scholarly journals Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

2021 ◽  
pp. 082957352110553
Author(s):  
Frédéric Guay
Keyword(s):  
Intrinsic Motivation ◽  
School Psychologists ◽  
Extrinsic Motivation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Intervention Programs ◽  
School Outcomes ◽  
School Subjects

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.

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.

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.]

Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

2012 ◽  
pp. 84-108 ◽  
Author(s):  
Edward L. Deci ◽  
Richard M. Ryan
Keyword(s):  
Psychological Health ◽  
Basic Needs ◽  
Empirical Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Social Contexts ◽  
Need Satisfaction ◽  
Self Determination ◽  
Human Beings

Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

Therapeutic alliance and the relationship with motivation for recreational therapy treatment

2017 ◽  
Vol 16 (1) ◽  
pp. 26
Author(s):  
Melissa L. Zahl, PhD, CTRS-L ◽  
Tim Passmore, EdD, CTRS-L, FDRT ◽  
Taylor Cudd, MS, CTRS
Keyword(s):  
Intrinsic Motivation ◽  
Therapeutic Alliance ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Recreational Therapy ◽  
Treatment Goals ◽  
External Regulation ◽  
The Relationship ◽  
Therapy Treatment

Recreational therapists employ different techniques to facilitate changes in health status and behaviors of patients. One concept which is often overlooked is the potential collaborative process between recreational therapy (RT) and the patient, which is fostered by agreements on treatment goals, consensus on tasks of therapy, and a positive bond between the patient and therapist. RT, in general, appears to be beneficial to advancing a patient to greater wellness; however, patients may still have issues with compliance, dropout, and maintenance of change. To address issues of dropout, compliance, and maintenance, it may be important to investigate motivation for RT. The purpose of this study was to determine if Therapeutic Alliance (TA) was correlated with motivation, as described by Self-Determination Theory, and where possible differences occurred. The results of the study confirm that a correlation exists between TA and motivation, and if a recreational therapist is able to develop and maintain a stronger TA with an individual or patient, intrinsic motivation for participation in RT sessions may exist. The results also indicate that patients reporting weaker TA also have higher amotivation correlation and external regulation. Amotivation and external regulation result in high levels of reported extrinsic motivation toward participation in RT session. Further research is needed to determine if length of time participating in RT treatment impacts the development of TA resulting in changes in reported intrinsic motivation for RT treatment.

Intrinsic and Extrinsic Motivation and Participation in Budgeting: Antecedents and Consequences

2010 ◽  
Vol 22 (2) ◽  
pp. 133-153 ◽  
Author(s):  
Bernard Wong-On-Wing ◽  
Lan Guo ◽  
Gladie Lui
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Negatively Associated ◽  
Participative Budgeting ◽  
International Bank ◽  
Intrinsic And Extrinsic Motivation ◽  
Proposed Model ◽  
Antecedents And Consequences

ABSTRACT: Based on Self-Determination Theory (SDT; Ryan and Deci 2000b; Gagne´ and Deci 2005), the present research proposes and tests a motivation-based model of participation in budgeting that distinguishes among intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation for participative budgeting. The proposed model was tested using a survey conducted among managers of an international bank. The results suggest that while intrinsic motivation and autonomous extrinsic motivation for participation in budgeting are positively related to performance, controlled extrinsic motivation is negatively associated with performance. These findings highlight the importance of distinguishing among various forms of motivation in participative budgeting research and suggest that the mechanism by which the information benefits of participation in budgeting are obtained may be more complex than assumed. The results also provide evidence of the viability of using the proposed model to study commonly assumed reasons for participative budgeting within a general theoretically based framework of motivation.

Test of Self-Determination Theory in Swimmers With and Without Down Syndrome

Inclusion ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Amanda Faith Casey ◽  
Xu Wang ◽  
Jacques Boucher
Keyword(s):  
Down Syndrome ◽  
Intrinsic Motivation ◽  
Psychological Functioning ◽  
Extrinsic Motivation ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Community Based ◽  
Junior Athletes ◽  
Insight Into

Abstract Self-determination theory (SDT) may offer insight into the motives behind sport participation by individuals with Down syndrome (DS). The Pictorial Motivation Scale (PMS), developed by Poulin (1992), evaluated the motivation of junior athletes with (n = 15) and without DS (n = 15) participating in inclusive community-based swimming. In line with SDT, cluster analyses showed that intrinsic motivation, extrinsic motivation, and amotivation were all present in athletes with and without disabilities. Swimmers with DS scored significantly higher in intrinsic motivation than non–self-determined extrinsic motivation (−0.45, p < 0.001) and amotivation (−1.28, p < 0.001), suggesting involvement in community-based inclusive sport may promote enhanced psychological functioning in this sample. Further research may be warranted into the motivation of athletes with DS across longer periods of time.

scholarly journals Affect in the Context of Self-Determination Theory

2018 ◽  
Author(s):  
Martin S. Hagger ◽  
Cleo Protogerou
Keyword(s):  
Health Behavior ◽  
Emotional Responses ◽  
Autonomous Motivation ◽  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Active Management ◽  
And Behavior

Self-determination theory has been applied to understand the role of affect in motivation and behavior in health contexts. According to self-determination theory, autonomous forms of motivation, reflecting self-endorsed reasons for acting and the satisfaction of psychological needs, are related to participation and persistence in health behavior. Research examining the role of affect in determining health behavior from the perspective of the theory is relatively sparse. Affect has served as both an outcome and process in applications of the theory to health behavior. Positive affect and psychological well-being have been identified as important outcomes of participating in behaviors for autonomous reasons. Affect is inextricably linked to motivational processes through eudaimonic and hedonic well-being, the passionate pursuit of activities, and the regulation of behavior through active management of aversive emotional responses. The chapter outlines how support for autonomous motivation by significant others may lead to adaptive behavioral engagement and affective responses in health behavior.

scholarly journals AUTONOMY AND MOTIVATION: A SELF-DETERMINATION THEORY PERSPECTIVE ON ESP MOTIVATION

2019 ◽  
pp. 147
Author(s):  
Ivana Rubic ◽  
Dora Matijević
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Learning Motivation ◽  
Self Determination ◽  
Factors Affecting ◽  
Language Learning Motivation ◽  
Quality Learning

Motivation is considered one of the central elements contributing to the success of language learning. It has been found that teachers’ motivating style has substantive impact on student learning motivation and academic achievement. Hence, in the recent research, much attention has been devoted to conceptualization of motivation and identifying factors affecting learning motivation, as well as ways in which teachers may best develop students’ motivational capacity. ESP students are commonly extrinsically motivated and extrinsic motivation is often associated with lower quality performance. Self-determination theory (SDT) offers a broadened conceptualization of extrinsic motivation, suggesting that in an environment responsive to students’ psychological needs it represents a valuable resource which fosters high-quality learning. Such developments in the research on motivation have prompted a shift in approach to language learning motivation. Drawing from SDT, this paper aims to describe how certain aspects of the learning environment may support as well as undermine ESP motivation, and to provide direction for effective ESP classroom practice.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

2021 ◽  
Author(s):  
Shannon S C Herrick ◽  
Meredith A Rocchi ◽  
Shane N Sweet ◽  
Lindsay R Duncan
Keyword(s):  
Physical Activity ◽  
Effect Size ◽  
Vigorous Physical Activity ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

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