The Impact of the Educational Environment of Behavioral Autonomy: An Investigation among Seafarers Participating in Professional Training Courses in Romania

Abstract

This mixed-methods study investigates the impact of the professional educational environment on the development of personal autonomy, with a specific focus on behavioral autonomy, among adult learners enrolled in maritime training programs. The research is theoretically grounded in Self-Determination Theory (Ryan & Deci, 2000, 2017) and integrates contemporary models of the multidimensional structure of personal autonomy, including cognitive, emotional, behavioral, and value-related dimensions. The study combines a quantitative analysis with a theoretical synthesis. Quantitative data were collected through a 36-item questionnaire administered to a sample of 225 participants from Constanța, Romania. The results indicated a significant positive correlation between age and behavioral autonomy (r = 0.166, p = 0.013), as well as strong correlations among the dimensions of autonomy, particularly between behavioral and emotional autonomy (r = 0.805, p < .001). Repeated measures ANOVA revealed statistically significant differences among the dimensions (F(3,672) = 117, p < .001), with cognitive autonomy recording the highest mean score (M = 3.14), and value-based autonomy the lowest (M = 2.74). Findings support the general hypothesis that the structure and climate of the professional educational environment can facilitate the development of personal autonomy. Recommendations are offered for educators and trainers in vocational settings, focusing on the design of learner-centered interventions that foster choice, responsibility, and reflective learning. Future research should consider expanding the sample size and employing longitudinal and qualitative methods to gain a deeper understanding of how autonomy develops over time and across diverse educational contexts.