Academic literature on the topic 'Deci and Ryan’s Self-Determination Theory (SDT)'
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Journal articles on the topic "Deci and Ryan’s Self-Determination Theory (SDT)"
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Robson, Graham G., and Darrell J. Hardy. "Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University." International Education Studies 11, no. 4 (2018): 1. http://dx.doi.org/10.5539/ies.v11n4p1.
Full textAbstract:
One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.
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Mallett, Clifford J. "Self-Determination Theory: A Case Study of Evidence-Based Coaching." Sport Psychologist 19, no. 4 (2005): 417–29. http://dx.doi.org/10.1123/tsp.19.4.417.
Full textAbstract:
The coach is central to the development of expertise in sport (Bloom, 1985) and is subsequently key to facilitating adaptive forms of motivation to enhance the quality of sport performance (Mallett & Hanrahan, 2004). In designing optimal training environments that are sensitive to the underlying motives of athletes, the coach requires an in-depth understanding of motivation. This paper reports on the application of self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) to coaching elite athletes. Specifically, the application of SDT to designing an autonomy-supportive motivational climate is outlined, which was used in preparing Australia’s two men’s relay teams for the 2004 Olympic Games in Athens.
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Holmberg, Patrick Michael, and Dennis A. Sheridan. "Self-Determined Motivation as a Predictor of Burnout Among College Athletes." Sport Psychologist 27, no. 2 (2013): 177–87. http://dx.doi.org/10.1123/tsp.27.2.177.
Full textAbstract:
In this study, we examined self-determination theory (SDT; Deci & Ryan, 1985) as a framework for understanding potential antecedents of burnout in 598 American college athletes. Using a cross-sectional design, the aims of the study were to investigate relationships among the dimensions of athlete burnout and the degree of self-determination among college athletes. As hypothesized, results indicated a strong relationship between the degree of self-determination and the dimensions of burnout, thus providing support for the utility of an SDT explanation regarding the occurrence of burnout. Findings also showed motivational variables to be the most powerful predictor of burnout (Devaluation, 44.5%; Reduced Sense of Accomplishment, 28%; Physical/Emotional Exhaustion, 15.4%). Implications of these results for researchers and practitioners are discussed.
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Sheldon, Kennon M., Neetu Abad, and Jessica Omoile. "Testing Self-Determination Theory via Nigerian and Indian adolescents." International Journal of Behavioral Development 33, no. 5 (2009): 451–59. http://dx.doi.org/10.1177/0165025409340095.
Full textAbstract:
We tested the generalizability of five propositions derived from Self-Determination Theory (SDT; Deci & Ryan, 2000) using school-aged adolescents living in India ( N = 926) and Nigeria ( N = 363). Consistent with past U.S. research, perceived teacher autonomy-support predicted students’ basic need-satisfaction in the classroom and also predicted positive class evaluations. The three basic needs of autonomy, competence, and relatedness also predicted positive class evaluations, and furthermore predicted students’ general life-satisfaction. Also, balance among the three needs had positive associations with life-satisfaction independent of the amount of need-satisfaction. Finally, perceived maternal and paternal autonomy-support both predicted life-satisfaction. Support was also found for two demographic hypotheses: older students perceived less autonomy-support from parents and teachers, and Indian students reported greater life-satisfaction than Nigerian students.
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Beck, Jan, and Dennis Dreiskämper. "Selbstbestimmte Motivation im späten Kindesalter." Zeitschrift für Sportpsychologie 26, no. 1 (2019): 3–14. http://dx.doi.org/10.1026/1612-5010/a000251.
Full textAbstract:
Zusammenfassung. Die Self-Determination Theory (SDT; Ryan & Deci, 2000 ) beschreibt eine gute Vorhersagbarkeit intrinsischer Motivation bei Jugendlichen und Erwachsenen im sportbezogenen Kontext. Studien zu diesen Zusammenhängen der SDT sind im Kindesalter dagegen rar. Deshalb soll die vorliegende Untersuchung zum einen den von Deci und Ryan (2000) vorhergesagten Zusammenhang zwischen psychologischen Basisbedürfnissen und Selbstbestimmung im späten Kindesalter ( M = 10.51) überprüfen ( N = 252). Zum anderen soll für die bessere Prädizierbarkeit der Sportpartizipation die intrinsische Motivation verschiedener sporttreibenden Gruppen verglichen werden. Mithilfe eines, auf das Kindesalter angepassten, Fragebogens wurden psychologische Basisbedürfnisse und Motivationsregulationen erhoben. Ein Strukturgleichungsmodell zeigt den vorhergesagten Zusammenhang. Es erweist sich, dass ein Unterschied innerhalb dieser Konstrukte zugunsten Sporttreibender aufgrund der Sportvereinspartizipation vorliegt. Weiter zeigen Besuchsanteile der Sportarten schwache Effekte auf motivationale Größen. Grundsätzlich zeigen die Ergebnisse, dass Fragebogenerhebungen zur SDT im späten Kindesalter valide durchgeführt werden können. Dennoch bleibt die Suche nach Gründen und Prädiktoren der Sportvereinspartizipation weiterhin forschungsrelevant.
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Roth, Guy, Maarten Vansteenkiste, and Richard M. Ryan. "Integrative emotion regulation: Process and development from a self-determination theory perspective." Development and Psychopathology 31, no. 3 (2019): 945–56. http://dx.doi.org/10.1017/s0954579419000403.
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AbstractGrounded in self-determination theory's (SDT; Ryan & Deci, 2017) organismic perspective, we present a process view of integrative emotion regulation. SDT describes three general types of emotion regulation: integrative emotion regulation, which focuses on emotions as carrying information that is brought to awareness; controlled emotion regulation, which is focused on diminishing emotions through avoidance, suppression, or enforced expression or reappraisal; and amotivated emotion regulation, in which emotions are uncontrolled or dysregulated. We review survey and experimental research contrasting these emotion regulation styles, providing evidence for the benefits of integrative emotion regulation for volitional functioning, personal well-being, and high-quality relationships, and for the costs of controlled emotion regulation and dysregulation. The development of emotion regulation styles is discussed, especially the role of autonomy-supportive parenting in fostering more integrative emotion regulation, and the role of controlling parenting in contributing to controlled or dysregulated emotion processing. Overall, integrative emotion regulation represents a beneficial style of processing emotions, which develops most effectively in a nonjudgmental and autonomy-supportive environment, an issue relevant to both development and psychotherapy.
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Rigby, C. Scott, and Andrew K. Przybylski. "Virtual worlds and the learner hero." Theory and Research in Education 7, no. 2 (2009): 214–23. http://dx.doi.org/10.1177/1477878509104326.
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Participation in expansive video games called `virtual worlds' has become a mainstream leisure activity for tens of millions of people around the world. The growth of this industry and the strong motivational appeal of these digital worlds invite a closer examination as to how educators can learn from today's virtual worlds in the development of next generation learning environments. Self-determination theory (SDT; Ryan and Deci, 2000) has shown value in explaining both the motivational dynamics of learning (Deci et al., 1994), as well as the strong motivational pull of video games and virtual worlds (Ryan et al., 2006). As such, SDT provides a framework that can bridge the gap between education and consumer virtual worlds and be applied to new research and development in how to best build virtual worlds for learning. The concept of the `learner hero' is introduced as a potentially useful unifying concept in considering how to leverage the high motivational appeal of commercial virtual worlds in building digital learning environments.
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Liu, Liangxing. "Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework." English Language Teaching 9, no. 4 (2016): 92. http://dx.doi.org/10.5539/elt.v9n4p92.
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<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>
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Rigby, C. Scott, and Richard M. Ryan. "Self-Determination Theory in Human Resource Development: New Directions and Practical Considerations." Advances in Developing Human Resources 20, no. 2 (2018): 133–47. http://dx.doi.org/10.1177/1523422318756954.
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The Problem There has been a “Copernican turn” in approaches to motivation and management: The focus in human resource development (HRD) and management circles today is no longer on how companies can motivate or incentivize employees from the outside, but instead on how they can effectively foster and support the high-quality motivation that comes from within employees. Developing affective commitment and intrinsic motivation is highlighted as a key to organizational success and employee satisfaction. The Solution In this article, we review our applications of self-determination theory (SDT; Ryan & Deci, 2017) concerning how organizations can both assess and build a culture of high-quality motivation. We review a continuum of types of motivation in the workplace that range from passive or controlled compliance to personal valuing of and intrinsic interest in one’s work. We then discuss how support for employees’ basic psychological needs for autonomy, competence, and relatedness leads to these higher quality types of motivation. Evidence shows that enhanced need satisfaction can come from managerial climate, job design, and well-crafted compensation strategies, as well as being influenced by the perceived mission of the company. A focus on basic needs provides a practical basis for leveraging positive change and achieving goals from talent retention to workplace wellness. The Stakeholders This article was written to help both researchers and practitioners in HRD (i.e., organizational leaders, human resource professionals, managers) learn the basic principles and applications of SDT as a means of unlocking a more practical and actionable model for engagement and motivation. This review not only translates SDT into practice, opening opportunity for collaboration between researchers and practitioners, but also provides meaningful insight into sustained employee motivation and engagement, job satisfaction, and productivity.
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Chemsi, Ghizlane, Mounir Sadiq, Mohamed Radid, and Mohammed Talbi. "Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities." International Journal of Emerging Technologies in Learning (iJET) 15, no. 05 (2020): 17. http://dx.doi.org/10.3991/ijet.v15i05.11392.
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This article explores the self-determined motivation of a first-year students' group in the Ben M'sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryan's (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment.
 The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1 and 2, the latter is based on the motivation scale in education [4, 5]. The results show that the use of ICT-based formative assessment in university pedagogy appears to energize the self-determined motivation among learners.
Dissertations / Theses on the topic "Deci and Ryan’s Self-Determination Theory (SDT)"
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Msipha, Zenzile. "Fostering self-regulation through positive discipline during free play in early childhood education." Thesis, 2020. http://hdl.handle.net/10500/27466.
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The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.<br>Psychology of Education
Book chapters on the topic "Deci and Ryan’s Self-Determination Theory (SDT)"
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Mynard, Jo, and Scott J. Shelton-Strong. "Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach." In Supporting Learners and Educators in Developing Language Learner Autonomy. Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/8/4.
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In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
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Hepburn, Lori Suzanne, and Kathryn Jones. "The Self-Determined English Language Learner." In Intercultural Responsiveness in the Second Language Learning Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch009.
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English Language Learners have their own, individual set of needs. According to Deci and Ryan (1985), individuals need self-determination skills to be successful in their environment. Researchers agree that self-determination skills produce positive outcomes for individuals both in and out of school. This chapter provides families, students, and educators a working definition of self-determination and instructional practices that assist English Language Learners to develop self-determination skills both at school and in the home.