L4M1: Motivation, Self-Determination + Need Supportive Behaviour

Basic psychological needs theory (Self-Determination Theory (SDT)): what it is (1), what it’s concerned with (2), 3 types of motivation outlined

• A macro theory of motivation

• Quantity: level/strength of motivation

• Quality: type of motivation

• Intrinsic motivation

• Extrinsic motivation

• Amotivation

Central tenets of SDT (1, 1→2)

• Humans desire to feel effective in their environment

• Humans have innate tendency towards psychological growth

  • Self-actualisation (Maslow)

  • Eudaemonia (Aristotelian concept)

3 components of SDT that drive autonomous/intrinsic motivation

• Autonomy: feeling of volition regarding choice/behaviour

• Competence: feelings of adequate capability/mastery regarding activity

• Relatedness: feeling connected to others, sense of belonging

Spectrum of motivation: types (+ subtypes for extrinsic (4))

• Amotivation

• Extrinsic motivation

  • External regulation

  • Introjected regulation

  • Identified regulation

  • Integrated regulation

• Intrinsic motivation

Amotivation description, level of SD

• Apathy, no sense of competence or control

• Non-self-determined

External regulation description (1), conditioning type (1), effectiveness, example (1)

• Behaviour performed to satisfy external demand/reward

• Operant conditioning (Skinner): “If I do this, then [good / bad] thing happens to me”

• Encourages behaviour short term but not long term (once demand/reward is removed)

• E.g. practicing for MT so you don’t get in trouble from Edmunds

Introjected regulation: description (2), example (1)

• Slightly internalised

• To avoid guilt or gain some ego attainment (rather than explicit punishment/reward)

• E.g. practicing for MT to fulfil expectation from Edmunds

Identified regulation description (1), example (1) + note (1)

• Perform behaviour because you identify with value of behaviour

• E.g. I will watch this boring lecture because I value being a diligent student.

  • Note: you don’t necessarily identify as a diligent student - rather you value the things that might be associated with it (e.g. being well-educated, organised, etc.).

Integrated regulation description (1), example, how it compares to identified regulation (1)

• Behaviour is fully aligned with your values and needs

• E.g. I will watch this lecture because I am a diligent student.

• More identity based than identified regulation

Note on motivation types + behaviour (1)

• Behaviour is often motivated by more than one type of motivation

Intrinsic motivation description + example

Perform behaviour because it is inherently enjoyable

• E.g. “I exercise because it’s fun”

Linking SDT to exercise adherence (1)

Autonomous (identified + intrinsic motivation) → best adherence to exercise over time

Translating SDT to support autonomous motivation: need supportive behaviour 3 facets

• Autonomy support

• Structure

• Interpersonal involvement

Autonomy supportive techniques (6), don’t need to know in detail probs not assessed

• Provide meaningful rationale for session

• Provide options

• Use non-controlling, informational language

  • E.g. rather than “you should”, use If you want X, then I would recommend Y, but it’s up to you”

• Explore participants goals + aspirations

• Feedback: check that people have understood

• Don’t give unsolicited advice

Structure (7), don’t need to know in detail probs not assessed

 Provide clear and positively-framed feedback
 Chances are, they’re doing something right. If they aren’t, it’s because they haven’t been taught correctly – that’s not on them

 Provide reward (generally, verbal) not just for outcome, but for effort and progress

 Provide individualised attention
 Provide clear demonstrations
 Provide an optimal challenge

 Gauge competencies, and adapt to suit different people. Tailor sessions where possible.

Interpersonal involvement techniques (5), don’t need to know in detail probs not assessed

• Empathise (esp. when difficult)

• Show interest

• Show unconditional regard

• Encourage participants to ask questions

• Congratulate + thank participants at end of session

How need-supportive instruction is assessed/evaluated (1)

• Observer code