Content uploaded by Edward L Deci
Author content
All content in this area was uploaded by Edward L Deci on Mar 18, 2015
Content may be subject to copyright.
All goals are not created equal: An organismic perspective on the nature of goals and their regulation.
Abstract
distinguishing among intentional acts: the "why" of behavior [intrinsic and extrinsic motivation, internalization and integration, the consequences of different regulatory styles, the social context and motivational orientations] / the "what" of goals: considering content [goal content and mental health, why do some people focus on extrinsic goals, goals and needs: are some goals better than others] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Shy and diverse students also contribute, facilitating otherwise difficult inclusion. They have the opportunity to express themselves to their peers and the teacher, which, with constructive feedback, may lead to greater senses of autonomy, competence, and relatedness -the three basic psychological needs according to Self-Determination Theory (Ryan et al. 1996). Exposure-to-diversity improves the relations between groups, potentially forging what is referred to as bridging social capital (Granovetter 1973). ...
... The suggestive finding that students are better able to make friends also supports the view that group discussion supports psychological needs and fosters noncognitive skills and social capital. Relatedness is one of the three basic psychological needs (Ryan et al. 1996). Sociability is one of the noncognitive behaviors identified by Lleras (2008), and friends are included directly as components of social capital. ...
Schools present an ideal setting for intervention. We demonstrate that a greater prevalence of group discussion used in schools positively affects students' life satisfaction and noncognitive skills, and has no negative impact on test scores, based on a sample from the 2015 PISA, which includes more than 35 thousand students from approximately 1500 schools in 14 countries. We perform regressions of student life satisfaction on school‐level group discussion and lecturing, including a battery of controls and random intercepts by school. For robustness, we use instrumental variables and methods to account for school‐selection. The impact of group discussion is meaningful—a one‐standard‐deviation increase leads to an increase in life satisfaction that is about one‐half of the negative‐association with grade repetition. In contrast, lecturing does not have any effects. We are the first to show group discussion improves student life satisfaction and noncognitive skills, and thereby likely positively affects later‐life outcomes.
... The influence of autonomy and autonomy support on human functioning and well-being varies across cultures. For example, autonomy was interpreted in modern, cross-cultural literature as a universal and natural human endeavour (Ryan et al., 1996). On the other hand, it was also interpreted as a socially constructed moral value embedded in a network of cultural phenomena and practices (Chirkov, 2009). ...
Promoting autonomy-supportive teachers’ behaviour is important for teaching students to take responsibility for their performance and for increasing their level of enjoyment in physical education (PE). Based on self-determination theory, our research aimed to identify the antecedents of PE teachers’ motivational strategies that can facilitate students’ psychological needs satisfaction and positive outcomes during PE classes. A total of 376 primary and secondary school PE teachers completed our cross-sectional-design questionnaires in four Central European countries (Hungary, Romania, Slovakia, and Serbia). Measures included perceived job pressures, opportunities for professional development, perceptions of students’ self-determination in PE, teachers’ psychological need satisfaction in their job, teachers’ self-determination at work, and teachers’ provision of autonomy support, structure, and involvement strategies. Jamovi software for structural equation modelling and the path analysis method was used for statistical analysis. Following post hoc modification, the hypothesized model showed a good fit to our model (χ ² (17) = 64.60, p = 0.00; CMIN/ df = 3.80; CFI = 0.92; TLI = 0.81; SRMR = 0.05; RMSEA = 0.08). Results indicated that teachers’ opportunities for professional development had a significant positive relationship with their need satisfaction at work, which was positively linked with their motivation to teach. Job pressure was negatively associated with basic psychological need satisfaction. Teachers’ perception of students’ autonomous motivation was positively linked with their own autonomous and controlled motivation, and was also directly and positively linked to their use of involvement and autonomy-supportive teaching strategies.
... Individuals' goal orientation is capable of undergoing a transition. Research indicates that when people focus too much on extrinsic goals, extrinsic goals may crowd out behavior that meets psychological basic needs, such as building connections and engaging in prosocial activities (36). As previously stated, when individuals engage in a profound and rational examination of death, their goal orientation transitions from extrinsic to intrinsic goals (35). ...
This study employs Heidegger's philosophy, Goal Content Theory, and Terror Management Theory to investigate the roles of intrinsic and extrinsic goals in the relationship between death attitudes (neutral acceptance vs. death anxiety) and the good life experience. Analyzing nationally representative data from the Chinese Social Mentality Survey (N=10,195), structural equation models revealed three key findings: (1) Neutral acceptance positively correlated with the good life experience, whereas death anxiety demonstrated negative associations; (2) In the primary conceptual model (Model 1), intrinsic goals mediated while extrinsic goals suppressed the relationship between the death attitudes and the good life experience; (3) Further model validation indicated that consistent suppression effects of extrinsic goals in national stability (Model 2) and personal richness (Model 4) frameworks, with distinctive dual mediation emerging in family happiness (Model 3). Notably, the personal richness model (Model 4) showed non-significant total effects despite preserved mediation patterns. These results advance existential psychology by elucidating culture-specific mechanisms through which death attitudes influences well-being in Chinese populations, while providing empirical validation and theoretical refinement of Goal Content Theory's cross-cultural applicability.
... Parental attachment, in many of family variables that influence the children's goals, are embedded in long term processes (Ketterson & Blustein, 1997). However, dysfunctional family full of conflicts, negatively associate with the goals and vocational identity development of children (Hargrove, Creagh, & Burgess, 2002;Johnson et al., 1999;Ryan et al., 1996). According to (Schultheiss et al., 2001) some of the testifiers pointed out that their parents control their goals too much. ...
This research paper analyzes the parental pressure and institutional influence in determining students' careers or fields, referred to as "Imposed goals" in the private schools of District Tank and Dera Ismail Khan, Pakistan. It points out the problem of institutions being the source of providing Banking concept of education in the classrooms. The way institutions work and mold the students' goals according to their interests, gives rise to an education system focused solely on money rather than genuine learning in classrooms. The way parents psychologically develop children by urging them to become a doctor or an engineer from the very beginning of their schooling. Additionally, students are treated as commodities by institutions and teachers who compel them by suggesting to join affiliated colleges and specific academies for specific test preparation. This paper is an attempt to analyze the role of parents and institutions in formulating the goals of students.
... Well-being has attracted significant attention from researchers in the education domain, with a growing body of research examining the factors that impact students' well-being (Upadyaya & Salmela-Aro, 2013). Goals, as a key predictor of well-being, provide one explanation for differences in student well-being (Ariani, 2022;King, 2017), with evidence showing that the content of these goals is essential to boost well-being (Deci & Ryan, 2000;Kasser & Ryan, 2001;Ryan et al., 1996). For example, intrinsic goals are positively associated with well-being , while extrinsic goals have been negatively related to well-being (Kasser & Ryan, 1993;Kasser & Ryan, 2001). ...
Students’ well-being has received increasing international attention. However, research on well-being among higher vocational education (HVE) students, particularly in non-WEIRD contexts, remains limited. This study addresses this gap by investigating the relationships between goals, motivation, and well-being for HVE students in China through the lens of self-determination theory. A survey was administered to 1106 HVE students at a vocational college in China to collect data on their goal content, motivation, and well-being. Quantitative analyses revealed that motivation plays a dual role, acting as both a mediator and a moderator in the relationship between goals and well-being. This dual role is crucial for understanding not only how goals influence well-being but also under what conditions different types of goals promote or hinder well-being. Specifically, intrinsic goals, when paired with autonomous motivation, were found to significantly predict increased well-being. While extrinsic goals combined with controlled motivation also reliably predicted well-being, this relationship should be interpreted cautiously within the specific cultural context of the study. Furthermore, positive relationships between extrinsic goals and well-being, as well as between amotivation and well-being, were observed, contrasting findings from ‘WEIRD’ contexts. This study provides novel insights into how motivation functions as both a moderator and mediator in the goal-well-being relationship within a ‘non-WEIRD,’ specifically Chinese, HVE context. These findings underscore the importance of supporting students in pursuing goals to enhance their well-being. Further research is needed to explore these relationships in diverse cultural settings.
... Individual needs are the main driving force for career progress in the constantly changing professional world. Ryan et al. (1996) classify these needs into two domains: objective requirements, including personal goals and aspirations, and knowledge acquisition requirements which focus on the actions needed to attain those goals. These concepts serve as the foundation for needs analysis to enhance the effectiveness of English language learning programs (Brown, 1995). ...
Given that cruise tourism is a substantial global industry, it is imperative that a ship’s crew members possess a high level of English proficiency to effectively communicate with passengers from all around the world. Still, hardly any research has been carried out on the English-language competency of crew members of Thai cruise ships. The sparseness of literature indicates a lack of attention paid to participants in this discourse community, thus marginalizing their voices. However, research could provide a platform for a wider audience to hear these previously unheard voices. This study aimed to explore the English macro skills required for Thai cruise ship crew members in various targeted situations. Between June 2022 and March 2023, data was collected from a web-based survey administered to 420 Thai cruise ship crew members. These crew members found that they needed to enhance their speaking, listening, reading, and writing skills in that respective order. The qualitative section also indicated the need to enhance listening and reading skills and better align them with speaking abilities. Nevertheless, writing proficiency was the most challenging aspect that required improvement. Moreover, crew members believed that their most effective means of communication occurred when they knew who to communicate with in English. By contrast, their performance was the least satisfactory when English conversation occurred through mediated communication. This study provides a partial framework for the Thai government and private sectors to create English language programs specifically designed for cruise students to achieve a high level of English proficiency for global communication.
Goal Contents Theory (GCT) postulates that the goals people pursue not only direct their perceptions of and behaviors relevant to goal pursuit, but also hold implications for their well- and ill-being. Extending past sport work grounded in this theory, this study explored athletes’ self-generated goals and examined whether these goals were differentially aligned with goal-related processes and well- and ill-being. A total of 414 university team athletes (206 women and 208 men) completed a questionnaire at the beginning of the sport season. The results showed that intrinsic goals, assessed in an open-ended format, were more heterogeneous in terms of content, and more common among athletes than extrinsic goals. In addition, women reported more intrinsic goals and fewer extrinsic goals than men. MANCOVA revealed that athletes who pursued extrinsic goals reported significantly lower self-efficacy and greater perceptions of goal difficulty than athletes with intrinsic goals. No differences in goal motives and well- and ill-being indicators emerged. Finally, two models were tested that illustrate how goal content is related to self-efficacy for goal attainment, goal motives, and well- and ill-being. Overall, the findings were largely congruent with GCT and indicate that the quality of athletes’ goal-related processes and their well- and ill-being vary as a function of whether they are pursuing intrinsic or extrinsic goals.
The present paper discusses the effects of social identity and self-determination theory and highlights their relevance for welfare conditionality with respect to individual behaviour and well-being. While welfare conditionality may provide economic incentives for certain desired behaviours, e.g., active job search, it is argued that their impact on the claimants’ social self-construal and identity may offset potentially positive effects and increase, for example, social segregation. Taking the integration of immigrants, one of the biggest contemporary challenges for many societies, as a leading example, possible negative effects of welfare conditionality are highlighted and contrasted with the imposed economic incentives. Weighing benefits and potential risks, it is argued that the excessive use of welfare conditionality is likely to backfire in the long run and that this should be taken into account by policy makers. Moreover, it is argued how similar effects can be expected to arise also in different contexts such as the support of child parenting by singles.
Rationale
Coach autonomy-supportive behaviors are a crucial factor in the communication effectiveness with athletes experiencing depressive moods. Therefore, clarifying the relationship between coach autonomy-supportive behaviors and the communication effectiveness with athletes experiencing depressive moods is of significant importance for promoting effective communication between coaches and athletes. This study employs in-depth interviews, questionnaires, and stepwise regression analysis, using purposive sampling to investigate coaches and athletes experiencing depressive moods from various regions, levels, genders, and sports in China. The study examines the impact of coach autonomy-supportive behaviors on their communication effectiveness, as well as the mediating role of intrinsic motivation variables, measuring and testing these variables.
Patient concerns
The participants care about whether the coach’s autonomous support behavior can promote communication between them and the coach.
Diagnoses
The athletes participating in the test have a certain degree of depression.
Interventions
For these athletes, coaches adopt autonomous support behavior in training practice to support their decision-making and meet their psychological needs.
Outcomes
Coach autonomous support behavior has a positive supportive effect on the communication effect between athletes with depressive emotions and coaches.
Lessons
(1) Coach autonomy-supportive behaviors can positively predict the communication effectiveness between coaches and athletes experiencing depressive moods; (2) Intrinsic motivation partially mediates the relationship between coach autonomy-supportive behaviors and communication effectiveness between coaches and athletes experiencing depressive moods. The study concludes that coaches can promote athletes’ intrinsic motivation by supporting and encouraging them to make their own choices and affirming the outcomes of those choices. This approach can alleviate athletes’ depressive moods and foster their willingness to actively communicate and share their feelings with coaches, thereby enhancing communication effectiveness.
ResearchGate has not been able to resolve any references for this publication.