4. Self-determination theory Flashcards
self-determination theory is a ___________ ___________ –> why? describe the 6
motivational meta-theory! because it includes 6 mini-theories
1. cognition evaluation theory
2. organismic integration theory
3. basic psychological need theory
4. causality orientations theory
5. goals contents theory
6. relationships motivation theory
We will focus on the first 2 bc most widely used in the the PA promotion domain
describe the constructs ish of
1. cognition evaluation theory
2. organismic integration theory
- cognition evaluation theory
3 basic physiological needs:
- autonomy
- competence
- relatedness - organismic integration theory
- motivational regulations: amotivation, extrinsic motivation and intrinsic motivation
*how motication is internalized
describe the schematic relation between:
1. cognition evaluation theory
2. organismic integration theory
- cognition evaluation theory
need support (social environment) –> leads to physiological needs (autonomy, competence and relatedness) –> leads to promotion of intrinsic motivation - organismic integration theory
intrinsic motivation –> leads to PA!
define need support (2 ish)
- give examples
- social environment! the key to supporting the psychological needs
- ie family, physical education teacher, kinesiologist, medical doctor –> someone who will promote PA/the behaviour!
- interpersonal behaviours that are supporting of the 3 psychological needs!
define the 3 psychological needs
- AUTONOMY
- sense/perception of volition or choice
- idea that when you have the power to choose your action, you have a greater sense of autonomy
- NOT independence (being able to do it on your own)
- ie you can be autonomously dependent: know you have to increase PA, and always do PA with a personal training (= dependent on them) - COMPETENCE
- perceived ability/capability, sense of mastery
- similar to self-efficacy - RELATEDNESS
- feeling connected with others
- sense of belonging!
describe the continuum of motivational regulations
- 2 extremes
- 3 global factors ish
- 6 regulations –> 2 big categories
non self-determined (most left) –> self determined (most right)
- AMOTIVATION
- no motivation, no reasons to engage in behaviour
a) non-regulation, no quantity of motivation - EXTRINSIC MOTIVATION
b) external regulation: satisfy external demands (ie PA bc Dr told you OR bc you will treat yourself with chocolate after)
c) introjected regulation: not fully accepting a motivation as its own… focus on guilt, shame and pride/internal emotions (ie go on walk bc feel guilty if not, do weights to show off)
d) identified regulation: value of a goal, seeing the goal/action as important to and for oneself (ie value health benefits of PA, sense of importance of behaviour)
e) integrated regulation: full integration of behaviour to oneself, behaviours are congruent with values, part of their identity (ie describe yourself as an exercisor as who you are) - INTRINSIC MOTIVATION
f) intrinsic regulation: engaging in activities for inherent satisfaction, pleasure for the activity (ie only reason you engage with PA is bc you absolutely love it)
- controlled/non self-determined motivation: b) and c)
- autonomous/self-determined motivation: d) e) f)
- can you have external regulation and integrated regulation at the same time? explain
- can all behaviours reach intrinsic regulation?
yes!
- each regulation has its own thermometer –> you have levels across all of them
- it’s normal to have fluctuations!
- goal = shift towards the more internal –> how? by increasing psychological needs
- no… some behaviours will never be intrinsic –> ie taking out the garbage
*theory is about human thriving/human well-being
*gambling example
QUESTIONS:
a) Lucy started hiking this past spring with a few of her friends. They pressured her into getting out of her house a bit more and invited her to start joining their weekly hikes. She hadn’t really tried hiking in the past, but did it to please her friends.
b) 4 months later, Lucy has started going on hikes by herself. She joined a hiker’s only group on Facebook to find out new hikes in her area. Hiking has become part of her.
- Which motivational regulation did Lucy have when she started hiking and which motivational regulation is now driving her behaviour?
a) external regulation
“did it to please her friends”
b) integrated regulation
“hiking has become part of her”
VS identified regulation would be “really sees the value of hiking”
VS intrinsic: “loves hiking, enjoys every single minute of it”
what are 5 intervention components to support relatedness?
which two did prof focus on?
- act in a warm and caring way
- express empathy!!!!!!
- acknowledge and support patients’ perspectives, feelings and values
- avoid judgment or blame
- values interview!!!!!!
EXPRESS EMPATHY
VALUES INTERVIEW
describe: express empathy + values interview
- for which psychological need?
for RELATEDNESS!
EXPRESS EMPATHY!
- see world from person’s eyes/perspective
- understanding their current position, where they came from, where they want to go
- reflective listening, probe with open ended Qs
- person will feel more open to discuss and share experiences and feelings with you
- you will know when and where they need support
IE someone scared to exercise –> normalize it and ask them what scares you about exercise?
VALUES INTERVIEW
- interventionist asks person for their life goals/aspirations (ie: could you tell me 2-3 broad goals that you are seeking to achieve in life?)
- for each aspiration/goal, ask person how increasing PA can help attain it + ask how it could prevent that goal –> to see full picture
- trying to connect values with behaviour!
what are 6 intervention components to support autonomy?
which two did prof focus on? give details!
- involve patients in decision making and solution finding process
- minimize control and pressure
- maximize patients’ choices!!!!
- provide a rationale for suggestions!!!!!
- allow the patients to overtly express the pros and cons of changing behaviour
- tailor advice and support
- ask person if they have any thoughts on how they want to change their behaviour/PA –> if they provide, explore with the person –> idea comes from themselves
- if they don’t know how to change, then ask permission if you can provide some of your thoughts/suggestions –> provide 2-4 suggestions (don’t want to overwhelm them but want to give choices!)
- provide rationale with suggestions! ie requires little equipment, little cost, low impact, past experience, options that worked with other clients
*GOAL: make person feel like they can choose their own actions
what are 5 intervention components to support competence?
which one did prof focus on? give details!
- help to clarify outcome expectations
- normalize feelings, behaviours, and experiences!!!!!!
- assist in realistic goal setting –> not too challenging
- assist in building skills and developing coping strategies –> past successful experience!
- provide positive feedback = source of SE!
- provide insights into what the person may feel or experience
- ie: exercise can be difficult, you may feel some muscle aches and pains after first few times. normal and they will go away as you progress
- lapses are normal, normalize, we can reevaluate type and intensity of exercise
applying SDT to physical education:
- what 4 things related to autonomy and relatedness?
- what 4 things relate to competence?
- what is different from the normal SDT?
AUTONOMY AND RELATEDNESS:
- empathy/acknowledge the student’s perspective (especially negative effect)
- allowing students to feel free to express their thoughts
- choice
- joint decision making
COMPETENCE:
- clear expectations
- goals
- feedback
- STRUCTURE! –> guidelines, rules of behaviour and logical
difference: have structure in the competence construct! –> need a logical process during the physical education class to engage behaviour
SDT research
- intervention group = advice from physician + 6 counseling sessions with PA counsellor/kinesiologist
VS control group: only advice from physician
- what were the 2 things that were measured in the study?
- what were the results of the study? (5 correlations)
- quality of motivation –> motivational regulations weighted –> intrinsic (x2) vs external (x -2) bc lower motivation
- quantity of motivation: how motivated are you to participate in PA for more than 20min during your free time
CORRELATIONS:
- intervention –0.22–> PA
- intervention –0.25–> Qty of motivation –0.33–> PA
- Quality of motivation –0.06–> PA
- Quality x quantity –0.17—> PA
what did the prof’s intervention study find when comparing the effect of quality and quantity of motivation’s interaction?
- at low quantity of motivation, PA levels are the same regardless of if quality is high or low
- BUT at high quantity of motivation, PA levels are higher if motivation is higher quality vs lower if low quality
study of tele-health on adults with spinal cord injury
- effect on autonomous motivation?
- effect on total leisure time PA?
- conclusion?
- large effect on autonomous motivation compared to control
- large effect on PA
CONCLUSION; tele-health = interpersonal behaviour/need support –> when increase need support, autonomy is increased and PA is increased!
meta-analysis of techniques to promote motivation for health behaviour change from a self-determination theory perspective
small, medium or large effect size for:
- autonomy, competence, relatedness and motivation
- autonomy: medium to large effects
- competence: medium to large effects
- relatedness: little effects –> depends on how they were measured, and not a lot of studies measured it…
- motivation: medium ish effects
SUMMARY SDT:
- is there support of SDT in PA setting?
- interventions/experiments in PA are increasing/decreasing, showing what?
- what (2) are still lacking?
- yes!
- increasing! showing promise for SDT in PA
- long term outcomes and relationships are still lacking
