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

Self-Determination Theory (SDT) Flashcards

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?
A

state of lacking intention to act

results from:

  • not valuing activity
  • percieved lack of:
    • competance
    • desirable outcome
25
Q

6 Mini-Theories

  • developed to?
  • each addresses?
A

developed to explain set of motivationally based phenomena that emerged from research

each addresses one facet of motivation or personality functioning

26
Q

(6) Sub-Theories

A

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
Q

1) Cognitive Evaluation Theory (CET)

A

aimed at specifying factors that explain variability in IM

SDT framed in terms of social & environmental factors that facilitate vs. undermine IM

  • reflects assumption that IM will flourish if circumstances permit

→ focuses on needs for competence & autonomy

28
Q

1) Cognitive Evaluation Theory
* (2) main arguments

A

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
Q

2) Organismic Integration Theory (OIT)

A

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
Q

3) Causality Orientations Theory (COT)

A

describes personal differences in tendencies to orient toward environments & regulate behavior in various ways

  • (3) types of causality orientations
31
Q

3) Causality Orientations Theory (COT)
a) Autonomy Orientation

A

acting out 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

32
Q

3) Causality Orientations Theory (COT)
b) Control Orientation

A

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

33
Q

3) Causality Orientations Theory (COT)
c) Impersonal/Amotivated Orientation

A

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
Q

4) Basic Psychological Needs Theory (BPNT)

A

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
Q

5) Goals Contents Theory (GCT)

A

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
Q

6) Relationship Motivation Theory (RMT)

A

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
Q

How are Self-Regulated Behaviors initiated & regulated?

A

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
Q

How do Externally Motivated Actions become self-determined?

A

as individuals identify with & fully assimilate their regulation

39
Q

Effect of Environment on Motivation & Behavioral Regulation

A

Indirect effect

→ occurs as a result of support for & satisfaction of 3 universal psychological needs

40
Q

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?

A

the degree of“need-supportiveness”

  • extent to which others & environment support vs. thwart these needs
    • objectively & percieved
41
Q

SDT → Intervention Techniques

A

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
Q

(3) Key Components of “Need-Support”

A

i) Autonomy support
ii) Structure → support for competence
iii) Involvement → support for relatedness

43
Q

Key Components of “Need Support”

i) Autonomy support
* involves? (4)

A

Relevance

Respect

Choice

Avoidance of Control

44
Q

Key Components of “Need Support”

i) Autonomy support
* Relevance

A

by providing clear & meaningful rationale for activities, facilitating self-endorsement

45
Q

Key Components of “Need Support”

i) Autonomy support
* Respect

A

by acknowledging importance of client’s perspective, feelings & agenda

46
Q

Key Components of “Need Support”

i) Autonomy support
* Choice (2)

A

by:

  • encouraging clients to follow their interest
  • providing options when possible
47
Q

Key Components of “Need Support”

i) Autonomy support
* Avoidance of Control

A

by NOT using coercive, authoritarian or guilt-inducing language/methods

48
Q

Key Components of “Need Support”

ii) Structure → support for competence (4)

A

Clarity of Expectations

Optimal Challenge

Feedback

Provision of Instrumental & Practical Skills Training, Guidance & Support

49
Q

ii) Structure → Support for Competence

Clarity of Expectations (2)

A

collaboratively setting realistic goals

discussing expectations & what not to expect from behavior-linked outcomes

50
Q

ii) Structure → Support for Competence

Optimal Challenge

A

by adapting strategies & goals to individual’s skills

51
Q

ii) Structure → Support for Competence

Feedback

A

offering clear & relevant informational feedback in a non-judgemental manner

52
Q

ii) Structure → Support for Competence

Provision of Instrumental & Practical Skills Training, Guidance & Support

A

providing training, guidance & support for instrumental & practical skills

53
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness (5)

A

Empathy

Affection

Attunement

Dedication of Resources

Dependability

54
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness

Empathy

A

by attempting to view situation through client’s perspective

55
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness

Affection

A

by displaying genuine appreciation & concern for individual

56
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness

Attunement

A

by paying careful attention to & gathering knowledge about person

57
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness

Dedication of Resources

A

by volunteering time & energy

58
Q

Key Components of “Need Support”

iii) Involvement → support for relatedness

Dependability

A

by being available in case of need

59
Q

SDT Scales → Learning Climate Questionnaire

A

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 (14 decks)

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