Farmers’ motivational orientation toward participation in competence development projects: a self-determination theory perspective

Purpose: In this study, we use a self-determination theory (SDT) approach to understand farmers’ attitudes toward, and intentions for, participation in competence development projects (CDP).

Design/methodology/approach: By applying SDT, we developed two measures. The first one assessed the degree to which the three basic human psychological needs motivate farmers to engage in CDP, and the second concerned farmers’ intrinsic and extrinsic motivation to seek knowledge through participation in CDP. Using data from two samples of farmers, we examined the effect of SDT needs and the influence of the different regulatory styles on individuals’ decision to participate in CDP.

Findings: Our findings indicated that participation in CDP is guided by the most internal forms of human motivation (identified, integrated, and intrinsic motivation), and that deficits in the needs for autonomy and competence predict farmers’ decision to participate in CDP.

Practical implications: These results stress the importance of designing CDP that promote self-directedness, emphasise choice rather than rewards, and generate the conditions that support farmers’ autonomy.

Theoretical implications: Our work suggests that the integration of social psychology into extension/education research can paint a more detailed picture of the way farmers interact with extension/education services.

Originality/value: To the best of our knowledge, this is the first study that uses an SDT framework to examine farmers’ motivation toward participation in CDP. Hence, this research opens a new realm for extension/education research, while it also contributes to the SDT literature by examining the role of self-determined motivation in a different life domain.     

Kindergarten Children Discussing the Fairness of Probabilistic Games: The Creation of a Primary Discursive Community

In this paper we analyse the language used by kindergarten children and their teacher while they discuss the fairness of two games that involved the concept of chance. Their discussions show that the children are able to overcome their primary intuitions concerning the fairness of a game and to comprehend the important role of materials. The children mostly used counting strategies in order to justify their opinion; this reveals the establishment of a primary discursive community based on the premise that each opinion should be justified in order to be accepted by the other children and the teacher.