Perfectionism and the pursuit of personal goals: A self-determination theory analysis

2017 ◽  
Vol 42 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Emily Moore ◽  
Anne C. Holding ◽  
Nora H. Hope ◽  
Brenda Harvey ◽  
Theodore A. Powers ◽  
...  
Author(s):  
Richard M. Ryan ◽  
Johnmarshall Reeve

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.


2019 ◽  
Vol 28 (1) ◽  
pp. 28-42
Author(s):  
Kennon M. Sheldon ◽  
Greyson Holliday ◽  
Liudmila Titova ◽  
Craig Benson

John Holland’s theory of career orientations advises people to select careers that are congruent with their personalities. Similarly, self-concordance theory, based in self-determination theory, advises people to select personal goals that match their autonomous interests and identifications. We compared the predictive efficacy of the two theories in two studies of undergraduates, using the six career areas of Holland theory (RIASEC: realistic, investigative, artistic, social, enterprising, and conventional) as a common base. Multilevel logit modeling in Study 1 showed that both the Holland score and an aggregate self-concordance score predicted independent variance in the outcome variable, current career choices. These effects were replicated in Study 2. Supplementary analyses showed that the identified motivation subscale was the primary source of these effects. Thus, career counselors may want to consider assessing students’ self-concordance for the six RIASEC domains, in particular their levels of identified motivation for those domains, in addition to assessing their Holland codes.


2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.


Author(s):  
Philipp A. Freund ◽  
Annette Lohbeck

Abstract. Self-determination theory (SDT) suggests that the degree of autonomous behavior regulation is a characteristic of distinct motivation types which thus can be ordered on the so-called Autonomy-Control Continuum (ACC). The present study employs an item response theory (IRT) model under the ideal point response/unfolding paradigm in order to model the response process to SDT motivation items in theoretical accordance with the ACC. Using data from two independent student samples (measuring SDT motivation for the academic subjects of Mathematics and German as a native language), it was found that an unfolding model exhibited a relatively better fit compared to a dominance model. The item location parameters under the unfolding paradigm showed clusters of items representing the different regulation types on the ACC to be (almost perfectly) empirically separable, as suggested by SDT. Besides theoretical implications, perspectives for the application of ideal point response/unfolding models in the development of measures for non-cognitive constructs are addressed.


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