KIN 370 > Self-Determination Theory (SDT) > Flashcards

Self-Determination Theory (SDT) Flashcards

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1
Q

Self-Determination Theory (SDT) → Overview (4)

  • developed by?
  • approach to?
  • highlights importance of?
  • concerned with?
A

developed by Deci & Ryan

  • approach to human motivation & personality
  • highlights importance of evolved inner resources for personality development & behavioral self-regulation
  • concerned with supporting our natural tendencies to behave in effective & healthy ways
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2
Q

SDT → Main Assumption

A

people are active organisms with evolved tendencies toward growing, mastering ambient challenges & integrating new experiences into a coherent sense of self

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3
Q

(3) Needs

  • importance?
A

3 basic psychological needs →essential for facilitating optimal functioning & growth

1) Relatedness
2) Autonomy
3) Competence

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4
Q

SDT is not only concerned with the nature of positive developmental tendencies but also…

A

examines social environments that prevent the 3 basic psychological needs, thus hindering self-motivation, social functioning & well-being

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5
Q

Motivation (3)

A
  • concerns energy, direction, persistence, activation & intention
  • at core of biological, cognitive & social regulation → ∴ central issue to psychology
  • varies in level & orientation
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6
Q

Orientation of Motivation

A

Type of Motivation

  • concerned with underlying attitudes & goals that give rise to action
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7
Q

Types of Motivation (2)

A

Intrinsic

Extrinsic

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8
Q

Intrinsic Motivation

A

doing an activity for its’ inherent satisfaction rather than some separable consequence

moved to act for fun or challenge involved rather than because of external pressures/rewards

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9
Q

Intrinsic Motivation

  • Why is this natural motivational tendency a critical element in cognitive, social & physical development?
A

growth in knowledge & skills occur through acting on one’s inherent interests

→ results in high-quality learning & creativity

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10
Q

Intrinsic Motivation

  • features/characteristics
  • definitions
A

can be intrinsically motivated for some activities but not others

many different definitions

  • Skinner (operant theory) vs. Hull (learning theory)
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11
Q

Intrinsically Motivated Activities → Definitions

  • Skinner vs. Hull
A

Skinner → Operant Theory

  • rewards motivate behaviors
  • activity = reward
    • reward is in activity itself

Hull → Learning Theory

  • physiological drives motivate behaviors
  • activities that satisfy innate psychological needs
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12
Q

Intrinsic Motivation → Operational Definition

A

“free choice” measure = behavioral measure of intrinsic motivation

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13
Q

Intrinsic Motivation & Modern SDT

A

Modern SDT focuses primarily on psychological needs…

but acknowledges that people will be intrinsically motivated only for activities that hold intrinsic interest or have appeal of novelty, challenge or aesthetic value

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14
Q

Extrinsic Motivation

A

performance of an activity in order to attain some seperable outcome

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15
Q

SDT proposes:

  • various types of Extrinsic Motivation (4)
A

a) External Regulation
b) Introjected Regulation
c) Regulation through Identification
d) Integrated Regulation

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16
Q

a) External Regulation

A

→ least autonomous

behaviors performed to satisfy external demand or reward contigency

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17
Q

a) External Regulation
i. Percieved Locus of Causality
ii. Relevant Regulatory Processes

A

i) external

ii) compliance, external rewards/punishments

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18
Q

b) Introjected Regulation

A

involves taking in regulation but not fully accepting it as one’s own

behaviors performed to avoid guilt/anxiety or attain ego enhancements

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19
Q

b) Introjected Regulation
i. Percieved Locus of Causality
ii. Relevant Regulatory Processes

A

i) somewhat external

ii) self-control

ego-involvement

internal rewards/punishments

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20
Q

c) Identified Regulation

(Regulation through Identification)

A

Identification → reflects conscious valuing of behavioral goal/regulation such that it is accepted/owned as personally important

  • actions are integrated into sense of self*
  • ex) exercise may not be enjoyable but seen as good for overall health & wellbeing*

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21
Q

c) Regulation Through Identification
i. Percieved Locus of Causality
ii. Relevant Regulatory Processes

A

i) somewhat internal
ii) conscious valuing of activity

personal importance, self-endorsement

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22
Q

d) Integrated Regulation

A

most autonomous

fully assimilated to self

  • evaluated & brought into congruence with other values/needs

Integration = process by which regulation is more fully transformed into one’s own so it emanates from sense of self

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23
Q

d) Integrated Regulation
i. Percieved Locus of Causality
ii. Relevant Regulatory Processes

A

i) internal
ii) congruence

awareness

synthesis with self

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24
Q

Amotivation

  • results from?
Study These Flashcards
A

state of lacking intention to act

results from:

  • not valuing activity
  • percieved lack of:
    • competance
    • desirable outcome
25
**6** Mini-Theories * developed to? * each addresses?
developed to explain **set of motivationally based phenomena** that emerged from research each addresses **one facet of motivation or personality functioning**
26
**(6) Sub-Theories**
1) Cognitive Evaluation Theory (CET) 2) Organismic Integration Theory (OIT) 3) Causality Orientations Theory (COT) 4) Basic Psychological Needs Theory (BPNT) 5) Goals Contents Theory (GCT) 6) Relationship Motivation Theory (RMT)
27
1) Cognitive Evaluation Theory (CET)
aimed at specifying factors that explain **variability in IM** SDT framed in terms o**f social & environmental factors** that **facilitate vs. undermine IM** * reflects assumption that IM will flourish if circumstances permit → focuses on needs for **competence & autonomy**
28
1) Cognitive Evaluation Theory * **(2) main arguments**
a) **social-contextual events** that promote feelings of **competence** during action can enhance IM for that action * feedback, communications, rewards b) Feelings of competence must be accompanied by sense of **autonomy** (internal perceived locus of causality) to enhance IM
29
2) Organismic Integration Theory (OIT)
details types of **extrinsic motivation** & **contextual factors** that **promote/hinder internalization & integration** of regulation for behaviors → supports **autonomy & relatedness** as critical to **_internalization_** * *more likely with supports for relatedness*
30
3) Causality Orientations Theory (COT)
describes **personal differences** in **tendencies to orient toward environments** & **regulate behavior** in various ways * (3) types of **causality orientations**
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3) Causality Orientations Theory (COT) a) **Autonomy** Orientation
acting o**ut of interest in & valuing of** what is occuring * involves high degree of **experienced choice** regarding initiation & regulation of behavior results from satisfaction of **3 basic needs**
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3) Causality Orientations Theory (COT) b) **Control** Orientation
focus on **rewards/gains/approval** * extrinsic rewards play larger role in determining behavior **internal** or **external** (environmental) controls **seek, select or interpret** events as **controlling** * tend to do things b/c they think they "should" results from satisfaction of **competence** & **relatedness** but not autonomy
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3) Causality Orientations Theory (COT) c) **Impersonal/Amotivated** Orientation
experience behavior as **beyond** their **intentional control** * believe initiation & regulation of behavior by **impersonal factors** rather than **personal intentions** characterized by **anxiety** concerning **competence** * percieved **inability** to regulate behavior in a way that will lead to **desired outcomes**
34
4) Basic Psychological Needs Theory (BPNT)
argues that **psychological wellbeing** & **optimal functioning** is based on **3 basic needs (****autonomy, competence**&**relatedness)** * contexts that support vs. hinder needs impact wellness all **3 needs** are essential * **distinct functional costs** if any are thwarted
35
5) Goals Contents Theory (GCT)
grows out of distinction between **intrinsic & extrinsic goals** & their impact on motivation & wellness * *some goals more likely to promote wellbeing than others* **Intrinsic** Goals →foster 3 basic needs * related to community support, personal growth & forming close relationships **Extrinsic** Goals → ↑ likelihood of ↓ well-being * related to wealth, reputation etc.
36
6) Relationship Motivation Theory (RMT)
concerned with **relatedness**, *which involves development/maintenance of close personal relationships* proposes that some **social interaction** is not only desirable but **essential** for adjustment & wellbeing since it satisfies need for **relatedness** → **IM** more likely to flourish in contexts characterized by **sense of secuirty & relatedness**
37
How are Self-Regulated Behaviors initiated & regulated?
By choice based on **awareness** of one's **needs & integrated goals** → external/internal source of info are used to decide behavior in anticipation of achieving goals & satisfying needs
38
How do Externally Motivated Actions become self-determined?
as individuals **identify** with & **fully assimilate** their regulation
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Effect of Environment on Motivation & Behavioral Regulation
**Indirect** effect → occurs as a result of **support** for & **satisfaction** of **3** universal **psychological** **needs**
40
Since the effect of environment on motivation & behavioral regulation is indirect & mediated through support for & satisfaction of 3 needs.... The most important social environmental factors within an SDT-based motivational climate involve?
the **degree of**"**need-supportiveness"** * extent to which others & environment **support** vs. **thwart** these **needs** * **objectively & percieved**
41
SDT → **Intervention Techniques**
developed & implemented to satisfy **3 basic psychological needs** * thus, fostering process of **internalization** * ***​******active transformation**of**controlled regulation**into more autonomous forms of**self-regulation*** * leads to: * increased **integration** of regulation into one's **personality** * positive **behavior change**
42
**(3)** Key Components of **"Need-Support"**
i) **Autonomy** support ii) **Structure** → support for **competence** iii) **Involvement** → support for **relatedness**
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Key Components of "Need Support" i) **Autonomy** support * involves? (4)
Relevance Respect Choice Avoidance of Control
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Key Components of "Need Support" i) Autonomy support * **Relevance**
by providing **clear** & **meaningful rationale** for **activities,** facilitating **self-endorsement**
45
Key Components of "Need Support" i) Autonomy support * **Respect**
by acknowledging **importance** of client's **perspective**, **feelings** & **agenda**
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Key Components of "Need Support" i) Autonomy support * **Choice** (2)
by: * **encouraging** clients to **follow** their **interest** * **providing options** when possible
47
Key Components of "Need Support" i) Autonomy support * **Avoidance of Control**
by **NOT** using **coercive, authoritarian** or **guilt-inducing language/methods**
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Key Components of "Need Support" ii) **Structure** → support for **competence (4)**
Clarity of Expectations Optimal Challenge Feedback Provision of Instrumental & Practical Skills Training, Guidance & Support
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ii) Structure → Support for Competence **Clarity of Expectations (2)**
**collaboratively setting** realistic **goals** discussing **expectations** & what **not to expect** from **behavior-linked outcomes**
50
ii) Structure → Support for Competence **Optimal Challenge**
by **adapting strategies** & **goals** to individual's **skills**
51
ii) Structure → Support for Competence **Feedback**
offering **clear & relevant** informational **feedback** in a **non-judgemental manner**
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ii) Structure → Support for Competence ## Footnote **Provision of Instrumental & Practical Skills Training, Guidance & Support**
providing training, guidance & support for instrumental & practical skills
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Key Components of "Need Support" iii) Involvement → support for relatedness **(5)**
Empathy Affection Attunement Dedication of Resources Dependability
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Key Components of "Need Support" iii) Involvement → support for relatedness **Empathy**
by **attempting** to view **situation** through client's **perspective**
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Key Components of "Need Support" iii) Involvement → support for relatedness **Affection**
by displaying **genuine appreciation** & **concern** for individual
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Key Components of "Need Support" iii) Involvement → support for relatedness **Attunement**
by paying **careful attention** to & **gathering knowledge** about person
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Key Components of "Need Support" iii) Involvement → support for relatedness **Dedication of Resources**
by volunteering **time** & **energy**
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Key Components of "Need Support" iii) Involvement → support for relatedness **Dependability**
by being **available** in case of need
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SDT Scales → Learning Climate Questionnaire
SDT uses concept of **autonomy support** vs. control to characterize **quality** of **social environments** **_SDT scales_** → concerned with **degree** to which individual(s) percieve **people** in positions of **authority** to be **autonomy supportive** * **Climate Questionnaires →** **4** types * **​**HC * Learning * Work * Sport
KIN 370
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