Research From Self-Determination Theory Richard M. Ryan Professor - PDF document

Autonomy and Contr ol in Human Be havior : Research From Self-Determination Theory Richard M. Ryan Professor of Psychology and Education Director of Clinical Training University of Rochester _________________________________________ A V ery Incomplete List of Recent Collaborators Johnmarshall Reeve Youngmee Kim Avi Assor University of Korea, South Korea University of Miami, USA Ben Gurion Univ., Israel Ayoung Kim C. Scott Rigby Kimberley Bartholomew Ewha Women ’ s Univ., South Korea Immersyve Inc., Orlando, USA Nottingham Trent Univ., UK Jennifer G. La Guardia Guy Roth Tech. Univ. of Lisbon, Portugal Kirk Warren Brown Ben Gurion Univ., Israel Virginia Commonwealth, USA Wilbert Law Martyn Standage Univ. of Hong Kong, China Valery I. Chirkov University of Bath, UK Univ. of Saskatchewan, CA Kou Murayama Pedro Teixeira Chua Bee Leng Univ. of Reading, UK Tech. Univ. of Lisbon, Portugal Nanyang Tech. Univ., Singapore Christopher Niemiec Geoffrey C. Williams Univ. of Rochester, USA Univ. of Rochester Medical Ctr., USA Marylène Gagné Univ. of Western Australia Maarten Vansteenkiste Nikos Ntoumanis University of Ghent, Belgium Univ. of Birmingham, UK Wendy S. Grolnick Clark University, USA Netta Weinstein Luc Pelletier University of Essex, UK University of Ottawa, CA Hyungshim Jang Inha University, South Korea Wang Chee Keng John Andrew Przybylski NIE at Nanyang Tech. Univ., Singapore Oxford University, UK Tim Kasser Knox College, USA 1

SDT Ba sic Re se a rc h Are a s Intrinsic Motivation Internalization Individual Differences in Motivation Well Being and Eudaimonia Culture and Gender Intrinsic and Extrinsic Life Goals Energy and Vitality Mindfulness and Self-regualtion Nature Exposure and Wellness SDT Applie d Re se a rc h Psychotherapy Motivation Educational Practice and Reform Health Care: Behavior and Adherence Exercise and Physical Activity Sport Motivation and Performance Organizational Behavior and Performance Religious Internalization and Motivation Environmental Footprints and Consumer Behaviors Virtual Environments and Video Games 2

A Bird’ s E ye Vie w Mo tiva tio n To be moved to action 3

T he Cla ssic a l Mo de l People Have Choices Out o f the b o x: Cho ic e 4

The Copernican Turn in Motivational Thinking The study of motivation today is more about why people choose what they do, and what sustains (or fails to sustain) them on that path… 5

The Importance of Volitional Behavior Multiple ways to facilitate (and undermine) volition— • Intrinsic motivation (interest) • Internalized motivation (value) Ba sic Psyc ho lo g ic a l Ne e ds Unde rlying Vo litio na l Mo tiva tio n a nd We ll Be ing Autonomy Volitional Motivation, Competence Well-Being Relatedness 6

Need: Something essential to a living entity ’ s growth, integrity and well being • when deprived, entity shows evidence of stagnation, degradation or harm; when satisfied, evidence of thriving Basic Psychological Needs: Satisfaction is essential for psychological growth, integrity and wellness • natural rather than acquired • universal rather than culturally specific • not necessarily consciously valued or pursued ’ s T SDT hre e Ba sic Ne e ds Behavior in accord with abiding  Autonomy values and interests; actions are self-endorsed; opposite is heteronomy, not dependence  Sense of effectance & competence Competence in one ’ s context Feeling cared for, connected  Relatedness to, sense of belonging with others 7

Wha t a uto no my is no t • It is not independence or individualism • It does not require an absence of external inputs, expectations, or demands, but rather an endorsement of them if followed • It is not about separateness or selfishness Wha t is intrinsic mo tiva tio n? • IM is doing something because of the inherent satisfactions the activity yields • Children ’ s play and curiosity are prototypes of intrinsic motivation • IM continues across the lifespan as an important impetus to learning and revitalization 8

Intrinsic Motivation and Learning Most learning is by nature intrinsically motivated; it • is a deeply evolved basis of cognitive growth Learning through interested activity results in true • assimilation, and deeper understanding Sadly, there is a well documented trend of • decreasing intrinsic motivation as children are exposed to traditional schooling . “ a great deal of mentation, at all developmental levels, is intrinsically rather than extrinsically motivated ” F a c to rs Asso c ia te d with the F a c ilita tio n o f I ntrinsic Mo tiva tio n Intrinsic Autonomy (supports for Motivation volition, IPLOC) Competence Relatedness (Optimal Challenge; (Security of Positive Feedback) Attachment) 9

Conditions that Undermine Conditions that Facilitate Intrinsic Motivation Intrinsic Motivation Autonomy-Relevant Autonomy-Relevant  Pressure toward Outcomes  Absence of Pressure  Punishment contingencies  Goal Choice  Goal Imposition  Strategy Choice  Deadlines  Task Involvement  Controlling rewards  Promotion of Task Interest  Ego-involvement Competence-Relevant  Surveillance  Optimal Challenge  Pos. Feedback Competence-Relevant  Non-Optimal Challenges  Informational Rewards  Negative Feedback Relatedness-Relevant  Empathy Relatedness-Relevant  “ Cold ” Interactions  Warmth  Lack of Positive Involvement  Security of Attachment E ffe c ts o f Re wa rds o n F re e -Cho ic e Be ha vio r All Rewards k = 101 d = -0.24* (-0.29, -0.19) Verbal Tangible k = 21 k = 92 d = 0.33* d = -0.34* (0.18, 0.43) (-0.39, -0.28) Children College Unexpected Expected k = 7 k = 14 k = 9 k = 92 d = 0.11 d = 0.43* d = 0.01 d = -0.36* (-0.11, 0.34) (0.27, 0.58) (-0.20, 0.22) (-0.42, -0.30) Task Noncontingent Engagement Contingent Completion Contingent Performance Contingent k = 7 k = 55 k = 19 k = 32 d = -0.14 -0.40* d = -0.44* d = -0.28* (-0.39, 0.11) (-0.48, -0.32) (-0.59, -0.30) (-0.38, -0.18) Children College k = 39 k = 12 d = -0.43* d = -0.21* (-0.53, -0.34) (-0.37, -0.05) Deci, E. L., Koestner, R., & Ryan, R.M. (1999). Psychological Bulletin, 125, 627-668. 10

The Undermining Effect: Deactivation of Bilateral Striatum as a Function of Rewards in Subsequent Performance Right LPFC Changes During Reward and Post-Reward Sessions 11

e a c he rs ’ Orie nta tio ns (a uto no my- Re la tio ns o f T suppo rtive vs. c o ntro lling ) to Stude nts ’ I ntrinsic Mo tiva tio n a nd Pe rc e ive d Co mpe te nc e Teachers ’ Autonomy Support Intrinsic Motivation Preference for Challenge .41*** Curiosity .56*** Mastery attempts .37*** Perceived Competence Cognitive competence .29*** Global competence (self-worth) .36*** T e a c he r Auto no my Suppo rt a nd Co ntro l in Achievement (R 2 = .13) a So uth K o re a n Hig h Sc ho o l Sa mple .37 Autonomy (R 2 = .23) .53 .48 Engagement (R 2 = .53) .27 Autonomy Support .37 .41 Intrinsic .42 Competence Motivation (R 2 = .14) .-.57 (R 2 = .64) .47 -.48 -.19 Controlling .25 Proneness to Negative Affect (R 2 = .45) Relatedness (R 2 = .24) .17 .26 Self-Esteem (R 2 = .28) .15 Jang, Reeve, Ryan, & Kim, 2009, Journal of Educational Psychology 12

SEM Relating Autonomy Support/Control to Satisfaction versus Thwarting and Outcomes in Athletes Secretory Immunoglobulin A (S-IgA) as Predicted by Need Thwarting Prior to Training Session 13

Motivation for Multiplayer Online Role-Playing Games We did a longitudinal analysis of in-game psychological need satisfaction & engagement and persistence in World of Warcraft over 8 months Co rre la tio ns a nd Simulta ne o us Re g re ssio ns o f I nitia l E njo yme nt a nd Ne e d Sa tisfa c tio n o n Outc o me s 8-Mo nths L a te r See Rigby & Ryan (2011) 14

Intrinsic Motivation : To act for the inherent satisfactions of activity Extrinsic Motivation : To act in order to obtain or achieve some separable outcome Ryan, R.M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Intrinsic & Extrinsic Motivation REGULATORY STYLES: Extrinsic Intrinsic Amotivation motivation motivation External Introjection Identification Integration regulation ASSOCIATED PROCESSES: Perceived non- Salience of Ego Conscious Hierarchical Interest & contingency extrinsic Involvement valuing of synthesis of Enjoyment Low perceived rewards or Focus on activity goals Inherent competence punishments approval from Self- Congruence satisfaction Non-relevance Compliance/ self and others endorsement Non-intentionality Reactance of goals PERCEIVED LOCUS OF CAUSALITY: Impersonal External Somewhat Somewhat Internal Internal External Internal From: Ryan & Deci (2000) 15