Article 5A Richard M. Ryan

  1. Intrinsic and extrinsic motivation from a self-determination theory: perspective

  2. Introduction to Self-Determination Theory (SDT)

    • Definition: A way to understand why people do things, focusing on what makes them feel motivated from the inside (intrinsic) and outside (extrinsic).

    • Key Parts of SDT:

      • Importance of meeting basic needs for freedom, ability, and connection with others.

      • Doing things because you enjoy them (intrinsic motivation).

      • Doing things based on your values and beliefs (autonomous extrinsic motivation).

  3. Intrinsic and Extrinsic Motivation

    • Intrinsic Motivation:

      • Doing activities because they are fun or satisfying.

      • Examples include playing, exploring, and being curious.

      • Linked to better school performance.

    • Extrinsic Motivation:

      • Doing activities to get rewards or avoid consequences.

      • Defined by four types:

        • External Regulation: Motivated by outside rewards or punishments.

        • Introjected Regulation: Motivated by self-pressure related to self-esteem.

        • Identified Regulation: Agreeing with the importance of the task.

        • Integrated Regulation: The task fits with personal values.

    • Motivation exists on a scale from internal to external.

  4. Classroom Motivation and SDT

    • Effects of Meeting Psychological Needs on Motivation:

      • Feeling free to learn leads to better student engagement and learning.

      • Strict environments can hurt motivation and performance.

    • Role of Teacher's Support:

      • Teachers who support students' needs create a positive atmosphere for learning.

      • Research shows that teaching that supports autonomy boosts motivation and performance.

  5. Basic Psychological Needs in Education

    • Three Basic Needs:

      • Autonomy: Feeling in control and being heard.

      • Competence: Feeling skilled and getting positive feedback.

      • Relatedness: Feeling connected to others.

    • Negative Impact of Need Frustration:

      • Blocking any of these needs lowers motivation and well-being.

  6. Using SDT in Schools

    • Supportive Teacher Behaviors:

      • Listening to students and responding to their input.

      • Offering meaningful choices and helpful feedback.

      • Recognizing efforts to boost confidence.

    • Balancing Structure and Autonomy:

      • Clear expectations with the freedom to explore helps engage students better.

      • Finding the right balance is key to increasing intrinsic motivation.

  7. Policy Implications and Recommendations

    • Current Gap in Educational Policies:

      • Many policies ignore the psychological needs highlighted by SDT and focus too much on control.

    • Future Directions:

      • More research needed on how educational changes can support the basic needs of teachers and students.

      • Investigate how technology can enhance engagement while supporting student freedom.