An Introduction to Self-Determination Theory

1. An introduction to Self-Determination Theory Ken Sheldon, University of MissouriSocial-Personality area

2. A personality psychologist’s bias:Agency is located only in the person (free will is a variable)

3. Locating human behavior in the natural world Level of Analysis (Science that Studies it) Culture (Sociology, Anthropology) Social Interaction (Social Psychology) Personality (Personality/Clinical Psychology ) Cognition (Cognitive Psychology) Brain/Nervous System (Neuroscience) Organ Tissues (Medicine, Biology) Cells (Microbiology) Molecules (Chemistry) Atoms (Physics) Behavior From Sheldon (2004). Optimal Human Being: An integrated multi-level perspective. Erlbaum.

4. 1.Organismic Integration Mini-Theory

5. Why are you at this conference? Rate your motivation using this scale: 1 2 3 4 5 Not at all Somewhat Very much 1. I don’t really know why I’m here. I guess I’m supposed to be here, but it wasn’t my idea.

6. Why are you at this conference? Rate your motivation using this scale: 1 2 3 4 5 Not at all Somewhat Very much 2. Because I have to be here. My job or funding requires it, and/or I need to put in an appearance here.

7. Why are you at this conference? Rate your motivation using this scale: 1 2 3 4 5 Not at all Somewhat Very much 3. Because I should be here. I felt I ought to attend this conference, even though I am busy. My self-worth requires it.

8. Why are you at this conference? Rate your motivation using this scale: 1 2 3 4 5 Not at all Somewhat Very much 4. Because I want to be here. I personally value our mutual shared goals, and I am attending even though some of what we do isn’t very interesting.

9. Why are you at this conference? Rate your motivation using this scale: 1 2 3 4 5 Not at all Somewhat Very much 5. Because I like to be here. I learn fascinating new things at these conferences, and love the challenge of broadening my knowledge.

10. Q: What does it mean to say that a person has “high quality motivation” to do X?

11. One approach is suggested by Deci and Ryan’s Self-Determination Theory (SDT; 1972, 1985, 2000)

12. SDT began by trying to explain the “intrinsic motivation undermining effect” (Deci, 1972) Intrinsic motivation (IM): Because it is fun, challenging, interesting, enjoyable. At the time, IM was a radical concept: it did not fit then-dominant behaviorist, drive, & reinforcement theories. However it makes good sense from a cognitive developmental perspective. We have to “grow ourselves” through self-initiated exploration (play). Even animals have IM!

13. The (highly subversive) intrinsic motivation undermining effect: when a behavior is reinforced by $, people often stop wanting to do it spontaneously.

14. Not only $ (and other) rewards can undermine IM: also deadlines, pressures, surveillance, and ego involvements.

15. Self-perception theory explanation: We infer “I must not like it” if the context suggests we’re “only doing it for the money.” (Clueless human nature) Deci’s explanation: we feel we don’t like it if the context is coercive and threatens our autonomy (Sensitive human nature) Environments can be too “controlling.”

16. Five types of motivation, according to SDT: 1. Amotivation: the person feels helpless and lacks intentionality (helplessness). 2. External motivation: the person feels his/her actions are caused by the situation, rather than by him/herself. Such behavior is not at all internalized, and thus self-determination is lacking. 3. Introjected motivation: the person acts to appease an internal compulsion or to avoid guilt. The behavior is only partially internalized, and thus self-determination is lacking. 4. Identified motivation: the person fully identifies with the values underlying a behavior, even if the behavior is not enjoyable. The behavior has become internalized, and thus self-determined. 5. Intrinsic motivation: the person is pursuing his/her curiosity, interests, and passions, with a full sense of choice and engagement. Such behavior is automatically internalized and self-determined.

17. The Internalization Continuum (External vs. internal “perceived locus of causality”) 1.Amotivation (Helplessness) 2.External 3.Introjected 4.Identified 5.Intrinsic Controlled Motivations Autonomous Motivations Extrinsic Motivations Least Internalized Most Internalized

18. Notice: this scheme integrates classic motivation theories (learning, behavioral reinforcement, psychodynamic, existential, cognitive-developmental) and recapitulates development of theory in 20th century. 1.Amotivation (Helplessness) 2.External 3.Introjected 4.Identified 5.Intrinsic Controlled Motivations Autonomous Motivations Extrinsic Motivations Least Internalized Most Internalized

19. The importance of identified motivation: It passes the “existential challenge.” : The activity may not be enjoyable. : Many temptations to “cop out.” : Still, the person acts willingly, even cheerfully, without complaining. Taking a stand, and standing behind that stand; this is “acting in good faith,” according to Jean-Paul Sartre, the existentialist philosopher.

20. Please add your ratings for reasons 4 and 5 (identified and intrinsic), and then subtract your ratings for reasons 2 and 3 (external and introjected). Higher scores = More internalized motivation

21. Where does your conference motivation fall on the continuum? -8 -4 4 8 Amotivation (Helplessness) External Introjected Identified Intrinsic Controlled Motivations Autonomous Motivations Extrinsic Motivations Least Internalized Most Internalized

22. MY PREDICTION: All of you have scores of 4 or higher. Why? Because you are activists, known to have very “high quality” motivation!

23. Data from a sample of Peru conference activists Administered: Volunteer Functions Inventory (VFI) and SDT’s Motivation towards the Environment Scale (MTES). “Why do you engage in environmental activism?” Source: Sheldon, Wineland, & Venhoeven, under review

24. Factor analyses showed that SDT’s internalization concept could organize the 11 subscales. Source: Sheldon, Wineland, & Venhoeven, under review

25. MTES integrated motivation was the strongest predictor of commitment MTES external motivation was the strongest predictor of burnout MTES intrinsic motivation was the best antidote to burnout VFI subscales: largely unnecessary

26. What is “Integrated motivation?” Integrated Amotivation (Helplessness) External Introjected Identified Intrinsic Controlled Motivations Autonomous Motivations Extrinsic Motivations Least Internalized Most Internalized

27. MTES Integrated motivation items: “Because it is an integral part of my life.” “Because it is the most fundamental part of my identity.” “Taking care of myself and the environment are inseparable.” Integrated motivation is not always assessed by SDT; most useful in specialized populations.

28. Self-Determination Theory 2. Basic Psychological Needs Mini-Theory

29. Maslow’s theory of needs is most famous… But it is wrong.

30. Some Issues with Maslow’s theory: 1. Little research has found good evidence of ‘hierarchical contingency’ (when need X is met, start thinking about next level up from X) People with “lower” needs met don’t necessarily self-actualize; and self-actualizers are sometimes very deficient on the “lower” needs 2. Its not clear that self-esteem is a true need (should we really strive for it?) 3. Many more people than just 1 in 1000 are self-actualizing.

31. Self-determination theory (SDT) has a more modern “take” on psychological needs, saying… Psychological needs are “experiential nutrients” that all humans need to experience in order to thrive (like sun, soil, and water, for a plant). They are all equally important, for all humans, in all cultures (they evolved, as aspects of basic human nature)

32. SDT’s list of basic needs: AUTONOMY – doing what you agree with COMPETENCE – doing it well RELATEDNESS – connecting with others

33. According to SDT, when met, these 3 needs produce thriving and happiness (like psychological vitamins). Competence Autonomy Relatedness

34. Measuring Psychological Needs: At this conference…… 1 2 3 4 5 Not at all Somewhat Very much 1. ___ I feel a sense of contact with people who care for me, and whom I care for. 2. ___ I am lonely. 3. ___ I feel close and connected with other people who are important to me. 4. ___ I feel unappreciated by one or more important people. 5. ___ I am successfully completing difficult tasks and projects. 6. ___ I experience some kind of failure, or am unable to do well at something. 7. ___ I take on and master hard challenges.  8. ___ I struggle doing something I should be good at. 9. ___I am free to do things my own way.   10. ___I have a lot of pressures I could do without. 11. ___ My choices express my “true self.” 12. ___There are people telling me what I have to do.  Relatedness = 1 + 3 – 2 – 4; Competence = 5 + 7 – 6 – 8; Autonomy = 9 + 11 – 10 -- 12

35. Self-Determination Theory 3. The importance of Autonomy Support

36. Life is full of “Unequal power relationships.” Examples? Parent/child, teacher/student, boss/employee, coach/athlete, doctor/patient, etc etc.

37. According to Self-determination theory, how the authority wields this power is crucial.

38. A delicate balance: The authority has power, but also needs the subordinate to cooperate (else, the authority faces their own negative consequences).

39. Ideally: the authority can help the subordinate be SELF motivated. How? SDT says: By supporting autonomy. Autonomy isn’t independence or un-caringness or running wild; it is owning one’s own behavior.

40. Three primary features of controlling behavior: 1. Use “should” and “ought” and “must” language (“everybody has to learn this whether they like it or not”) 2. Be uninterested in their perspective (“Because I said so, that’s why”). 3. Use bribes and incentives (“the first one to finish gets special privileges”). IMPLICIT GOAL: Leverage the power differential

41. Three primary features of autonomy support: 1. Provide as much choice as possible (“I’ll let you choose which multiplication problems to do, or when, or how, or with whom”) 2. Take subordinate’s perspective (“I know learning multiplication tables may not seem very interesting…”) 2. Provide a meaningful rationale when choice can’t be provided (“but here’s why its important: once you learn this, you’ll be able to…”). EXPLICIT GOAL: Minimize the power differential

42. Autonomy support by authorities helps subordinates to mature, i.e., helps them move along the internalization continuum. ----------------------------------------------------------------------------------- Least Internalized Most Internalized

43. Locating human behavior in the natural world Level of Analysis (Science that Studies it) Culture (Sociology, Anthropology) Social Interaction (Social Psychology) Personality (Personality/Clinical Psychology ) Cognition (Cognitive Psychology) Brain/Nervous System (Neuroscience) Organ Tissues (Medicine, Biology) Cells (Microbiology) Molecules (Chemistry) Atoms (Physics) Behavior From Sheldon (2004). Optimal Human Being: An integrated multi-level perspective. Erlbaum.

44. A typical measure of autonomy support: “My teacher/parent/coach/boss….” • 1. Provides me choices and options. • 2. Seems to understand me. • 3. Conveys confidence in my ability to do well. • 4. Encourages me to ask questions. • 5. Listens to how I would like to do things. • 6. Tries to understand how I see things before • suggesting a new way of doing things.

45. Bringing it all together: Comparing the effects of two different law school contexts Greater Autonomy NeedSat (Y1->Y3) Greater Self- Det’d Career Motivation .33 .39 .41 Faculty Autonomy Support (end of Y1) Social Context (i.e. Law School 2 vs. Law School 1) Greater Relatedness NeedSat (Y1->Y3) Better SWB (Y1->Y3) .20 .20 .13 .40 .32 Greater Competence NeedSat (Y1->Y3) Higher Performance/ Achievement .23 Source: Sheldon & Krieger, PSPB, 2007