Edward L Deci Motivation Concerns the Energy for Action Its what Moves People to Behave The Traditional View Motivation is unitary The Differentiated View There are types of motivation that function differently ID: 1009451
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1. The Motivational Basis of Effective Performance and Well-beingEdward L. Deci
2. Motivation Concerns the Energy for ActionIt’s what Moves People to Behave
3. The Traditional View: Motivation is unitaryThe Differentiated View: There are types of motivation that function differently
4. Central Theoretical Aspect of SDTSDT is a motivational theory, that differentiates autonomous and controlled types of motivationAutonomous MotivationWhen a person fully endorse a behavior and experiences volition and choice.Controlled MotivationWhen a person feels coerced or seduced into behaving, with the experience of pressure and obligation.
5. AmotivationBoth autonomous and controlled are types of motivation. They energize people’s actionsAmotivation refers to a lack of motivation. When amotivated there is little or no intention or action.
6. Outcomes Associated With High Autonomous MotivationGreater persistenceMore flexibility and creativityBetter heuristic performanceMore interest/enjoymentBetter mental health and well-beingBetter physical healthHigher quality of close personal relationshipsClearly, support for autonomy has important functional effectsAcross the Life SpanAcross GendersAcross SESAcross Cultures
7. What Autonomy Is Not, in SDTIt is not independenceIt is not a stage of developmentIt is not individualism
8. Outcomes Associated With High Controlled MotivationCompliance if the reward is desiredDefiance when the control is too greatShort-term rote learningAlienation and disaffectionDiminished well-beingPoorer quality personal relationships
9. Additional Key Aspect of SDT:The Basic Psychological NeedsRelatednessFeeling cared for, connected to, sense of belonging with others CompetenceSense of effectance and confidencein one’s contextAutonomyBehave in accord with abiding values and interests; actions would bereflectively self-endorsed
10. Basic Psychological NeedsEvolved necessities for healthy developmentSatisfaction of these needs promotes autonomous motivation and psychological well-beingThwarting of the needs leads to controlled motivation or amotivation, and to ill-beingNeeds are not necessarily consciously valued or pursued, but failing to satisfy them still has negative consequencesThey are universal, not culturally specific
11. The Concept of Autonomy as Motivation
12. Autonomous MotivationIncludes intrinsically motivated behaviorsIncludes extrinsically motivated behaviors that have been fully internalized
13. Intrinsic Motivation and the Factors that Enhance versus Diminish it?
14. Intrinsic MotivationDoing an activity because it is interesting and enjoyableSatisfies people’s basic psychological needs for competence, autonomy, and relatednessIt’s the prototype of autonomy
15. Extrinsic RewardsDoing an activity specifically because it leads to a separate consequence such as a reward, avoidance of a punishment, or social approval.
16. Intrinsic Motivation Extrinsic RewardsInitiated internally Initiated externallyActivity is the reward Reward is separateFocus on the activity Focus on the reward
17. What Happens to People’s Intrinsic Motivation for an Activity When They are Extrinsically Rewarded for Doing the Activity?
18. The First Reward StudiesMonetary rewards to college students decreased intrinsic motivation for a puzzle-solving activity (Deci, 1971)
19. Meta-analytic Results of the Effects of Extrinsic Rewards on Intrinsic Motivation* Significant at p < .05 or greater. Deci, Koestner, and Ryan (1999) Type of RewardsEffect Size# of StudiesTangible Rewards-0.34*(92)The negative effects of tangible rewards on intrinsic motivation appear when the rewards are contingent upon doing the task, expected when doing the task, and salient.
20. Why Do Tangible Rewards Undermine Intrinsic Motivation?Because people have a fundamental human need to be autonomous rather than controlled. Chasing the carrot is being controlled, and thwarts autonomy.
21. Other Extrinsic Motivators That Have Negative Effects Threats of Punishment (Deci & Cascio) Deadlines (Amabile et al.) Evaluations (Smith) Competition (Deci et al.)Why? Because they tend to control people externally and thus undermine autonomy.
22. Some External Events with Positive Effects Providing Choice (Zuckerman et al.) Acknowledging feelings (Koestner et al.) Why?Because they enhance people’s experience of autonomy
23. Negative FeedbackDecreases intrinsic motivationPositive FeedbackIncreases intrinsic motivation Why?Because we also have a fundamental psychological need to be competent
24. Some activities in our lives are not intrinsically interesting, and that’s where extrinsic motivation comes in.
25. Extrinsic Motivation: Internalization Can It Become Autonomous?
26. People tend to internalize aspects of the environment (e.g., extrinsic motivation) that are endorsed by important others.Why?Because they have a need for relatedness
27. Types of Extrinsic MotivationExternal Regulation: No Internalization * Pressured by external contingenciesIntrojected Regulation: Partial Internalization * Pressured by internal contingencies * Not true self-regulationIdentified/Integrated Regulation: Full Internalization * Feel a sense of full sense of autonomy and choice
28. Autonomous MotivationIntrinsic motivation + Identified/Integrated regulationControlled MotivationExternal regulation + Introjected regulation
29. How Can We Foster GreaterInternalization and Autonomy?
30. Basic Need Satisfaction and InternalizationThe social contextual factors that maintain intrinsic motivation are essentially the same as those that promote internalization of extrinsic motivation They are the conditions that facilitate satisfaction of the basics psychological needs for competence, autonomy, and relatedness
31. Social ContextsComprised in part of specific events such as the offer of a reward, the opportunity for choice, or provision of feedback, as already discussedBut social contexts can also be characterized as a kind of composite that conveys the general ambience or climate of a situation (e.g., home, classroom, work group)Contexts can be need supportive, controlling, or amotivating
32. Need-supportive Contexts
33. Need Supportive ContextsRelate from the others’ perspectiveEncourage self-initiation & explorationOffer relevant choicesProvide meaningful rationale Provide positive and constructive feedbackNeed support satisfies basic psychological needs and promotes autonomous motivation
34. Pressure people (through coercion or seduction) to perform as you demand, withThreatsRewardsDemanding languageEvaluations and criticismThey undermine autonomous motivation and promote controlled motivationControlling Contexts
35. Amotivating ContextsConvey incompetence and unlovabilityThwart all three needsAmotivating contexts undermine all motivation and self-regulation
36. Need Support in Education
37. Manipulating Need Support Experimentally Controlling Need-Supportive Interest 2.92 3.39Rote Recall 14.45 9.62Conceptual Learning 3.22 4.02Rote Recall Loss at 1 week -4.16 -0.96
38. Need Support in Parenting
39. Correlations between Mother’s and Father’s Need Support and Children’s Classroom Behaviors MothersFathersChildren self reports Perceived autonomy.36*.22 Perceived competence.15.31*Teacher ratings Disruptive-.43**-.29 Learning problems-.42**-.24 Competence.55**.49**Objective measures Achievement tests.19.34** Grades.46**.33*Grolnick & Ryan, 1989
40. Need Support in Management
41. Manager’s Need Support Work-Related Autonomy Competence RelatednessWork Performance EvaluationWell-Being and Mental HealthPath Analysis of Basic Need Satisfaction, Work Performance, and Adjustment in Banks.57**.24**.57**Baard, Deci, and Ryan (2004)N=495AutonomousCausalityOrientation.14**
42. Need Support in Health Care
43. Motivation for Medication Adherence in Adult PatientsTwo daypill countTwo week pill countCompositeNeed support from physician .24* .17* .18*Patients’ autonomous motivation.41***.52***.59***Williams, Rodin, Grolnick, Ryan, & Deci, 1998
44. Another Key Aspect of SDT:Life Goals
45. Aspirations: Life GoalsExtrinsic AspirationsFinancial SuccessSocial Recognition (Fame)Attractive ImageIntrinsic AspirationsPersonal GrowthMeaningful RelationshipsCommunity Involvement
46. Relations of the Importance of Intrinsic and Extrinsic Goals to Well-Being in StudentsIntrinsicExtrinsicSelf-actualization.59**-.67**Vitality.31**-.34**Depression-.27*.30*Narcissism-.31**.35**Physical Symptoms-.35*.43*Relative Goal Importance
47. Relations of Parental Need Support to Their Children’s Extrinsic Aspirations & Risk Behaviors Adolescents’ Extrinsic AspirationsParental Autonomy Support -.26 Adolescents’ Risk behavior index Adolescents’ Extrinsic aspirations .21Risk behaviors: use of alcohol, tobacco, and marijuana, and sexual intercourse
48. Orienting People Toward Different Goals
49. Effects of Intrinsic (Personal Growth) versus Extrinsic (Wealth) Goal Contents on Test Performance and PersistenceExtrinsicIntrinsicTest Performance5.386.49 Persistence1.662.79Vansteenkiste et al., JPSP, 2004
50. SummaryAutonomous and controlled motivations are very different.Intrinsic and extrinsic goals are different.Support for the three needs promotes autonomous motivation and intrinsic goals. Autonomous motivation and intrinsic goals yield enhanced learning, performance, persistence, and well-being.
51. http://selfdeterminationtheory.org