An overview of the self-determination theory in psychology

While there are many different approaches to human motivation, there is an interesting theory developed by two researchers, Deci and Ryan, that aim to explain our well-being through meeting our basic needs, which are the need in autonomy, the need in competence, and the need in relatedness.

In this talk, I explain the core concepts of Self-determination theory and how can one apply them to the real life.

1. SELF-DETERMINATION THEORY

2. Self-determination theory (SDT) maintains that
an understanding of human motivation requires
a consideration of innate psychological needs for
competence, autonomy, and relatedness.
«
Deci & Ryan (2000)

3. Motivation (folk) — an ability
to be moved into action

4. Operant
conditioning
by Skinner

5. SDT accepts
behaviourism; however,
humans act not only based
on operant conditioning.

6. Motivation in SDT
Intrinsic Internalised

7. Need — something ‘essential to an entities
growth, integrity and to wellness … [Need]
is something that's built into our system,
it's part of our evolved nature and so,
therefore, it's natural rather than acquired’
«
Deci & Ryan (2000,
2007, 2017)

8. Autonomy Competence
Relatedness
Well-being & Performance
}

9. ‘Autonomy refers to volition—the organismic
desire to self-organize experience and
behavior and to have activity be concordant
with one’s integrated sense of self (Angyal,
1965; deCharms, 1968; Deci, 1980; Ryan
& Connell, 1989; Sheldon & Elliot, 1999)’
Deci & Ryan (2000)

10. Autonomy != Internal locus of control
Autonomy != Independence
Autonomy != Freedom
Autonomy != Individualism

11. Autonomy Competence
Relatedness
Well-being & Performance
} More needs?

12. Deci & Ryan 2017

13. 1.Content of goals vs regulatory
processes.
2.Innate (!!) needs rather than
learned or introjected.
3.Need, not a belief!
4.Not human-exclusive.
5.Covers different domains within
psychology.
Basics of SDT

14. INTRINSIC MOTIVATION
The focus of CET

15. Intrinsic motivation is ‘the primary
and spontaneous propensity of some
organisms, especially mammals, to
develop through activity—to play,
explore, and manipulate things and,
in doing so, to expand their
competencies and capacities.’
What is
intrinsic
motivation?
Deci & Ryan (2017)

16. Inner resource provided by evolution
The source of ‘integrative tendencies’
Affects cognitions and emotions
The primary focus of SDT
}
Deci & Ryan 2000; Ryan & Hawley 2016

17. Undermines intrinsic motivationFacilitates intrinsic motivation
Pressure or evaluate Absense of pressure
Micro-management and controlChoice
Tasks are too easy or too hardOptimal challenges
Cold or distant Warmth
Deci & Ryan (2017 + Coursera)

18. Rewards can actually diminish intrinsic
motivation.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic
motivation. Journal of Personality and Social Psychology, 18, 105-115.
Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine
altruistic tendencies in 20-month olds. Developmental Psychology, 44,
1785-1788.

19. Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine altruistic
tendencies in 20-month olds. Developmental Psychology, 44, 1785-1788.
A free-choice
paradigm

20. Warneken, F. & Tomasello, M. (2008). Extrinsic rewards undermine altruistic
tendencies in 20-month olds. Developmental Psychology, 44, 1785-1788.
A free-choice
paradigm

21. Deci & Ryan (2017)

22. 136
All Rewards
k
= 101
d
= –0.24*
(–0.29, –0.19)
Tangible Rewards
k
= 92
d
= 0.34*
(–0.39, –0.28)
Expected
k
= 92
d
= –0.36*
(–0.42, –0.30)
Unexpected
k
= 9
d
= 0.01
(–0.20, 0.22)
College k
= 14
d
= 0.43*
(0.27, 0.58)
Children
k
= 7
d
= 0.11
(–0.11, 0.34)
Verbal Rewards (Praise)
k
= 21
d
= 0.33*
(0.18, 0.43)
Task-Noncontingent
k
= 7
d
= –0.14
(–0.39, 0.11)
Engagement-Contingent
k
= 55
d
= –0.40*
(–0.48, –0.32)
Completion-Contingent
k
= 19
d
= –0.44*
(–0.59, –0.30)
Performance-Contingent
k
= 32
d
= –0.28*
(–0.38, –0.18)
College k
= 12
d
= –0.21*
(–0.37, –0.05)
Children k
= 39
d
= –0.43*
(–0.53, –0.34)
FIGURE 6.1.

A summary of the primary findings from the meta-
analysis of experiments examining reward effects on intrinsic motivation. The symbol
k

refers to the number of effect sizes in each composite effect size. The
d
refers to effect size, and each
d
entered into the composite effect size was corrected
for sample size. An asterisk next to a composite effect size means that it is significantly different from 0.00. The pair of numbers in parentheses is the 95% confidence interval for the composite effect size shown just above it. Adapted from Deci, Koestner, and Ryan (1999). Copyright © 1999 the American Psy
-
chological Association. Adapted by permission.
Ryan & Koestner 1999; Deci & Ryan 2017

23. ‘External events relevant to the initiation or
regulation of behavior will affect a person’s
intrinsic motivation to the extent that they
influence the perceived locus of causality for the
behavior. Events that promote a more external
perceived locus of causality or have a functional
significance of control will thwart autonomy and
undermine intrinsic motivation, whereas those
that promote a more internal perceived locus of
causality will increase feelings of autonomy and
enhance intrinsic motivation.’
CET
Proposition I
Deci & Ryan (2017)

24. ‘External events will also affect a person’s
intrinsic motivation for an activity to the
extent that the events influence the person’s
perceived competence at the activity. Events
that promote greater perceived competence
enhance intrinsic motivation by satisfying
the person’s need for competence. Events
that meaningfully diminish perceived
competence undermine intrinsic motivation.’
CET
Proposition II
Deci & Ryan (2017)

25. It is important whether or not one considers
a given event as controlling. Thus, the
outcome depends on personal psychological
meanings and interpretations!
Deci & Ryan (1980, 1985)

26. External events relevant to the initiation and regulation
of behavior have three aspects, each with a functional
significance. The informational aspect, which conveys
information about self-determined competence, facilitates
an internal perceived locus of causality and perceived
competence, thus supporting intrinsic motivation. The
controlling aspect, which pressures people to think, feel,
or behave in particular ways, facilitates an external
perceived locus of causality, thereby diminishing intrinsic
motivation. The amotivating aspect, which signifies
incompetence to obtain outcomes and/or a lack of value
for them, undermines both intrinsic and extrinsic
motivation and promotes amotivation. …
CET
Proposition III
Deci & Ryan (2017)

27. Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010).
Neural basis of the undermining effect of monetary reward on intrinsic motivation. PNAS, 107,
20911-20916.

28. Interpersonal contexts can be characterized in
terms of the degree to which the motivational
climate tends to be controlling, autonomy
supportive, or amotivating. This quality of the
overarching interpersonal climate both directly
impacts motivation and the likely interpretation
or functional significance of specific events, with
corresponding effects on intrinsic motivation.
Environments that are most facilitating of
intrinsic motivation are those that support
people’s basic psychological needs for autonomy,
competence and relatedness.
CET
Proposition IV
Deci & Ryan (2017)

29. Intrapersonal events that bear on the initiation and
regulation of behavior can differ in their functional
significance. Accordingly, internally informational
events are those that facilitate intrinsic motivation by
facilitating an internal perceived locus of causality and
perceived competence; internally controlling events
are those experienced as pressure toward specific
outcomes and facilitate an external perceived locus of
causality, thereby undermining intrinsic motivation;
and internally amotivating events are those that make
salient someone’s incompetence and inability to attain
desired outcomes, thereby diminishing both intrinsic
and extrinsic motivation.
CET
Proposition V
Deci & Ryan (2017)