Self-Determination Theory

Intrinsic/Extrinsic Motivation

Intrinsic:

Defined as doing an activity for its inherent satisfaction
- Ex: enjoyment, interest, curiosity
No external rewards are needed, the activity is rewarding in and of itself.
Associated with:
- High quality of learning
- Creativity
- Persistence
- Psychological well being

Extrinsic:

Driven by external outcomes
- Ex: rewards, recognition, and avoiding punishment
Not inherently interesting, the motivation lies outside the activity
Traditionally viewed as inferior to intrinsic motivation in promoting learning and growth

Ryan and Deci's Ideas

Ryan and Deci challenge the simplistic binary by proposing a spectrum of extrinsic motivation from controlled to autonomous using self determination theories, organismic integration theory.

Least to most autonomous:

External regulation
1. Definition: Behavior driven by external rewards or punishments.
2. Pattern: Motivated by external control, like getting paid, avoiding punishment, or gaining approval.
3. Example: "I do this because I’ll get a bonus if I do."
Introjected regulation
1. Definition: Motivation comes from internal pressures, such as guilt, shame, or ego enhancement.
2. Pattern: People act to avoid feeling bad or to maintain self-esteem, but the motivation is still somewhat controlled.
3. Example: "I have to do this because I would feel guilty if I didn’t."
Identified regulation
1. Definition: The person consciously values the activity and accepts it as personally important.
2. Pattern: More self-determined; behavior is purposeful and aligned with one’s goals or values, though it may not be inherently enjoyable.
3. Example: "I do this because it’s important for my health."
Integrated regulation
1. Definition: Behavior fully assimilated with one’s self and values; the most autonomous form of extrinsic motivation.
2. Pattern: Behavior is coherent with other values and needs, even if not inherently enjoyable.
3. Example: "I exercise because it fits with who I am as a healthy and disciplined person."

Autonomy vs. Control

Central to the article is the distinction between autonomous motivation (intrinsic motivation, integrated and identified regulation) and controlled motivation (external and introjected regulation).
Environments that support autonomy (choice, relevance, acknowledgement of feelings) foster greater internalization of extrinsic motivations.
Controlling environments (ex: surveillance, deadlines, pressure) tend to undermine both intrinsic motivation and the internalization process.

Cause of Patterns

Parents fostering learning and self-determination via autonomy, competence, and relatedness outside of the classroom is essential for student success. On the Self-Determination website, it is revealed that "raising children in this autonomy-supportive way" has a plethora of benefits, including greater motivation and overall well-being (SDT, Parenting and Family).

When examining the growth necessary to become self-determined, a learner must demonstrate traits that align with intrinsic motivation. Specifically, when one demonstrates creativity and applying their personality/uniqueness to a task or shows persistence in overcoming a task for the inherent reward, they are more effective or "self-determined" learners.

Additionally, people who are considered to be self-determined often practice mindfulness and prioritize their physical and mental well-being (SDT, Our Theory). Being mindful promotes self-determination because it places a heightened emphasis on the role of the environment. It allows people to consider their actions and effectively align those actions with their goals (emphasizing relatedness).

Learning/Achievement

Learning and achievement within the self-determination theory are largely based on intrinsic and extrinsic motivation in schools (Covington, 23). Students are more likely to achieve when grades are based on how much they appreciate their learning, when they are intrinsically engaged, and when learning aligns with their interests.

Overjustification effect: Offering rewards to students may undercut their personal task involvement and interest in the task.
Deemphasize grades: Putting too much emphasis on grades does not support students' feeling autonomous and can kill their sense of self-worth. Students aren't intrinsically motivated when they feel as though who they are is solely dependent on the grade they receive (Covington, 24).
Promote interests: Using student interests in the classroom is key to making students more self-determined. Students are more likely to be motivated if they feel as though what they are learning has some relation to their goals or interests. By allowing/encouraging students to incorporate their interests and find new ways to make content relevant, students will be more engaged.
Allow autonomy: Giving students some choice in the classroom and allowing them to practice self-management will allow them to feel more intrinsically motivated as they feel that they have some control over their learning. Letting students choose an essay topic, which math problems to do, etc., are all great ways to promote autonomy.

Effective Teaching Methods

In the article, Autonomy-Supportive Teachers: How They Teach and Motivate Students by Johnmarshall Reeve, Elizabeth Bolt, and Yi Cai. The authors explored different teachers’ motivating styles, focusing on whether they were more controlling or supportive of autonomy.

The supportive autonomy goal is to support students' interest in and value for education. The quality of students' motivation is dependent on the quality of the teachers' instructional style. Autonomy supportive teachers use a non-controlling way of teaching. Providing choices for types of assignments or exams, listening to the concerns of the student, adjusting teaching to fit their needs better, and allowing for more self-paced learning. Through this way of teaching, there are many benefits.

The outcomes of the autonomy supportive teachers:

More likely to stay in school
Are more likely to show greater perceived academic competence and enhanced creativity
A preference for optimal challenge
Greater conceptual understanding
More positive emotionality
Higher academic intrinsic motivation
Better academic performance
Higher academic achievement

However, teachers with controlling teaching styles are to have students think and behave in a specific way. The controlling teaching style is vastly different. Instead of valuing what may work for the student, this approach is more by the book.

The outcomes of controlling teaching styles:

Adds pressure to the atmosphere
Making students feel pressured to think, feel, and behave in a certain way.
Neglects what the students need to have more motivation and engagement
Causing there to be less creativity and performance on conceptual tasks.

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