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!