Discussion: self-determination theory.
Discussion: self-determination theory.
Self-determination supports autonomy, influences positive non-controlling feedback, and considers others’ perspectives. These concepts, according to Deci, Connell, and Ryan (1989), are said to inspire a person’s creativity, increase self-esteem and learning, and regulate emotions. SDT allows one to set goals, and strategically pursue the goals accordingly (Deci & Ryan, 2000).
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Then explain how self-determination theory is an extension of cognitive evaluation theory.
SDT is an extension because cognitive evaluation theory argues that intrinsic motivation is only achieved when one experience self-efficacy and autonomy. Self-efficacy and autonomy both work together to increase intrinsic motivation (Ryan & Deci, 2000). SDT and CAT both describes the differences of autonomy versus control that is displayed in intrinsic motivation. Ryan and Deci (2000), illustrates a study where teachers give students autonomy support in the classroom to strengthen their intrinsic motivation, resulting in an increase in creativity, and positive motivation, compared to students that are controlled resulting in a decrease in intrinsic motivation. CAT can only be applied to intrinsic motivation when the activity is of interest.
Finally, describe the goal you selected and explain why you achieved that goal based on self-determination theory.
Self-determination theory have influenced my goal to complete my MSW and continue towards my PhD. SDT can influence academic goals by continuing to strive for completion. Positive feedback is given from instructors after each assignment and discussion post, which helps me continue striving towards my goal. I would describe the feedback as positive because the feedback from my instructor supported me to act and behave in ways that would increase my scholarly writing. Although Deci, Connell, and Ryan (1989), describes controlling as behaviors to prevent someone from accomplishing goals, academically, students are taught to act and behave in ways to complete deadlines, use scholarly tones, and maintain certain grades to accomplish requirements. Instructors have supported my goal based on self-determination because of the positive effect, and competence I have gained as a scholarly writer. Intrinsic motivation can be described in academic goals because I am achieving something that I enjoy, and it comes with great benefits once I obtain my PhD. There are times when my motivation is challenged when papers, deadlines, or topics that are not as interesting becomes stressful and overwhelming.
References
Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580–590. Retrieved from the Walden Library databases.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. Retrieved from the Walden Library databases.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. Retrieved from the Walden Library databases.