Intrinsic Motivation and Self-Determination in Human Behavior

1985 ◽  
Author(s):  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Intrinsic Motivation ◽  
Human Behavior ◽  
Self Determination

Relation entraîneur–athlète et style interpersonnel de l’entraîneur en contexte précompétitif, quels liens avec la performance ? Une étude basée sur le modèle motivationnel de la relation entraîneur–athlète

2020 ◽  
pp. 51-63
Author(s):  
Eloïse Combeau ◽  
Thierry Debanne
Keyword(s):  
New York ◽  
Intrinsic Motivation ◽  
Human Behavior ◽  
Self Determination ◽  
Initial Validation ◽  
Motivational Model ◽  
Sports Sciences

Cette étude portait sur l’influence de facteurs contextuels (niveau de l’adversaire) et interpersonnels (relation entraîneur–athlète [RE-A]) sur le style interpersonnel de l’entraîneur basé sur le soutien/frustration des besoins psychologiques fondamentaux de l’athlète, et de l’influence de ce style interpersonnel sur la performance sportive. L’étude, adossée à la théorie de l’évaluation cognitive (Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press), mobilise le modèle motivationnel de la relation entraîneur–athlète (MMRE-A, Mageau, G.A., & Vallerand, R. J. (2003). The coach–athlete relationship: a motivational model. Journal of Sports Sciences, 21(11), 883–904). Les verbatims des discours compétitifs (59 combats ; quatre entraîneurs et 20 judokas), suite aux enregistrements audio lors de deux tournois nationaux, ont fait l’objet d’une analyse déductive et d’un décompte par unités sémantiques. La relation entraîneur–athlète a été mesurée par le « Coach–Athlete Relationship Questionnaire » (Jowett, S., & Ntoumanis, N. (2004). The Coach–Athlete Relationship Questionnaire (CART-Q): development and initial validation. Medicine & Science in Sports, 14(4), 245–257). Les analyses ont mis en évidence : des liens positifs entre la complémentarité perçue par l’athlète, l’engagement perçu par l’entraîneur et le soutien du besoin d’autonomie ; un lien négatif entre la co-orientation et un discours orienté vers l’activation de l’athlète. Elles ont aussi révélé une influence négative de l’activation de l’athlète sur sa performance, et une absence d’influence du niveau de l’adversaire sur le discours motivationnel de l’entraîneur. Ces résultats sont discutés et des implications pratiques sont présentées.

Intrinsic Motivation and Self-Determination in Human Behavior

1988 ◽  
Vol 17 (2) ◽  
pp. 253 ◽  
Author(s):  
Karen A. Miller ◽  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Intrinsic Motivation ◽  
Human Behavior ◽  
Self Determination

Intrinsic Motivation, Psychological Needs, and Competition

2021 ◽  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve
Keyword(s):  
Intrinsic Motivation ◽  
Negative Feedback ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Negative Effects ◽  
Theory Analysis ◽  
Relevant Feedback ◽  
Competitive Outcomes ◽  
Ego Involvement

Competition is an apt place to experience intrinsic motivation, as competitive settings are often rich with optimal challenges and immediate, effectance-relevant feedback. Yet competition can also undermine intrinsic motivation and sustained engagement by introducing controlling pressures and negative feedback. To explain the contrasting effects of competitive settings on intrinsic motivation, this chapter presents a self-determination theory analysis. According to the theory, when elements of competitive settings are experienced as controlling or pressuring, they undermine competitors’ autonomy, decreasing intrinsic motivation. However, when these elements are perceived as both non-controlling and competence-informing, they can satisfy both autonomy and competence needs, enhancing intrinsic motivation. Unpacking these motivational crosscurrents, the authors identify the motivational implications of different elements of competition, including competitive set, pressure to win, feedback and competitive outcomes, challenge, leaders’ motivating styles, team interpersonal climate, and intrapersonal events such as ego-involvement. The authors also examine both positive and negative effects of competition on the need for relatedness. The chapter concludes by discussing how conditions that foster the need-satisfying aspects of competition not only enhance intrinsic motivation but also help prevent the emergence of competition’s darker sides, such as cheating, doping, objectifying opponents, aggression, and poor sportspersonship.

Does Public Service Motivation Always Lead to Organizational Commitment? Examining the Moderating Roles of Intrinsic Motivation and Ethical Leadership

2017 ◽  
Vol 46 (3) ◽  
pp. 211-238 ◽  
Author(s):  
Wisanupong Potipiroon ◽  
Michael T. Ford
Keyword(s):  
Organizational Commitment ◽  
Intrinsic Motivation ◽  
Public Service ◽  
Ethical Leadership ◽  
Public Management ◽  
Self Determination Theory ◽  
Public Service Motivation ◽  
Self Determination ◽  
Public Employees ◽  
Contingency Perspective

Much of the work in public management indicates that public service motivation (PSM) generally leads to higher levels of organizational commitment. We argue that this relationship is more complex than generally assumed. First, drawing from self-determination theory, we propose that intrinsic motivation is conceptually distinct from PSM and that the two variables could interact. Second, drawing from the fit perspective, we further propose that ethical leadership is a contextual variable that will enhance the effect of PSM. A field study of public employees in Thailand provides support for this contingency perspective. We found that intrinsic motivation moderated the effect of PSM, such that the effect was positive only for individuals with high-intrinsic motivation but negative for those with low-intrinsic motivation. Furthermore, our analysis revealed a three-way interaction, which indicated that PSM was most positively related to organizational commitment when accompanied by high-intrinsic motivation and ethical leadership.

scholarly journals Motivaciones para la práctica deportiva en escolares federados y no federados (Motivations for practicing sports in federate and non-federate students)

Retos ◽  
2015 ◽  
pp. 80-84
Author(s):  
Manuel Isorna Folgar ◽  
Antonio Rial Boubeta ◽  
Raquel Vaquero-Cristóbal
Keyword(s):  
Physical Exercise ◽  
Intrinsic Motivation ◽  
Self Determination Theory ◽  
Female Students ◽  
Self Determination ◽  
Men Students ◽  
External Regulation ◽  
Motivational Profile ◽  
Las Mujeres ◽  
Identified Regulation

En este artículo se analiza el perfil motivacional hacia la práctica de ejercicio físico entre los escolares de varios centros educativos a través de la Teoría de la Autodeterminación de Deci y Ryan, diferenciando los resultados en función del sexo, el modo de la práctica deportiva (federado vs. no federado) y el deporte practicado; así como conocer la influencia de la implantación de una unidad de iniciación en el ámbito escolar en la práctica de este deporte en horario extracurricular. Un total de 306 alumnos/as de 5º de primaria a 4º de la Educación Secundaria Obligatoria (ESO) con edades comprendidas entre los 9 y 16 años, los cuales pertenecían a centros educativos en los cuales se había dado una unidad didáctica de iniciación al piragüismo, completaron la versión en castellano del BREQ-2. Los resultados mostraron que sólo el 57.2% de los sujetos practicaban deporte federado, siendo la mayoría de ellos hombres. Se ha encontrado que los estudiantes tenían puntuaciones altas en motivación intrínseca, moderadas en regulación identificada y regulación introyectada, bajas en regulación externa y muy bajas en desmotivación, mostrando quienes practican deporte federado unos niveles más altos de motivación intrínseca y la regulación identificada que los que hacían deporte no federado. Los hombres mostraron una mayor motivación intrínseca que las mujeres. No se encontraron diferencias en función de la modalidad deportiva practicada. El fútbol fue el deporte más practicado, seguido del piragüismo y el baloncesto.Palabras clave: deporte, deporte federado, adolescentes, autodeterminación, ejercicio físico, piragüismo.Abstract: This paper analyzes the motivational profile in physical exercise among students from various schools with the Deci & Ryan’ self-determination theory. The results were divided according to sex, mode of sport (federated vs non-federated) and the sport modality, as well as know the influence of the implantation of an initiation unit in the school in the practice of this sport in extracurricular schedule. A total of 306 male / female students from Elementary 5th to 4º ESO, with ages between 9 and 16, who belonged to schools in which there had been teaching a didactical unit of initiation to canoeing, completed the Spanish version of the BREQ-2. The results showed only a 57.2% of the students did federate sport, most of them being men. Students had high scores in intrinsic motivation, moderate scores in identified regulation and introjected regulation, low scores in external regulation, and very low scores in demotivation. Federated sport practitioners showing higher levels of intrinsic motivation and identified regulation than those who did not federated sport. Men showed greater intrinsic motivation than women. No differences were found depending on the sport modality practiced. Football is the most popular sport, followed by canoeing and basketball.Key words: sport, federated sport, teenagers, self-determination, physical exercise, canoeing.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Preliminary Validation of the Holistic Experience of Motivation Scale (HEMS): An Empirico-Philosophical Approach / Preliminarna validacija Skale cjelovito iskustvo motivacije: empirijsko - filozofski pristup

2021 ◽  
Vol 23 ◽  
Author(s):  
Edin Branković ◽  
Marko Badrić
Keyword(s):  
Monte Carlo ◽  
Monte Carlo Method ◽  
Positive Psychology ◽  
Intrinsic Motivation ◽  
Reliability And Validity ◽  
Psychological Needs ◽  
Self Determination ◽  
The Monte Carlo Method ◽  
Preliminary Validation ◽  
Motivation Scale

The aim of this study is to test the reliability and validity of the instrument known as Holistic Experience of Motivation Scale (HEMS) that has been used to examine the foundation of holistic experience of motivation in adolescents. Analyzing current research, theories, and practices in positive psychology, it is assumed that the need for purpose, i.e. recognition of the purpose, is a common need manifested differently in different constructs of human motivation.The HEMS is proposed after a theoretical and comparative analysis of various constructs of motivation, philosophies, and educational theories. Holistic Experience of Motivation (HEM) is measured in adolescents (age 14-15, total 50) after the intervention program (IP) in physical education that shows positive effects on intrinsic motivation, self-determination, achievement of goals, flow, thriving, and mindfulness. In the preliminary validation of the instrument, reliability and validity were measured using descriptive and principal component  factor analysis for the case 1:5 with the Monte Carlo method. In the final instrument of 10 variables, three preliminary factors emerged: purpose, focus and example/role-model, but with the application of the Monte Carlo method only one factor emerged.                 The preliminary results show that the basis of the HEM can be the factor of “purpose”. The purpose or meaning may be a common need that is presented through different constructs of motivation in positive psychology. Different philosophical paradigms and constructs of motivation are shown to be connected. It is shown that the purpose or meaning in question is of spiritual/religious nature and that it is manifested through satisfying the basic psychological needs of self-determination and through the realization of motivational sparks that are markers of deep personal interests.               The results show that the HEMS requires an upgrade with an additional validation on a larger sample and its correlation with other constructs in positive psychology. Also, they confirm that relationships have a significant role in motivation and recognition of personal purpose. The study presents the IP that can be used for making an environment for a holistic experience of motivation, which can also be applied in programs that aim toward the development of leadership and moral and ethical values in youth.Key words: flow; intrinsic motivation; mindfulness; positive youth development; sparks.  --- Cilj je ovoga istraživanja ispitati pouzdanost i valjanost Skale cjelovito iskustvo motivacije (CIM) (eng. Holistic Experience of Motivation Scale) koja je korištena za istraživanje osnove cjelovitoga iskustva motivacije kod adolescenata. Analizom dosadašnjih istraživanja, teorija i praksi pozitivne psihologije pretpostavljeno je da je potreba za svrhom, tj. prepoznavanje osobne svrhe zajednička potreba koja je manifestirana različito u različitim konstruktima motivacije.Skala CIM dizajnirana je teorijsko-komparativnom metodom istraživanja konstrukata motivacije, filozofija i teorija edukacije. Cjelovito iskustvo motivacije (CIM) mjereno je kod adolescenata uzrasne dobi 14 – 15 god. (ukupno 50) nakon primjene interventnoga programa (IP) u nastavi tjelesne i zdravstvene kulture koji je pokazao pozitivan utjecaj na intrinzičnu motivaciju, samoodređenje, postignuće ciljeva, zanesenost, pregnuće (thriving) i stalnu svijest (mindfulness). Za preliminarnu validaciju instrumenta pouzdanost i valjanost mjerena je deskriptivnom i faktorskom analizom glavnih komponenata za slučaj 1:5 s Monte Karlo metodom (MKM). U konačnom instrumentu od 10 varijabli izdvojila su se tri faktora: svrhovitost, usredotočenost, primjer/uzor, ali primjenom MKM istaknuo se jedan faktor.Preliminarni rezultati pokazuju da bi osnova CIM mogla biti svrhovitost (purpose). Svrha – smisao mogla bi biti zajednička potreba predstavljena različitim konstruktima motivacije u pozitivnoj psihologiji. Povezane su različite filozofske paradigme i konstrukti motivacije. Pokazano je da je doživljaj svrhe – smisla duhovne/religiozne prirode i da se manifestira kroz zadovoljenje psiholoških potreba samoodređenja i kroz realizaciju iskri (sparks) kao oznake dubokih interesiranja pojedinca.Rezultati pokazuju da Skala CIM treba nadgradnju, dodatnu validaciju na većem broju ispitanika i utvrđivanje kvantitativne povezanosti s drugim konstruktima unutar pozitivne psihologije. Također, oni potvrđuju da međuodnosi imaju vrlo značajnu ulogu u motivaciji, prepoznavanju osobne svrhe. Istraživanje nudi IP koji se može upotrijebiti za stvaranje okoline za cjelovito iskustvo motivacije te se isti može primijeniti u programima koji imaju za cilj razvoj liderstva, moralnih i etičkih vrijednosti kod mladih.Ključne riječi: intrinzična motivacija; iskre; ; pozitivan razvoj mladih; stalna svjesnost; zanesenost.

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

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