Self Determination Essay

1362 Words3 Pages

Self-determination theory indicates that the three psychosocial needs of autonomy, competence, and relatedness improve the quality of motivation. Individuals seek tasks that indirectly satisfy one or more of these needs. In this assignment, you will examine the levels of motivation within the self-determination theory and the factors that need to be present within a performance environment to promote a self-determined state.
“In the classical, Aristotelian, view of human development, people are assumed to possess an active tendency toward psychological growth and integration. Endowed with an innate striving to exercise and elaborate their interest, individuals tend naturally to seek challenges, to discover new perspectives, and to actively internalize and transform cultural practices. By stretching their capacities and expressing their talents and propensities, people actualize their human potentials. To the degree that individuals have attained a sense of self, they can act in accord with, or be true to, that self” (Deci and Ryan, 2002, p. 3).
The main purpose of the self-determination theory has “been to provide an account of the seemingly discrepant viewpoints characterized, on the one hand, by the humanistic, psychoanalytic, and developmental theories that employ an organismic metatheory and, on the other hand, by the behavioral, cognitive, and post-modern theories and do not.” This theory stated by approving the “assumption that all individuals have natural, innate, and constructive tendencies to develop an ever more elaborated and unified sense of self. “In other words, researchers do assume that “people have a primary propensity to forge interconnections among aspects of their own psyches as well as with other individuals ...

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...nkers and harder workers for whatever they put their mind to.

Reference

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist,26(3-4), 325-346.
Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.
Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-Determination A Key to Success in Postsecondary Education for Students with Learning Disabilities.Remedial and Special Education, 24(6), 339-349.
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97.

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