Literature Review: Self-Determination
Overview of Research
Numerous theories have been written on human needs and motivation, focusing on psychological and social needs. The Self-Determination Theory holds that there are three basic human needs that must be met for self-esteem and positive well-being: autonomy, competence, and relatedness. Autonomy refers to an individual’s sense of choice, initiative, and ownership of one’s behavior; engaging in meaningful and interesting activities is necessary to satisfy this need. Competence is an individual’s sense of power over his or her environment; proficiency in task performance promotes a child’s involvement and determination in task completion. Relatedness is a sense of being connected to valuable people and one’s society; this attachment to others establishes a base for exploring one’s environment. Fulfillment of these needs at all developmental stages relates to a child’s positive emotional affect and results in natural curiosity, desire for learning, and self-controlled behavior. According to researchers Browder, Wood, Test, Karvonen, and Algozzine, “individuals who scored higher on a measure of self-determination than their peers had more positive adult outcomes” (2004, p. 233). Failure to fulfill these needs in children results in poor outcomes, such as reduced engagement, inferior performance, higher dropout rates, difficult behaviors, apathy, distress, and poorer assimilation within social groups (Poulsen, Rodger, & Ziviani, 2006, p. 79; Ryan & Deci, 2000, p. 68; Veronneau, Koestner, & Abela, 2005, p. 280; Wehmeyer, 2004).
As children grow and develop, their actions become more self-directed and less subject to outside regulation by others (Poulsen, et al., 2006, p....
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...g lesson plans for promoting self-determination. TEACHING Exceptional Children, 35(1), 8,10- 14.
Wehmeyer, M. L. (2004). Beyond self-determination: causal agency theory. Journal of Developmental and Physical Disabilities, 16(4), 337-359.
Wood, M., Davis, K., Swindle, F., & Quirk, C. (1996). Developmental therapy-developmental teaching: Fostering social-emotional competence in troubled children and youth . (3rd ed.). Austin, TX: Pro-ed.
Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student self-determination skills in iep planning. TEACHING Exceptional Children, 36(3), 8-16.
Veronneau, M. H., Koestner, R. F., & Abela, J. R. (2005). Intrinsic need satisfaction and well-
being in children and adolescents: an application of the self-determination theory. Journal of Social and Clinical Psychology, 24(2), 280-292.
Both Wiley and Kar-Morse look at child expansion and behaviour especially from start until the age of two. Keeping the expansion and the behaviour in mind, they
This unit explored desire satisfactionism, a term that generally speaks for itself. Though it is an umbrella term because there are different types. There is local desire satisfactionism, which is the idea that if desires are satisfied, one is happy. Then there is whole life satisfactionism. It means that to be happy is to have one desire satisfied. This is the overarching desire that your most important desires be satisfied. It is prioritized assessment of one’s life as a whole. To compare local desire satisfactionism with whole life satisfactionism would be like comparing quality and quantity from a hedonist perspective. It is similar in regard to desire satisfactionism, two different types. Several individuals discuss whole life satisfactionism
A child’s development and learning commences from the earliest days of their lives. The unique identity of each individual stems from the relationships with people who provide love, care and emotional support. These relationships can be within the home environment, school playground or with extended family members and friends. Children respond to stimuli which in turn form the ‘internal working model’ (K101, Unit 5). This can be described as how we view ourselves and others within society; it influences what we expect and how we respond to situations.
his own life how he wishes, even if it will damage health or lead to
Kraut makes a few modifications to this basic idea of Desire Satisfaction Theory in order to gi...
Wynn, D., Kaufman, M., Montalban, X., Vollmer, T., Simon, J., Elkins, J., I Rose, J. W. (2010).
Daniel Challahan attempts to argue that Euthanasia is always seriously morally wrong in his article, “When Self-Determination Runs Amok.” Callahan discusses several reasons depicting why he believes that Euthanasia is morally impermissible. John Lachs, however, does not see validity in several of Callahan’s points and responds to them in his article, “When Abstract Moralizing Runs Amok.” Two points from Callahan’s article Lachs challenges are the fundamental moral wrong view and the subjectiveness of suffering.
Ottenberg, A. L., Wu, J. T., Poland, G. A., Jacobson, R. M., Koenig , B. A., & Tilburt, J. C.
Kobau, R., Zack, M. M., Manderscheid, R., Palpant, R. G., Morales, D. S., Luncheon, C., et al.
A positive outcome in this stage will relate to the development of greater self-control. During our interview Lynda explained to me “I don’t remember a lot of my childhood in Hawaii, but my mother she kept photographs and passed them on to me. There are these old photos of us picking out fresh fruits and vegetables from the farms, we had plentiful baskets. Then we would go back home and help our mother make our dinner.” Children in this stage seek independence thus, gaining a sense of control is important for this age group. According to Erikson’s theory, successful toilet training and freedom in tasks such as picking out clothes, toys, and food will lead to a positive outcome in this stage of
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Hill, T.F., & Nabors, L.A., & Reynolds, M.W., & Wallace, J., & Weist, M.D. (2001). The
Breakthroughs in psychology and sociology haven proven today that a child’s behavior is indeed impacted and influenced by the outside, such ...
The second issue that I identified, relates to autonomy or self-determination. I struggled with labelling this fundamental concept in the social work discipline. My first blatant encounter with this issue occurred during the week of September 14th while I was attending a vigil. The patient was actively dying and requested that his spouse turn on the television. Initially she refused, she feared that it would agitate him and prevent him from resting. Since the patient was diagnosed with cancer rather than dementia, I felt that he was aware of what he was asking for and knew what he wanted. I directed by questions towards his spouse, because I did not want her to feel like I was trying to override her rules. I asked her if he normally watches
Self-determination theory is one that assumes all humans are born with an innate drive to better oneself, basically becoming self-actualized, which is referred to as full-functioning. In self-determination theory, or SDT, full-functioning is characterized as “being aware and mindful, acting autonomously…, and pursuing and attaining intrinsic life goals” (Deci, Ryan, and, Guay 2013). SDT describes three autonomous behaviors: intrinsically motivated, extrinsically motivated, and emotionally motivated. SDT also describes three psychological basic needs of every human: the needs for competency, autonomy, and relatedness. The need for competency causes people to try tasks slightly tougher than they can currently manage, in order to improve upon