Self determination theory
Download as PPT, PDF57 likes50,962 views
Self-determination theory (SDT) is a theory of motivation developed by Edward Deci and Richard Ryan that focuses on supporting innate psychological needs for competence, autonomy and relatedness. SDT posits that these basic needs must be satisfied for people to experience optimal motivation and development, and that social and environmental factors can either support or thwart need satisfaction. According to SDT, when these needs are fulfilled people become self-determined to pursue and persist in activities out of interest or intrinsic motivation.
Self determination theory
- 1. Self-Determination Theory (SDT) A Theory of Human Motivation Compiled by: J.R. Maraya ppt presented by: j.r. maraya
- 2. Proponent/Theorist: Edward L. Deci and Richard M. Ryan • both professors at University of Rochester
- 3. Self-Determination Theory (SDT) What is SDT?
- 4. Self-Determination Theory (SDT) one of the theories of Human Motivation The central premise of the theory is that individuals have innate tendencies towards personal growth and vitality that are either satisfied or thwarted by their immediate environment. Motivation is a process that starts with a physiological or psychological need that activates a behavior or a drive that is aimed at a goal.
- 5. Self-Determination Theory (SDT) Self-determination theory (SDT) is an empirically based theory of human motivation, development, and wellness. The theory focuses on types, rather than just amount, of motivation, paying particular attention to autonomous motivation, controlled motivation, and a motivation as predictors of performance, relational, and well-being outcomes. It also addresses the social conditions that enhance versus diminish these types of motivation, proposing and finding that the degrees to which basic psychological needs for autonomy, competence, and relatedness are supported versus thwarted affect both the type and strength of motivation. SDT also examines people’s life goals or aspirations, showing differential relations of intrinsic versus extrinsic life goals to performance and psychological health. Taken from: Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health (Edward L. Deci and Richard M. Ryan University of Rochester)
- 6. Self-Determination Theory (SDT) As a macrotheory of human motivation, self-determination theory (SDT) addresses such basic issues as personality development, self-regulation, universal psychological needs, life goals and aspirations, energy and vitality, nonconscious processes, the relations of culture to motivation, and the impact of social environments on motivation, affect, behavior, and wellbeing. Taken from: Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health (Edward L. Deci and Richard M. Ryan University of Rochester)
- 7. Self-Determination Theory (SDT) Self-Determination Theory is a theory of motivation and personality that addresses three universal, innate and psychological needs: competence, autonomy, and psychological relatedness. Taken from: http://www.learning-theories.com/self-determination-theory-deci-and-ryan.html
- 8. Self-Determination Theory (SDT) Self-Determination/SDT vs. other motivational theories
- 9. Self-Determination Theory (SDT) vs. other motivational theories Most contemporary theories of motivation assume that people initiate and persist at behaviors to the extent that they believe the behaviors will lead to desired outcomes or goals. Beginning with the work of Lewin (1936) and Tolman (1932), this premise has led motivation researchers to explore the psychological value people ascribe to goals (e.g., T. Kasser & Ryan, 1996; Vroom, 1964), people’s expectations about attaining goals (e.g., Abramson, Seligman, & Teasdale, 1978; Bandura, 1989; Rotter, 1966), and the mechanisms that keep people moving toward selected goals (e.g.,Carver & Scheier, 1998). Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self- Determination of Behavior (Edward L. Deci and Richard M. Ryan Department of Psychology, University of Rochester)
- 10. Self-Determination Theory (SDT) vs. other motivational theories Since the time of the shift toward cognitive theories, most motivation theorists remained unwilling to consider needs, focusing instead on goal-related efficacy. SDT maintained that a full understanding not only of goal-directed behavior, but also of psychological development and well-being, cannot be achieved without addressing the needs that give goals their psychological potence and that influence which regulatory processes direct people’s goal pursuits. Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self- Determination of Behavior (Edward L. Deci and Richard M. Ryan Department of Psychology, University of Rochester)
- 11. Self-Determination Theory (SDT) vs. other motivational theories Specifically, in SDT, three psychological needs—for competence, relatedness, and autonomy—are considered essential for understanding the what (i.e., content) and why (i.e., process) of goal pursuits. Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self- Determination of Behavior (Edward L. Deci and Richard M. Ryan Department of Psychology, University of Rochester)
- 12. Self-Determination Theory/SDT Three Psychological Needs “…we assert that there are not instances of optimal, healthy development in which a need for autonomy, relatedness, or competence was neglected, whether or not the individuals consciously valued these needs. In short, psychological health requires satisfaction of all three needs; one or two are not enough.” Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self- Determination of Behavior (Edward L. Deci and Richard M. Ryan Department of Psychology, University of Rochester)
- 13. Self-Determination Theory/SDT Three Psychological Needs Accordingly, innate psychological needs for competence, relatedness, and autonomy concern the deep structure of the human psyche, for they refer to innate and life-span tendencies toward achieving effectiveness, connectedness, and coherence. The presence versus absence of environmental conditions that allow satisfaction of these basic needs—in people’s immediate situations and in their developmental histories—is thus a key predictor of whether or not people will display vitality and mental health. Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self- Determination of Behavior (Edward L. Deci and Richard M. Ryan Department of Psychology, University of Rochester)
- 14. Self-Determination Theory autonomy competence psychological relatedness Three Psychological Needs Deci and Ryan suggest that when people experience these three things, they become self-determined and able to be intrinsically motivated to pursue the things that interest them.
- 15. 1.AUTONOMY the universal urge to be causal agents of one’s own life and act in harmony with one’s integrated self; however, Deci and Vansteenkiste note this does not mean to be independent of others SDT’s Three Psychological Needs People need to feel in control of their own behaviors and goals. refers to being self-initiating and self-regulating of one's own actions
- 16. 2. COMPETENCE seek to control the outcome and experience mastery SDT’s Three Psychological Needs People need to gain mastery of tasks and learn different skills. involves understanding how to attain various external and internal outcomes and being efficacious in performing the necessary actions
- 17. 3. RELATEDNESS is the universal want to interact, be connected to, and experience caring for others SDT’s Three Psychological Needs People need to experience a sense of belonging and attachment to other people. involves developing secure and satisfying connections with others in one's social milieu
- 18. Self-Determination Theory’s Three Psychological Needs If not met… might lead to the tendency to withdraw concern for others and focus on oneself, or, in more extreme cases, to engage in psychological withdrawal or antisocial activity as compensatory motives for unfulfilled needs
- 19. Self-Determination Theory Deci and Ryan suggest that when people experience these three things, they become self-determined and able to be intrinsically motivated to pursue the things that interest them. How exactly do people go about fulfilling these three needs?
- 20. Self-Determination Theory How exactly do people go about fulfilling these three needs? According to Deci, giving people extrinsic rewards for already intrinsically motivated behavior can undermine autonomy. As the behavior becomes increasingly controlled by the external rewards, people begin to feel less in control of their own behavior and intrinsic motivation is diminished. Deci also suggests that offering unexpected positive encouragement and feedback on a person's performance on a task can increase intrinsic motivation. Why? Because such feedback helps people to feel more competent, one of the key needs for personal growth.
- 21. Self-Determination Theory How exactly do people go about fulfilling these three needs? "SDT begins by embracing the assumption that all individuals have natural, innate, and constructive tendencies to develop an ever more elaborated and unified sense of self. That is, we assume people have a primary propensity to forge interconnections among aspects of their own psyches as well as with other individuals and groups in their social worlds.“ (Deci& Ryan, 2002) "Social environments can, according to this perspective, either facilitate and enable the growth and integration propensities with which the human psyche is endowed, or they can disrupt, forestall, and fragment these processes resulting in behaviors and inner experiences that represent the darker side of humanity.“ (Deci and Ryan, 2002)
- 22. Classroom Applications and Implications “..there has been a surge of activity in applying SDT to many of life’s domains.” Taken from: Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health (Edward L. Deci and Richard M. Ryan University of Rochester) An enormous amount of research shows the importance of self-determination (i.e., autonomy) for students in elementary school through college for enhancing learning and improving important post-school outcomes.
- 23. Self-Determination Theory (SDT) Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. Taken from: Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health (Edward L. Deci and Richard M. Ryan University of Rochester)
- 24. Classroom Applications 1. Nurture students’ inner motivational resources – Incorporate student interests, preferences and values in to learning activities and avoid external regulators such as rewards, directives, deadlines and compliance requests. 2. Rely on non-controlling language – Communicate using informational and flexible messages (i.e., information-rich and competence affirming), rather than controlling and rigid messages (i.e., coercive or pressurising).
- 25. Classroom Applications 3. Communicate value and provide rationales – When tasks do not appear to capture the interest of the student, identify and explain the use, value and importance of the tasks. 4. Know your students and be more involved with them. Interpersonal involvement helps children to become motivated and self- determined
- 26. Classroom Applications 5. Positive feedback will most likely improve competence and intrinsic motivation. 6. Acknowledge and accept expressions of negative affect – Acknowledge the students perspective by accepting that students will inevitably encounter rules and requests that are not consistent with their preferences and when they do so they will not engage fully. Acknowledging their feelings of not liking the task or not liking the requested way helps them to feel self-determined.
- 27. Classroom Implications 1) Students experience competence when challenged and given prompt feedback. 2) Students experience autonomy when they feel supported to explore, take initiative and develop and implement solutions for their problems. 3) Students experience relatedness when they perceive others listening and responding to them. Taken from: https://www.apa.org/research/action/success.aspx
- 28. Significance Self-determination theory has identified ways to better motivate students to learn at all educational levels, including those with disabilities. Taken from: https://www.apa.org/research/action/success.aspx
- 29. References Cherry, Kendra. What is Self-Determination Theory. Retrieved from http://psychology.about.com/od/motivation/f/self- determination theory.htm Deci, Edward L., Pelletier, Luc G., Ryan, Richard M., Vallerand, Robert J. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3 & 4), 325-346. Deci, Edward L., Ryan, Richard M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 3, 182–185 Deci, Edward L., Ryan, Richard M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry. 4, 227–268 Hill, Dr Andrew P. (2011, September). A Brief Guide to Self-Determination Theory. Hospitality, Leisure, Sport and Tourism Network. Reeve, Johnmarshall. (2012). A Self-determination Theory Perspective on Student Engagement. S.L. Christenson et al. (Ed.), Handbook of Research on Student Engagement, 7, 149-170. Springer Science+Business Media, LLC. http://en.wikipedia.org/wiki/Richard_Ryan_(professor) http://en.wikipedia.org/wiki/Edward_L._Deci