Self-Determination Theory Mini Theories PDF

1) Basic needs theory: Three basic psychological needs are the source of students’ inherent growth tendencies: Autonomy (inner endorsement of behavior: internal locus of causality, sense of psychological freedom, perceived choice over actions), competence (need to be effective in one’s pursuit...

1) Basic needs theory: Three basic psychological needs are the source of students’ inherent growth tendencies: Autonomy (inner endorsement of behavior: internal locus of causality, sense of psychological freedom, perceived choice over actions), competence (need to be effective in one’s pursuits and interactions with the environment), and relatedness (close emotional bonds and secure attachments). Basic needs theory explains why students sometimes show active engagement and sometimes disengagement and provides the basis for predicting which classroom environment will be supportive versus undermining students’ engagement.  2) Organismic integration theory: Introduces different types of extrinsic motivation (note that developing a skill is extrinsic as well). It explains why people engage in an activity and when external regulations become internalized with the self-motivational system. It proposes that students are naturally inclined to internalize aspects of the social environment (because they want to increase their competence in the social world or be connected to others). Different types of extrinsic motivation are identified that differ in their degree of autonomous motivation. Instead of focusing on the distinction between intrinsic versus extrinsic, Deci and Ryan focus on the distinction between autonomous and controlled. Being autonomous is not being free of external forces; rather, students experience autonomy in accordance with how much they personally endorse the value and significance of the way of thinking or behaving. Four types from least to most autonomous: external, introjected, identified, integrated regulation. 3) Goal contents theory: Answers the question of what people strive to attain: the goal for studying. a. Intrinsic goal/ aspiration: personal growth and deeper interpersonal relationships (these goals afford basic need satisfaction). Extrinsic goal/ aspiration: are focused on external indicators of worth, such as enhanced status, increased popularity, material success (neglect basic need satisfaction). 4) Cognitive evaluation theory: Explains how and why external events (e.g., classroom conditions) can enhance or undermine intrinsic motivation. Intrinsic motivation involves doing a behaviour because the activity itself is interesting and spontaneously satisfying (e.g., “I exercise because it is fun and pleasurable”). 5) Causality orientations theory: Personality-level individual differences in students’ orientations toward the motivational forces that cause their behavior. Specifically, the tendency to rely on autonomous/self-determined (autonomy causality orientation) versus controlling guides (control causality orientation). Causality orientations are surface individual differences that are relatively malleable and influenced by socialization experiences.