Constructs of Self-Determination Theory Through a Person-Oriented Lens

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In this article, Ratelle, Guay, Vallerand, Larose, & Senecal (2007) look at constructs of self-determination theory through a person-oriented lens. According to Ratelle et al (2007) one benefit of using this person-oriented approach to allow natural motivational profiles to surface rather than forcing student responses to fit into existing categories. By using this method, as well as examining areas of academic achievement, Ratelle et al (2007) hope to discover if one existing student motivation profile is more beneficial than another.

Ratelle et al (2007) used components of SDT theory to shape their hypothesis on what types of motivational profiles would emerge in their studies. SDT states that there are three main categories of motivation: intrinsic motivation, extrinsic motivation, and amotivation (AM). Intrinsic motivation refers to the innate feeling of satisfaction or pleasure an individual feels when performing a certain task. Extrinsic motivation refers to behavior exhibited due to external factors, such as money for good grades. “Amotivation refers to the lack or absence of motivation and is observed when individuals do not perceive the contingencies between their actions and their consequences” (Ratelle et al, 2007, 735). Extrinsic motivation can be further broken down into four categories representing varying levels of control or autonomy in student motivation. Students with external regulation are motivated by external factors like rewards, such as praise or financial incentives, or avoiding punishments. Students with introjected regulation “follow rules because of pressure or to avoid anxiety or for ego enhancement, but they do not accept the rule internally…[identified regulation] students accept a regul...

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...-francaise du “Satisfaction with Life Scale” [Validation of the Satisfaction with Life scale]. Canadian Journal of Behavioural Science, 21, 210-223.

Diener, E., Emmons, R.A., Larsen, R.J. & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-76.

Ratelle, C., Guay, F., Vallerand, R., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.

Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.

Strassburger, J. (2010, February 28). For the liberal arts, rhetoric is not enough. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/For-the-Liberal-Arts-Rhetoric/64356.

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