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KIN 338 > Self-Determination Theory > Flashcards

Self-Determination Theory Flashcards

1
Q

Motivation concerns ….

A

what moves people to act, think, and develop

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2
Q

Motivation is the ______, ______, and ______ of effort.

A
  • direction
  • intensity
  • persistence
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3
Q

Motivation (direction of effort):

A

situation that a person seeks out, approaches, or is attracted to

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4
Q

Motivation (direction of intensity):

A

how much effort

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5
Q

Motivation (persistence of effort):

A

maintaining intensity over a continuous period

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6
Q

SDT stands for:

A

self-determination theory

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7
Q

SDT is a theory of ______ that has been applied in ____ ____ and ____ _____ (eg. _____, _____, _____)

A
  • motivation
  • varied cultures
  • life domains
  • eg. education, parenting, sport
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8
Q

SDT maintains that there are different types of motivation:

A
  • autonomous

- controlled

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9
Q

Autonomous motivation:

A
  • behave due to volition and choice

- persistence, adherence, success, health

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10
Q

Controlled motivation:

A

behave due to external pressure/demand

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11
Q

The _____ of motivation is more important than the _____.

A
  • type

- amount

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12
Q

SDT says that people are by nature ______ and ____ ______, ______ and _____ and _____ to succeed (success is ____/_____).

A
  • active
  • self-motivated
  • curious
  • interested
  • eager
  • satisfying/rewarding
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13
Q

SDT says that social environments can either _____ or _____ this natural tendency to be active.

A
  • thwart

- support

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14
Q

In SDT, the issue is how to create ______ where children and youth _____ to engage in PA, rather than…

A
  • environments
  • want
  • something they feel like they have to engage it
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15
Q

SDT is a meta-theory. What are the 5 theories?

A
  • cognitive evaluation theory
  • organismic integration theory
  • basic psychological needs theory
  • causality orientations theory
  • goal contents theory
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16
Q

Organismic integration theory describes the extent to which…

A

behaviour is motivated for different extrinsic reasons that represent varying degrees of internalization

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17
Q

Extrinsic motives can range from being highly _____ (or ____ ______) to being more _____ in nature.

A
  • autonomous
  • or self-determined
  • controlling
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18
Q

More self-determined motives are linked to _____ ______ and more positive _____ and _____ feelings.

A
  • behavioural persistence
  • cognitive
  • affective
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19
Q

Organismic integration theory is concerned with how motivation is ______ by children and youth.

A

internalized

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20
Q

The motivational continuum in organismic integration theory ranges from:

A
  • least self-determined

- most self-determined

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21
Q

Types of motivation in the motivational continuum in organismic integration theory:

A
  • amotivation
  • external
  • introjected
  • identified
  • integrated
  • intrinsic
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22
Q

Amotivation:

A
  • absence of motivation
  • lack of intention to act/participate
  • no mobilization of effort/energy
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23
Q

4 types of extrinsic motivation:

A
  • external regulation
  • introjected regulation
  • identified regulation
  • integrated regulation
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24
Q

External regulation:

A

actions performed to meet an external demand or avoid punishment

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25
Q

Introjected regulation:

A

activity done to avoid negative emotions (eg. guilt, shame) or maintain a fragile sense of self-worth

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26
Q

Identified regulation:

A
  • 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
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27
Q

Integrated regulation:

A

participation is done because it is symbolic of a person’s identity

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28
Q

Intrinsic motivation involves….

A

doing a behaviour because the activity itself is interesting, stimulating, and satisfying

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29
Q

When people are intrinsically motivated they are …

A
  • curious
  • like to explore
  • seek to master optimal challenges
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30
Q

What type of motivation is this? I take part in PE but I really don’t know why:

A

amotivation

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31
Q

What type of motivation is this? I take part in PE because in this way I will not get a low grade:

A

external

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32
Q

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:

A

introjected

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33
Q

What type of motivation is this? I take part in PE because it is important to me to do well in PE:

A

identified

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34
Q

What type of motivation is this? I take part in PE because PE is enjoyable:

A

intrinsic

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35
Q

What type of motivation is this? I take part in PE but I don’t really see why we should have PE:

A

amotivation

36
Q

What type of motivation is this? I take part in PE so that the teacher won’t yell at me:

A

external

37
Q

What type of motivation is this? I take part in PE because I would feel bad about myself if I didn’t:

A

introjected

38
Q

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:

A

identified

39
Q

What type of motivation is this? I take part in PE because PE is exciting:

A

intrinsic

40
Q

What type of motivation is this? I take part in PE but I really feel I’m wasting my time in PE:

A

amotivation

41
Q

What type of motivation is this? I take part in PE because that’s the rule:

A

external

42
Q

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:

A

introjected

43
Q

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:

A

identified

44
Q

What type of motivation is this? I take part in PE because I enjoy learning new skills.

A

intrinsic

45
Q

What type of motivation is this? I take part in PE but I can’t see what I’m getting out of PE:

A

amotivation

46
Q

What type of motivation is this? I take part in PE because it would bother me if I didn’t:

A

introjected

47
Q

What type of motivation is this? I take part in PE because it is important to me to try in PE:

A

identified

48
Q

What type of motivation is this? I take part in PE because PE is fun:

A

intrinsic

49
Q

The basic psychological needs describes 3 _____ and _______ psychological needs that foster _____ ______. These are the ______ for healthy development and functioning.

A
  • basic
  • universal
  • intrinsic motivation
  • nutrients
50
Q

3 psychological needs in basic psychological needs theory:

A
  • autonomy
  • competence
  • relatedness
51
Q

Autonomy:

A

the need to perceive that one has choice and are in control of one’s own behaviour

52
Q

Competence:

A

the need to feel effective at achieving desired outcomes

53
Q

Relatedness:

A

the need to authentically connect with others and feel involved in the social context

54
Q

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.

A

competence

55
Q

Which psychological need is this? Generally in PE class I feel my relationships with the other kids in my class are friendly:

A

relatedness

56
Q

Which psychological need is this? Generally in PE class I feel we do things in class that interest me:

A

autonomy

57
Q

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.

A

competence

58
Q

Which psychological need is this? Generally in PE class I feel like I have a close bond with the other kids in my class:

A

relatedness

59
Q

Which psychological need is this? Generally in PE class I feel that the class is taught the way I like it to be taught:

A

autonomy

60
Q

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:

A

competence

61
Q

Which psychological need is this? Generally in PE class I feel like a valued member of a group of close friends.

A

relatedness

62
Q

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:

A

autonomy

63
Q

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:

A

competence

64
Q

Which psychological need is this? Generally in PE class I feel like I belong to a large group of close friends:

A

relatedness

65
Q

Which psychological need is this? Generally in PE class I feel like activities we are doing have been chosen by me:

A

autonomy

66
Q

In SDT research, greater endorsement of ______ forms of motivation and _____ ______ are associated with increased ____ and ____ to be active.

A
  • autonomous
  • need satisfaction
  • effort
  • intention
67
Q

SDT research: in children and adolescents, what forms of motivations are positively related to PA?

A
  • autonomous forms

- ie. intrinsic and identified

68
Q

SDT research: in children and adolescents, what forms of motivations are negatively related to PA?

A
  • controlled forms
  • ie. external and introjected
  • amotivation
69
Q

Cognitive evaluation theory focuses on…

A

how conditions shape or thwart the development of intrinsic motivation

70
Q

What type of conditions could undermine intrinsic motivation in cognitive evaluation theory?

A
  • social pressure
  • negative reinforcement
  • punishment
  • deadlines
71
Q

In cognitive evaluation theory, ______ and ______ are important for fostering intrinsic motivation.

A
  • competence

- autonomy

72
Q

Youngsters have an innate ….

A

desire to be active

73
Q

One of the primary reasons youngsters participate in PA and sports is ….

A

for the sheer enjoyment they experience while moving and interacting with peers

74
Q

It is the responsibility of leaders and coaches in PA settings to…

A

fuel the desires of youngsters

75
Q

Those who participate in PA settings that thwart their _____, _____, and _____ needs will likely develop _____ feelings toward PA and be less likely to…

A
  • autonomy
  • competence
  • relatedness
  • negative
  • engage in PA for life
76
Q

3 strategies to increase intrinsic motivation:

A
  • allow students the freedom to make choices
  • modify skills and activities and allow students to modify activities
  • provide optimal challenges for every student
77
Q

5 strategies to increase perceived physical competence:

A
  • allow sufficient practice time
  • provide positive instructional feedback
  • emphasize personal improvement
  • move students into groups quickly
  • ask student permission for demonstrations
78
Q

What does TARGET stand for?

A
  • task
  • authority
  • recognition
  • grouping
  • evaluation
  • timing
79
Q

TARGET is used to create…

A

a mastery-oriented environment

80
Q

Task (TARGET):

A
  • provide several activities of various levels of difficulty

- modify skills and activities to make them developmentally appropriate

81
Q

Authority (TARGET):

A

let children have some responsibility for their own activity choices

82
Q

Recognition (TARGET):

A
  • 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
83
Q

Grouping (TARGET):

A
  • form groups quickly
  • discourage grouping based on peer comparison
  • encourage students to find new partners as a way to enhance the social aspect
84
Q

Evaluation (TARGET):

A
  • involve students in self-evaluation that focuses on self-improvement
  • private, specific, meaningful
85
Q

Timing (TARGET):

A
  • 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

KIN 338 (19 decks)

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