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Cognitive evaluation theory (CET; Deci, 1975), SDT's first mini-theory, was built from research on the dynamic interplay between external events (e.g., rewards, choice) and people's task interest or enjoyment – that is, intrinsic motivation (IM). At the time, this research was quite controversial, as operant theory (Skinner, 1971) had dominated the psychological landscape. The central assumption of operant theory was that reinforcement contingencies in the environment control behavior, which precluded the existence of inherently satisfying activities performed for non-separable outcomes. During this time, Deci proposed that people – by nature – possess intrinsic motivation (IM), which can manifest as engagement in curiosity-based behaviors, discovery of new perspectives, and seeking out optimal challenges (see also Harlow, 1953; White, 1959). IM thus represents a manifestation of the organismic growth tendency and is readily observed in infants' and toddlers' exploratory behavior and play. Operationally, an intrinsically motivated activity is performed for its own sake – that is, the behavior is experienced as inherently satisfying. From an attributional perspective (deCharms, 1968), such behaviors have an internal perceived locus of causality, as people perceive their behavior as emanating from their sense of self, rather than from experiences of control or coercion.

The concepts of “mindfulness” and “transformational learning” arise from several domains (i.e., traditional and positive psychology, organizational and social sciences, human and organizational learning and development) and are researched within numerous contexts. Given the need to be sensitive to the complexities of multiple levels for analyses (Hitt, Beamish, Jackson, & Mathieu, 2007), our discussion of individual mindfulness in organizations is centered on the micro level of analysis. This construct of individual mindfulness differs from two constructs at the macro, or organizational, level of analysis: “collective mindfulness” – the practices and processes high-reliability organizations employ to increase organizational reliability – and “mindful organizing” (Langer, 2000; Weick & Putman, 2006; Weick & Roberts, 1993; Weick & Sutcliffe, 2007; Weick, Sutcliffe, & Obstfeld, 2002).

For decades, consumer identification and motivation, either alone or jointly, have been essential constructs for behavioral researchers. The resultant output is significant in terms of both quality and quantity. However, at a deeper level, a lack of conceptual clarity in the relationship between these constructs has led to theoretical and practical irregularities, which this study aims to address.

An online questionnaire was distributed to sport consumers aged over 18 participating in an online panel, prompted 293 completed responses. Structural equations modeling was used to examine the data.

Findings show that identification mediates the effects of intrinsic and extrinsic motivation on sport supporters’ loyalty and explain 90% of the variance in that construct. In addition, identification mediates the adverse effects of extrinsic motivation on loyalty and strengthens loyalty when levels of satisfaction decline.

This study extends previous work by providing a theoretical perspective that clarifies the relationship between motivation and consumer identification; deepens theory by empirically observing the relationship at different levels of consumer satisfaction; and presents a parsimonious, valid and reliable method that managers can leverage to strengthen sport supporters’ loyalty.

Due to the autonomous nature of e-learning, learner control options should be provided to allow students to be more selective of content based on learning needs. Maintaining students’ situational interest should also be a goal in e-learning, as research shows that doing so leads to a greater chance of success. The purpose of this paper is to investigate the relationship between learner control and maintained situational interest in hopes of promoting better engagement through content selection based on learning needs.

This study analyzed survey responses from university students (n = 2,173) participating in a variety of massive online courses in South Korea to investigate the correlation between system-provided learner control and maintained situational interest. Additionally, the correlation between learner control and maintained situational interest was examined among demographic subsets including gender, age and grade level.

Results show a positive relationship between learner control and maintained situational interest, as well as a positive relationship between learner control and maintained situational interest among each demographic subset.

These results add to the current literature by promoting a practical way of maintaining students’ situational interest by providing them with the ability to control aspects of their own learning processes.

Vitality is an occurrence of having extremely high energy, stamina, physical or mental vigor. This study tends to investigate whether gratitude and resilience lead to vitality. In particular, it tends to examine the necessity and sufficiency of gratitude and resilience for vitality among Indian university students.

The collected data are analyzed with the help of different statistical tools like the measure of central tendency, standard deviation, correlation, linear and multiple regression, and necessary condition analysis.

The results establish both gratitude and resilience as sufficient and necessary conditions for the occurrence of vitality among students. Theoretical and practical implications, along with scope for future researchers, are also elaborated.

Though universities are the active change agents and change-makers in the lives of the students, the onus of positive transformation lies on both students and the university administration. Hence these prosocial measures like gratitude and resilience, which are self-regulating, self-professed and competent, help to build internal psychological resources to promote sustainable vitality.

The present study is probably the first study that explores sufficiency and necessity of resilience and gratitude for vitality among students. The findings suggest that university administration may rely on gratitude and resilience-based interventions to enhance vitality of students.

The purpose of this paper is to develop a model to assess participant satisfaction of a teaching and learning experience. Additionally, the way innate psychological needs influence the satisfaction formation process will be examined.

A cross-sectional, quantitative approach was chosen and path analysis and t-tests were used to analyze the data.

Satisfaction is formed by two related constructs, emotions and perception of quality, and together explained 53 percent of the variance in satisfaction. Higher levels of psychological need fulfillment were shown to positively influence emotions and quality perceptions and indirectly influence satisfaction judgements.

These findings have relevance for education and training providers. First, they provide a comprehensive way for educationists to manage and measure satisfaction.

Many teaching and learning evaluations are based on quality judgement and single measure of satisfaction. This study shows the important role positive and negative emotions play in determining satisfaction judgements. Additionally, and for the first time, the influence of different levels of psychological need fulfillment on satisfaction has been reported.