Article

Self-Determinaton Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being

Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY 14627, USA.
American Psychologist (Impact Factor: 6.87). 02/2000; 55(1):68-78. DOI: 10.1037/0003-066X.55.1.68
Source: PubMed

ABSTRACT

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatedness--which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy.

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    • "H3: Consumers' perceived control of mobile commerce services will be negatively related to impulse buying. The influence of self-efficacy on satisfaction varies depending on how well it satisfies the intrinsic needs of competence (Ryan & Deci, 2000). According to previous research, self-efficacy exerts positive effects on job satisfaction (e.g., Caprara et al., 2003; Smith et al., 2011). "

    Full-text · Article · Jul 2016
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    • "Self-determined motivation predicts a variety of psychological outcomes such as self-esteem, intrinsic motivation and general well-being (Deci & Ryan, 1985; Ryan, Deci, & Grolnick, 1995; Tetrick, 1989; Weinstein & Ryan, 2010), cognitive outcomes such as creativity and learning, (Amabile, 1993; Benware & Deci, 1984; Koestner, Ryan, Bernieri & Holt, 1984; Zhou, 1998), and behavioral outcomes such as job performance, satisfaction, engagement, and lower burnout (e.g., Baard et al., 2004; Gagné & Deci, 2005; Rooney, Gottleib & Newby-Clark, 2009; Van Den Broeck, Lens, Witte & Coillie, 2013). SDT posits three " organismic " needs for autonomy, competence, and relatedness, contribute to self-determined motivation and provide " nutriments " for individual task engagement, learning, performance, vitality and well-being (Ryan & Deci, 2000; Sheldon, Ryan & Reis, 1996). Autonomy, a necessary condition for self-determined motivation, describes experiencing one's actions as self-determined versus externally controlled. "
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    ABSTRACT: We use self-determination theory (SDT) as a framework for investigating how perceived autonomy supportive supervision positively influences conditions that motivate newcomer subordinates to engage in feedback seeking. Based on data collected from MBA interns at two time periods, perceived autonomy support predicted task autonomy, informal supervisor feedback and subordinate relationship building, and the latter two mediated the relationship between autonomy support and feedback seeking. Our study provides an SDT perspective on newcomer socialization by highlighting the important role supervisor support for autonomy can play in motivating feedback seeking as a proactive socialization tactic. Organizations and human resources management professionals should consider including training around autonomy support in supervisory training programs.
    Full-text · Article · Jun 2016
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    • "In order to explore the effectiveness of using SDT and MI as the basis of web-based PA interventions, we developed I Move, a web-based computer tailored PA intervention, based on SDT and MI (Miller and Rollnick, 2013; Ryan and Deci, 2000; Friederichs et al., 2014a). I Move was shown to be effective in increasing PA behavior six months after the baseline assessment (Friederichs et al., submitted for publication). "
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    ABSTRACT: The aim of this study was to compare a web-based computer tailored physical activity intervention based on self-determination theory and motivational interviewing (I Move) to a traditional web-based computer tailored physical activity intervention (Active Plus) with regard to their basic psychological need supporting capabilities. We also aimed to assess the extent to whether self-determination constructs played a stronger mediating role in the effects of I Move than in the effects of Active Plus. A randomized controlled trial was conducted among 3089 participants (age 44.9±12.9, 69.1% women), comparing 1) I Move, 2) Active Plus, and 3) a waiting list control condition. Physical activity behavior (measured at baseline, and at six months after baseline), potential mediators (intrinsic motivation, identified regulation, perceived competence and perceived choice, measured at baseline, and at three months after baseline) and basic psychological need support (measured six weeks and six months after baseline) were assessed through self-report, using web-based questionnaires. I Move was found to be more effective in supporting participants' basic psychological needs (sessions 1 and 2; p=.001; sessions 3 and 4; p=.004). The results of the mediation analyses show that the effects of both interventions were (equally) mediated by perceived competence, but not by intrinsic motivation, identified regulation or perceived choice.
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