A Synopsis of Self-Determination Theory
Currently, one of the most popular theories guiding motivation research is Self-determination Theory. This synopsis is aimed at Teachers, Trainers, Coaches and Instructors who are interested in learning more about the motivation of students/clients/athletes as well as about their own, individual orientation. To this end, references and further reading are listed at the end of the blog.
self-determination theory
Self-determination Theory is a psychological framework that offers a detailed interpretation of motivation. A large amount of empirical evidence exists across a number of settings, including sport, exercise, and health (Ryan & Deci, 2017; Standage & Ryan, 2012, 2020; Teixeira et al., 2020).
The Self-Determination Continuum
Self-determination Theory proposes a deeper appreciation of the fundamental extrinsic intrinsic dichotomy of motivation. Instead, assumptions drawn from preliminary, constituent theories present a series of behaviour regulations. These are identified on a self-determination continuum where a multi-faceted model of extrinsic motivation is set within the critical distinction between controlling and autonomous forms of behaviour.
The continuum is presented as: 1. Amotivation (a complete lack of willingness to engage or perform); 2. External regulation (behaviour is regulated via externally controlled rewards such as peer pressure); 3. Introjected regulation (behaviour is regulated to avoid negative feelings such as guilt); 4. Identified regulation (behaviour is regulated because the activity matches the satisfaction of personal goals); 5. Integrated regulation (behaviour is regulated because the activity is cherished due to an alignment with personal core values); and 6. Intrinsic motivation (behaviour is associated with engagement in activities due to the satisfaction stemmed directly from participation in the activity).
Intrinsic (autonomous) motivation is seen as the most self-determined form of behaviour. (See Figure 1)
Amotivation | Extrinsic Motivation | Intrinsic (Autonomous) Motivation | |||
External Regulation | Introjected Regulation | Identified Regulation | Integrated Regulation | ||
Controlling >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Autonomous | |||||
Figure 1. The continuum of self-determination and different types of motivation. Adapted from Biddle & Mutrie, (2008).
Initially, motivation is likely to originate from external factors (Ingledew et al., 1998), however autonomous motivation has a positive effect on engagement and performance (Standage, 2023; O’Neil & Hodge, 2020; Reeve & Cheon, 2021).
Self-Determination Theory
The theory’s central principle is founded on fulfilment of three basic psychological needs: autonomy (perceptions of control over one’s situation); competence (perceptions of interacting effectively with one’s surroundings); and, relatedness (perceptions of feeling connected to significant others). When all three needs are satisfied as a result of ongoing, strategic, situational support, the functional requirements to experience autonomous motivation are created.
Table 1
Ongoing, Strategic, Situational Support Examples for Need Satisfaction. Adapted from Standage, (2023).
Basic Need | Strategic Situational Support |
Autonomy | Seek learner input |
Acknowledge learner perspective | |
Explore and set intrinsic goals | |
Competence | Promote task-involved engagement |
Clarify individual learner expectations | |
Provide clear, relevant, instructive feedback | |
Relatedness | Express authentic interest in learner |
Promote a supportive and collaborative context | |
Encourage asking questions and listening to learner reasons |
Notably, ongoing, strategic situational support, as exemplified in Table 1, can fulfill more than one of the three basic psychological needs at any one time.
Take-Aways
There is more to motivation than the dichotomy of extrinsic and intrinsic;
Need satisfaction (autonomy, competence and relatedness) creates intrinsic (autonomous) motivation;
Although initial motivation is likely to originate from external factors, autonomous motivation has a positive effect on learner engagement and performance;
Ongoing, strategic, situational support for autonomy, competence and relatedness is a means of creating behaviour change from controlling to more autonomous forms of motivation.
References
Biddle, S., & Mutrie, N. (2008). Psychology of Physical Activity (2nd ed.). London: Routledge
Ingledew, D. K., Markland, D., & Medley, A. R. (1998) Exercise motives and stages of change. Journal of Health Psychology, 3(4), 477.
OʼNeil, L., & Hodge, K. (2020). Commitment in sport: The role of coaching style and autonomous versus controlled motivation. Journal of Applied Sport Psychology, 32(6), 607–617.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77.
Ryan, R. M., & Deci, E. L. (2017). Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
Standage, M., & Ryan, R. M. (2012). Self-determination theory and exercise motivation: Facilitating self-regulatory processes to support and maintain health and well-being. In G. C. Roberts & D. C. Treasure (Eds.), Advances in Motivation in Sport and Exercise (pp. 233–270). Human Kinetics
Standage, M., & Ryan, R. M. (2020). Self-determination theory in sport and exercise. In G. Tenenbaum, & R. C. Eklund (Eds.), Handbook of Sport Psychology (4th ed., Vol. 1, pp. 37–56).
John Wiley & Sons.
Standage, M. (2023). Self-determination theory applied to sport. In R.M. Ryan (Ed.), The Oxford Handbook of Self-Determination Theory (pp. 703-723).
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., La Guardia, J., Lindwall, M., Lonsdale, C., Markland, D., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., Sebire, S. J., Standage, M., Vansteenkiste, M., Weinstein, N., Weman-Josefsson, K., Williams, G. C., Hagger, M. S. (2020). A classification of motivation and behavior change techniques used in self-determination theory–based interventions in health contexts. Motivation Science, 6(4), 438–455.
Further Reading
Ryan, R. M. (Ed) (2023). The Oxford Handbook of Self-Determination Theory.
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