Self-determination theories

Ryan, RM and Deci, EL (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. Am Psychol 55 68-78. 

Peter G. Stercho, Soviet Concept of National Self-determination Theory and Reality from Lenin to Brezhnev (New York The Ukranian Congress Committee of America, 1979). 

Gagne, M. and Deci, E. 2005. Self determination theory and work motivation. Journal of Organizational Behaviour, 26, 331-62. 

What constitutes the intention or the desire to engage in something How do students attitudes, beliefs, values, and goals influence such intentions These crucial questions are researched by motivational theories. A very influential motivation theory is the self-determination theory of Deci und Ryan (1985, 2000). In this theory, extrinsic motivation is related to external factors (e.g., the desire to have... 

In their influential self-determination theory, Deci and Ryan developed the basic psychological needs concept, an organismic theory to explain why certain kinds of activities are motivating (Deci Ryan, 1985, 2000 Krapp Prenzel, 2011). They identified three basic needs as highly important for motivation the perception of autonomy, of competence, and of social embeddedness. For school education, Prenzel (1997) extended these needs by three additional factors the perception of relevance, the interest of the educator, and the quaUty of instruction. 

Krapp, A. (2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. Deci R. Ryan (Eds.), The handbook of self-determination research (pp. 405 27). Rochester, NY University of Rochester Press. 

Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. 

Ryan and Deci [5] have developed self-determination theory (SDT) to explain the source of intrinsic motivation. It explains numerous experiments showing that both reward and punishment reduce motivation. SDT posits three basic psychological needs required for intrinsic motivation ... 

Neimiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom applying self-determination theory to educational practice. Theory Res Educ. 2009 7(2) 133-44. 

The second limiting factor in the application of the self-determination theory lies in the distinction between internal and external self-determination, and the disagreement over the applicability of the latter to non-colonial and... 

The paper begins with theoretical background reviewing the self-determination theory. Later, the course Introductory Project in Electrical Engineering is described, and the study objective and the chosen methodology are presented. After the description of the findings, a discussion is conducted. 

Motivation is defined as the individual s will to invest resources in a certain behavior. The source of motivation is explained through a wide array of theoretical approaches [13-15]. The self-determination theory [9, 10], being part of the humanistic approach, maintains that a person has three innate needs ... 

Where a person s needs are satisfied, this will bring him/her to a high level of motivation, while the prevention of this satisfaction will compromise it. The self-determination theory describes the origin of motivation as a spectrum spanning between extrinsic and intrinsic factors. At one end lies Extrinsic Motivation, which includes four types of regulation ... 

It is important to note that the division of the design task to weekly sub-assignments was intended, according to the self-determination theory, to meet the students need for competence. It was made clear to the students that the mentor is at their disposal, and that they can turn to him and consult him directly, but it is they who make their own design decisions, out of recognition of their independence and ability to make such decisions already at this stage of their studies. This method of work is intended to meet the students relatedness and autonomy needs. 

The quantitative findings were statistically analyzed, and the corresponding effect sizes were calculated. Through content analysis, which was based on the self-determination theory, the quahtative findings were sorted into categories. Only information coming up at least three times in the various research tools was included in this analysis. 

Development of motivation and interests The Self-Determination-Theory of Motivation... 

When combining both theories discussed so far (the pedagogic interest-theory and the self-determination theory of motivation), a complex instmetion model can be derived (Bolte, 2001,2010). This model consists of seven different variables ... 

The MoLE-Questionnaire was designed for a systematic analysis of the students perceptions of the actual classroom learning environment and also the preferred one. The questionnaire is based on the pedagogical interest theory, on the self-determination-theory, on theories of achievement motivation (see above), and on reflections from the field of classroom and learning environment research (Fraser, 1989). These various concepts of motivation and interest and the results of research on learning environment served as a basis for the development and validation MoLE-Model discussed above. 

Self-Determination Theory of Interest www.psych.rochester.edu/SDT/. This website presents a brief overview of self-determination theory of interest and provides resources that address important issues such as human needs, values, intrinsic motivation, development of, motivation across different cultures, individual differences, and psyehologieal well-being. You will find publications, questionnaires and more. 

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