The phrase "autonomy competence" is not standard in written English and may cause confusion.
It could be used in contexts discussing skills or abilities related to independence or self-governance, but it would require clarification.
Example: "In the context of education, fostering autonomy competence in students is essential for their personal development."
Alternatives: "independent skills" or "self-governance abilities".
Each of the six 90-min sessions focuses on development of a basic competency within a context that supports patient autonomy, competence and human relationships.
"Human beings are motivated to appeal to our sense of autonomy, competence, social connectedness...
They also reported how much their fundamental psychological needs for autonomy, competence, and connectedness were being met how free, capable, and close to others they felt.
A special emphasis on psychological needs related to the self-determination theory (autonomy, competence, and relatedness) was considered during the app design.
Results of group-based trajectory modeling (Nagin, 1999, 2005) revealed that developmental trajectories of PNS were heterogeneous for autonomy, competence, and relatedness.
Studies 1a and 2 tested the score validity and reliability of the French PNTS (Psychological Need Thwarting Scale) for measuring BPNT for autonomy, competence, and relatedness.
Because the rewarding system S1 can contribute positively people's basic needs for autonomy, competence and relatedness, it could lead to more autonomous forms of motivation.
First, using self-determination theory (Deci and Ryan, 1985, 2000), I explore the extent to which powerful learning experiences help to satisfy the three basic psychological needs of autonomy, competence, and relatedness.
But the second study also found that something could stand in the way between a mindful leader and a happy employee the absence of feelings of autonomy, competence, and connection with other people.
The results indicated that brand self connection and three perceived benefits of brand co-creation tasks (autonomy, competence, and relatedness) facilitate consumer motivations to participate in brand co-creation campaigns.
The results show the ambivalent motivational power of game elements in technology-supported learning environments affording feelings of autonomy, competence and relatedness in some cases, thwarting them in others with situational factors playing an important role in this process.
