Please enable JavaScript.
Coggle requires JavaScript to display documents.
Journal: Ryan, R. M., & Deci, E. L. (2000) (autonomy, competence,…
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
humans can be crushed and thus
we become passive
similaritiies
in B4L
psychological needs--competence, autonomy, and relatedness affect motvation 4 learning
other improtant factors
health care, education, work, sport, religion, and
psychotherapy.
Different individuals are motivated in different ways
this contravenes Cowley and Guru
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
lead to higher anxiety
autonomous stds
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.
external (priase & reward)
didn't ID tasks as important & only reward
blamed teacher
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!
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjJvbHGlKvlAhUQyxoKHS29CMcQjRx6BAgBEAQ&url=https%3A%2F%2Fpositivepsychology.com%2Fself-determination-theory%2F&psig=AOvVaw1D8u4iClT47A_QL-7_TZFZ&ust=1571671988482592