Journal: Ryan, R. M., & Deci, E. L. (2000) (autonomy,
competence, and relatedness)
p.75 We have thus proposed that the basic needs for competence, autonomy, and relatedness must be satisfied
Grolnick and Ryan (p74)
(1989) found greater internalization of school-related values among children whose parents were more supportive of
autonomy and relatedness.
Ryan on SDT (self-determination theory)
B4L
humans are inherintly keen/motivated to learn
similaritiies
in B4L
psychological needs--competence, autonomy, and relatedness affect motvation 4 learning
other improtant factors
Different individuals are motivated in different ways
humans can be crushed and thus
we become passive
this contravenes Cowley and Guru
health care, education, work, sport, religion, and
psychotherapy.
Deci: intrinsic motivation
positive FB/reward for success in a task increased intrintsic motivation
there must also be autonomy as well as rewards/competence
learning will flourish if
circumstances permit
although inherently keen learners' needs must be supported
contrary to this; as rewards can decrease intinsic motiv as autonomy is lost! & Sanctions/deadlines follow same suit! Autonomy is key
(Deci & Ryan, 1985)
acknowledgment of feelings, and opportunities for selfdirection were found to enhance intrinsic motivation because they allow people a greater feeling of autonomy
(e.g., Deci, Nezlek,
& Sheinman, 1981; Flink, Boggiano, & Barrett, 1990;
Ryan & Grolnick, 1986)
have proved this in field work (autonmy icreases intrinsic motiv)
and this leads to increase in creativity
motivation for ego/aviodence of shame/anxiety (Introjected )
(72) Bailey Kane?
Ryan and Connell (1989) tested
Introjected regulation refers to doing something in order to maintain self-esteem or pride or to avoid guilt or anxiety
autonomous stds
external (priase & reward)
didn't ID tasks as important & only reward
blamed teacher
lead to higher anxiety
more engagement (Connell & Wellborn, 1991), better performance (Miserandino, 1996), lower dropout (Vallerand & Bissonnette, 1992), higher quality learning (Grolnick & Ryan, 1987), and better teacher ratings (Hayamizu, 1997), among other outcomes.
T. Kasser and Ryan
(1993, 1996) & then Ryan, Chirkov, Little, Sheldon,
Timoshina, and Deci (1999) replicated these findings
placing strong relative importance on intrinsic aspirations was positively associated with well-being indicators
basically, intrinsic increases self-esteem & motivation wheraeas extrinic does little. Self actualisation of work/tasks outdoes all rewards/praise and sactions (relates well to RCs!)
Values B4L:
we found evidence of the dramatic power of social contexts to enhance or hinder the organismic tendency to integrate ambient social values and responsibilities
re-read- dont follow!