analysis supported model hypotheses but identified substantial heterogeneity in the hypothesized relationships across studies unattributed to sampling and measurement error. Based on our meta-analysis, future research needs to provide further replications of the model in diverse educational settings beyond physical education and test model hypotheses using experimental methods.
Journal Article
Rewards and employee creative performance: Moderating effects of creative self-efficacy, reward importance, and locus of control
The effects of extrinsic rewards on creative performance have been controversial, and scholars have called for the examination of the boundary conditions of such effects. Drawing upon expectancy theory, we attend to both reinforcement and self-determination pathways that reveal the informational and controlling functions of creativity-related extrinsic rewards. We further identify the individual dispositions that moderate these two pathways. Specifically, we propose that extrinsic rewards for creativity positively predict creative performance only when employees have high creative self-efficacy and regard such rewards as important. We likewise propose that extrinsic rewards positively affect the intrinsic motivation of employees with an internal locus of control, thus enhancing their creative performance. Results based on a sample of 181 employee–supervisor dyads largely supported these expectations. The current analysis enriches the creativity literature by combining different perspectives in a coherent framework, by demonstrating the positive effects of extrinsic rewards on intrinsic motivation, and by demonstrating that the rewards–creativity relationship varies across employees depending on their individual differences.
Journal Article
Secession in international law : a new framework
Secession in International Law argues that the effective development of criteria on secession is a necessity in today's world, because secessionist struggles can be analyzed through the legal lens only if we have specific legal rules to apply. Without legal rules, secessionist struggles are dominated by politics and sui generis approaches, which validate secessionist attempts based on geo-politics and regional states' self-interest, as opposed to the law. By using a truly comparative approach, Milena Sterio has developed a normative international law framework on secession, which focuses on several factors to assess the legitimacy of a separatist quest. By comparing and contrasting various situations and cases of self-determination leading toward secession in different parts of the world, including the recent cases of Scotland, Crimea, and Catalonia, this book serves as an illuminating illustration of past and attempted secessions. Sterio approaches her novel framework with the goal of reconciling the international law norm of territorial integrity with the right to external self-determination, proposing specific and useable guidelines. This unique book will appeal not only to academic audiences, but to state actors, politicians, government members and policy makers as well.
Book
Chinese Education Examined via the Lens of Self-Determination
Chinese education is controversial: it is not only lauded for Chinese students' high test achievements but also criticized for curbing students' deep learning and development into well-rounded individuals. In the current paper, we propose that self-determination theory (SDT) serves as a useful framework for anatomizing Chinese educational ecology, especially understanding the fundamental developmental costs behind Chinese students' high test scores. In the first part, we provide an up-to-date overview of SDT, which proposes that a growthoriented motivation fueled by basic psychological needs underlies human development; hence, the role of education is to provide environmental support for these needs. After reviewing research evidence, we conclude that SDT serves as a valid theoretical framework for analyzing Chinese education. In the second part, we apply the lens of SDT to better understand the motivational dynamics that prevail in Chinese education. In doing so, we first primarily focus on the distal institutional level, thereby examining in detail how the high-stakes testing system headed by Gaokao fails to support—and may even thwart—basic psychological needs; we also address counterarguments favoring Gaokao, such as heightened involvement and alignment. We then scrutinize the pros and cons at the proximal level of the student environment— i.e., teachers and parents. Finally, we discuss existing reform attempts, which seemingly have very limited effectiveness. We propose that awareness of the problem and more holistic change are needed to realize more effective and sustainable change in Chinese education.
Journal Article