An overview of the self-determination theory in psychology

My public report about the self-determination motivation theory developed by Deci and Ryan

Transcript

1. SELF-DETERMINATION THEORY
2. Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. « Deci & Ryan (2000)
3. Motivation (folk) — an ability to be moved into action
4. Operant conditioning by Skinner
5. SDT accepts behaviourism; however, humans act not only based on operant conditioning.
6. Motivation in SDT Intrinsic Internalised
7. Need — something ‘essential to an entities growth, integrity and to wellness … [Need] is something that's built into our system, it's part of our evolved nature and so, therefore, it's natural rather than acquired’ « Deci & Ryan (2000, 2007, 2017)
8. Autonomy Competence Relatedness Well-being & Performance }
9. ‘Autonomy refers to volition—the organismic desire to self-organize experience and behavior and to have activity be concordant with one’s integrated sense of self (Angyal, 1965; deCharms, 1968; Deci, 1980; Ryan & Connell, 1989; Sheldon & Elliot, 1999)’ Deci & Ryan (2000)
10. Autonomy != Internal locus of control Autonomy != Independence Autonomy != Freedom Autonomy != Individualism
11. Autonomy Competence Relatedness Well-being & Performance } More needs ?
12. Deci & Ryan 2017
13. 1. Content of goals vs regulatory processes. 2. Innate (!!) needs rather than learned or introjected. 3. Need, not a belief! 4. Not human-exclusive. 5. Covers different domains within psychology. Basics of SDT
14. INTRINSIC MOTIVATION The focus of CET
15. Intrinsic motivation is ‘the primary and spontaneous propensity of some organisms, especially mammals, to develop through activity—to play, explore, and manipulate things and, in doing so, to expand their competencies and capacities.’ What is intrinsic motivation? Deci & Ryan (2017)
16. Inner resource provided by evolution The source of ‘integrative tendencies’ Affects cognitions and emotions The primary focus of SDT } Deci & Ryan 2000; Ryan & Hawley 2016
17. Undermines intrinsic motivation Facilitates intrinsic motivation Pressure or evaluate Absense of pressure Micro-management and control Choice Tasks are too easy or too hard Optimal challenges Cold or distant Warmth Deci & Ryan (2017 + Coursera)
18. Rewards can actually diminish intrinsic motivation. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115. Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month olds. Developmental Psychology, 44, 1785-1788.
19. Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month olds. Developmental Psychology, 44, 1785-1788. A free-choice paradigm
20. Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month olds. Developmental Psychology, 44, 1785-1788. A free-choice paradigm
21. Deci & Ryan (2017)
22. 136 All Rewards k = 101 d = –0.24* (–0.29, –0.19) Tangible Rewards k = 92 d = 0.34* (–0.39, –0.28) Expected k = 92 d = –0.36* (–0.42, –0.30) Unexpected k = 9 d = 0.01 (–0.20, 0.22) College k = 14 d = 0.43* (0.27, 0.58) Children k = 7 d = 0.11 (–0.11, 0.34) Verbal Rewards (Praise) k = 21 d = 0.33* (0.18, 0.43) Task-Noncontingent k = 7 d = –0.14 (–0.39, 0.11) Engagement-Contingent k = 55 d = –0.40* (–0.48, –0.32) Completion-Contingent k = 19 d = –0.44* (–0.59, –0.30) Performance-Contingent k = 32 d = –0.28* (–0.38, –0.18) College k = 12 d = –0.21* (–0.37, –0.05) Children k = 39 d = –0.43* (–0.53, –0.34) FIGURE 6.1. A summary of the primary findings from the meta- analysis of experiments examining reward effects on intrinsic motivation. The symbol k refers to the number of effect sizes in each composite effect size. The d refers to effect size, and each d entered into the composite effect size was corrected for sample size. An asterisk next to a composite effect size means that it is significantly different from 0.00. The pair of numbers in parentheses is the 95% confidence interval for the composite effect size shown just above it. Adapted from Deci, Koestner, and Ryan (1999). Copyright © 1999 the American Psy- chological Association. Adapted by permission. Ryan & Koestner 1999; Deci & Ryan 2017
23. ‘External events relevant to the initiation or regulation of behavior will affect a person’s intrinsic motivation to the extent that they in fl uence the perceived locus of causality for the behavior. Events that promote a more external perceived locus of causality or have a functional signi fi cance of control will thwart autonomy and undermine intrinsic motivation, whereas those that promote a more internal perceived locus of causality will increase feelings of autonomy and enhance intrinsic motivation.’ CET Proposition I Deci & Ryan (2017)
24. ‘External events will also affect a person’s intrinsic motivation for an activity to the extent that the events in fl uence the person’s perceived competence at the activity. Events that promote greater perceived competence enhance intrinsic motivation by satisfying the person’s need for competence. Events that meaningfully diminish perceived competence undermine intrinsic motivation.’ CET Proposition II Deci & Ryan (2017)
25. It is important whether or not one considers a given event as controlling. Thus, the outcome depends on personal psychological meanings and interpretations! Deci & Ryan (1980, 1985)
26. External events relevant to the initiation and regulation of behavior have three aspects, each with a functional signi fi cance. The informational aspect, which conveys information about self-determined competence, facilitates an internal perceived locus of causality and perceived competence, thus supporting intrinsic motivation. The controlling aspect, which pressures people to think, feel, or behave in particular ways, facilitates an external perceived locus of causality, thereby diminishing intrinsic motivation. The amotivating aspect, which signi fi es incompetence to obtain outcomes and/or a lack of value for them, undermines both intrinsic and extrinsic motivation and promotes amotivation. … CET Proposition III Deci & Ryan (2017)
27. Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of monetary reward on intrinsic motivation. PNAS, 107, 20911-20916.
28. Interpersonal contexts can be characterized in terms of the degree to which the motivational climate tends to be controlling, autonomy supportive, or amotivating. This quality of the overarching interpersonal climate both directly impacts motivation and the likely interpretation or functional signi fi cance of speci fi c events, with corresponding effects on intrinsic motivation. Environments that are most facilitating of intrinsic motivation are those that support people’s basic psychological needs for autonomy, competence and relatedness. CET Proposition IV Deci & Ryan (2017)
29. Intrapersonal events that bear on the initiation and regulation of behavior can differ in their functional signi fi cance. Accordingly, internally informational events are those that facilitate intrinsic motivation by facilitating an internal perceived locus of causality and perceived competence; internally controlling events are those experienced as pressure toward speci fi c outcomes and facilitate an external perceived locus of causality, thereby undermining intrinsic motivation; and internally amotivating events are those that make salient someone’s incompetence and inability to attain desired outcomes, thereby diminishing both intrinsic and extrinsic motivation. CET Proposition V Deci & Ryan (2017)