Self-Determination Theory Flashcards
Motivation concerns ….
what moves people to act, think, and develop
Motivation is the ______, ______, and ______ of effort.
- direction
- intensity
- persistence
Motivation (direction of effort):
situation that a person seeks out, approaches, or is attracted to
Motivation (direction of intensity):
how much effort
Motivation (persistence of effort):
maintaining intensity over a continuous period
SDT stands for:
self-determination theory
SDT is a theory of ______ that has been applied in ____ ____ and ____ _____ (eg. _____, _____, _____)
- motivation
- varied cultures
- life domains
- eg. education, parenting, sport
SDT maintains that there are different types of motivation:
- autonomous
- controlled
Autonomous motivation:
- behave due to volition and choice
- persistence, adherence, success, health
Controlled motivation:
behave due to external pressure/demand
The _____ of motivation is more important than the _____.
- type
- amount
SDT says that people are by nature ______ and ____ ______, ______ and _____ and _____ to succeed (success is ____/_____).
- active
- self-motivated
- curious
- interested
- eager
- satisfying/rewarding
SDT says that social environments can either _____ or _____ this natural tendency to be active.
- thwart
- support
In SDT, the issue is how to create ______ where children and youth _____ to engage in PA, rather than…
- environments
- want
- something they feel like they have to engage it
SDT is a meta-theory. What are the 5 theories?
- cognitive evaluation theory
- organismic integration theory
- basic psychological needs theory
- causality orientations theory
- goal contents theory
Organismic integration theory describes the extent to which…
behaviour is motivated for different extrinsic reasons that represent varying degrees of internalization
Extrinsic motives can range from being highly _____ (or ____ ______) to being more _____ in nature.
- autonomous
- or self-determined
- controlling
More self-determined motives are linked to _____ ______ and more positive _____ and _____ feelings.
- behavioural persistence
- cognitive
- affective
Organismic integration theory is concerned with how motivation is ______ by children and youth.
internalized
The motivational continuum in organismic integration theory ranges from:
- least self-determined
- most self-determined
Types of motivation in the motivational continuum in organismic integration theory:
- amotivation
- external
- introjected
- identified
- integrated
- intrinsic
Amotivation:
- absence of motivation
- lack of intention to act/participate
- no mobilization of effort/energy
4 types of extrinsic motivation:
- external regulation
- introjected regulation
- identified regulation
- integrated regulation
External regulation:
actions performed to meet an external demand or avoid punishment
Introjected regulation:
activity done to avoid negative emotions (eg. guilt, shame) or maintain a fragile sense of self-worth
Identified regulation:
- behaviour is valued, deemed important, and is done out of choice but it is still for extrinsic reasons
- participation is linked to personally important and valued goals
Integrated regulation:
participation is done because it is symbolic of a person’s identity
Intrinsic motivation involves….
doing a behaviour because the activity itself is interesting, stimulating, and satisfying
When people are intrinsically motivated they are …
- curious
- like to explore
- seek to master optimal challenges
What type of motivation is this? I take part in PE but I really don’t know why:
amotivation
What type of motivation is this? I take part in PE because in this way I will not get a low grade:
external
What type of motivation is this? I take part in PE because I would feel bad if the teacher thought that I am not good at PE:
introjected
What type of motivation is this? I take part in PE because it is important to me to do well in PE:
identified
What type of motivation is this? I take part in PE because PE is enjoyable:
intrinsic
What type of motivation is this? I take part in PE but I don’t really see why we should have PE:
amotivation
What type of motivation is this? I take part in PE so that the teacher won’t yell at me:
external
What type of motivation is this? I take part in PE because I would feel bad about myself if I didn’t:
introjected
What type of motivation is this? I take part in PE because it is important to me to improve on the drills we do in PE:
identified
What type of motivation is this? I take part in PE because PE is exciting:
intrinsic
What type of motivation is this? I take part in PE but I really feel I’m wasting my time in PE:
amotivation
What type of motivation is this? I take part in PE because that’s the rule:
external
What type of motivation is this? I take part in PE because I would feel bad if the other students thought I was not good at PE:
introjected
What type of motivation is this? I take part in PE because it is important to me to be good at sports we practice in PE:
identified
What type of motivation is this? I take part in PE because I enjoy learning new skills.
intrinsic
What type of motivation is this? I take part in PE but I can’t see what I’m getting out of PE:
amotivation
What type of motivation is this? I take part in PE because it would bother me if I didn’t:
introjected
What type of motivation is this? I take part in PE because it is important to me to try in PE:
identified
What type of motivation is this? I take part in PE because PE is fun:
intrinsic
The basic psychological needs describes 3 _____ and _______ psychological needs that foster _____ ______. These are the ______ for healthy development and functioning.
- basic
- universal
- intrinsic motivation
- nutrients
3 psychological needs in basic psychological needs theory:
- autonomy
- competence
- relatedness
Autonomy:
the need to perceive that one has choice and are in control of one’s own behaviour
Competence:
the need to feel effective at achieving desired outcomes
Relatedness:
the need to authentically connect with others and feel involved in the social context
Which psychological need is this? Generally in PE class I feel I am able to do well even in the lessons considered difficult by most kids in my class.
competence
Which psychological need is this? Generally in PE class I feel my relationships with the other kids in my class are friendly:
relatedness
Which psychological need is this? Generally in PE class I feel we do things in class that interest me:
autonomy
Which psychological need is this? Generally in PE class I feel I can do things I am taught to do right, even if other kids in my class have trouble.
competence
Which psychological need is this? Generally in PE class I feel like I have a close bond with the other kids in my class:
relatedness
Which psychological need is this? Generally in PE class I feel that the class is taught the way I like it to be taught:
autonomy
Which psychological need is this? Generally in PE class I feel I do very well even in the things we’re taught that are considered hard by most of the kids in my class:
competence
Which psychological need is this? Generally in PE class I feel like a valued member of a group of close friends.
relatedness
Which psychological need is this? Generally in PE class I feel that the way classes are taught is a true expression of who I am:
autonomy
Which psychological need is this? Generally in PE class I feel I get better at things I am taught that other kids in my class have trouble with:
competence
Which psychological need is this? Generally in PE class I feel like I belong to a large group of close friends:
relatedness
Which psychological need is this? Generally in PE class I feel like activities we are doing have been chosen by me:
autonomy
In SDT research, greater endorsement of ______ forms of motivation and _____ ______ are associated with increased ____ and ____ to be active.
- autonomous
- need satisfaction
- effort
- intention
SDT research: in children and adolescents, what forms of motivations are positively related to PA?
- autonomous forms
- ie. intrinsic and identified
SDT research: in children and adolescents, what forms of motivations are negatively related to PA?
- controlled forms
- ie. external and introjected
- amotivation
Cognitive evaluation theory focuses on…
how conditions shape or thwart the development of intrinsic motivation
What type of conditions could undermine intrinsic motivation in cognitive evaluation theory?
- social pressure
- negative reinforcement
- punishment
- deadlines
In cognitive evaluation theory, ______ and ______ are important for fostering intrinsic motivation.
- competence
- autonomy
Youngsters have an innate ….
desire to be active
One of the primary reasons youngsters participate in PA and sports is ….
for the sheer enjoyment they experience while moving and interacting with peers
It is the responsibility of leaders and coaches in PA settings to…
fuel the desires of youngsters
Those who participate in PA settings that thwart their _____, _____, and _____ needs will likely develop _____ feelings toward PA and be less likely to…
- autonomy
- competence
- relatedness
- negative
- engage in PA for life
3 strategies to increase intrinsic motivation:
- allow students the freedom to make choices
- modify skills and activities and allow students to modify activities
- provide optimal challenges for every student
5 strategies to increase perceived physical competence:
- allow sufficient practice time
- provide positive instructional feedback
- emphasize personal improvement
- move students into groups quickly
- ask student permission for demonstrations
What does TARGET stand for?
- task
- authority
- recognition
- grouping
- evaluation
- timing
TARGET is used to create…
a mastery-oriented environment
Task (TARGET):
- provide several activities of various levels of difficulty
- modify skills and activities to make them developmentally appropriate
Authority (TARGET):
let children have some responsibility for their own activity choices
Recognition (TARGET):
- focus recogntion on process (not outcome) and on self improvement
- give positive feedback
- help youngsters to focus on self-improvement
- create an environment that deemphasizes comparisons of performance
Grouping (TARGET):
- form groups quickly
- discourage grouping based on peer comparison
- encourage students to find new partners as a way to enhance the social aspect
Evaluation (TARGET):
- involve students in self-evaluation that focuses on self-improvement
- private, specific, meaningful
Timing (TARGET):
- maximize time allotted for learning/practicing
- don’t introduce competitive play too early
- help youngsters establish time outside of class for practicing skills
- make sure to individualize instruction
