Making good choices: self-determination theory and hypersomnolence in higher education

Abstract General causality orientations, as defined by Deci and Ryan (2001), suggest that individuals orient towards three different motivational styles: autonomous, controlled, and impersonal. Autonomous orientations refer to the extent to which someone feels self-motivated and self-regulates their own abilities. In contrast, controlled orientations are motivated by external pressures such as punishments or rewards. Finally, impersonal orientations are more likely to be influenced by aspects that result in a lack of agency over their own actions such as the presence of depression (Malinowska & Tokarz, 2020). Current research offers evidence for positive relationships between general causality orientations and hypersomnolence in a student population (Taylor, 2020). Somnolence often occurs independently as a consequence of inadequate sleep duration (Parkes, 1981). It is also important to note, that somnolence can occur as part of a normal sleep cycle. However, when hypersomnolence occurs, an individual is unable to increase levels of arousal to a wakeful state (Peter-Derex, 2023). Therefore, the current study aims to explore further explore the association between somnolence, hypersomnolence and self-determination theory in higher education. Using questionnaire methods, the current study suggests negative relationships between autonomous orientations and hypersomnolence. As well as between control orientations and somnolence. The current study investigates the influence of self-determination theory in a higher education setting. The association between control orientation with somnolence and autonomy orientation with hypersomnolence ultimately suggests that the experience of somnolence and hypersomnolence are distinct in higher education. Thus, somnolence and hypersomnolence in a student population require alternative interventions when utilising general causality orientation.