Autonomy and Control in Human Behavior: Research From - PowerPoint PPT Presentation

Autonomy and Control in Human Behavior: 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 University of Miami, USA Ben Gurion Univ., Israel • Ayoung Kim C. Scott Rigby Kimberley Bartholomew • Ewha Women ’ s Univ., 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 • Nicole Legate Martyn Standage University of Rochester, USA Valery I. Chirkov • University of Bath, UK Univ. of Saskatchewan, CA • Arlen Moller Pedro Teixeira Northwestern University, USA Joan Duda • Tech. Univ. of Lisbon, Portugal Univ. of Birminham, UK • Kou Murayama Geoffrey C. Williams Univ. of Munich, Germany Marylène Gagné Univ. of Rochester Medical Ctr., USA • Univ. of Western Australia • Nikos Ntoumanis Maarten Vansteenkiste Univ. of Birmingham, UK University of Ghent, Belgium Wendy S. Grolnick • Clark University, USA • Luc Pelletier Netta Weinstein University of Essex, UK University of Ottawa, CA Hyungshim Jang • Inha University, Korea • John Wang Andrew Przybylski Oxford University, UK NIE at Nanyang Tech. Univ., Singapore Tim Kasser • Knox College, USA • !

SDT Basic Research Areas *Intrinsic Motivation: Cognitive Evaluation Theory *Internalization : Organismic Integration Theory Individual Differences in Motivation : Development and Impact *Well Being : Basic Needs and Hedonic versus Eudaimonic Processes Culture and Gender : Universal Needs versus Cultural or Gender Specific Motives Intrinsic and Extrinsic Life Goals : Acquisition and Effects Energy and Vitality : Dynamics, Determinants and Relations to Health Mindfulness : Interventions and Relations to Self-regulation and Well-being Nature : Impact of Natural Environments on Well-being and Energy

SDT Applied Research Psychotherapy Motivation: Change & Maintenance *Educational Practice and Reform Health Care: Behavior and Adherence Exercise and Physical Activity Motivation Sport Motivation and Performance Organizational Behavior and Performance Religious Internalization and Motivation Environmental Footprints and Consumer Behaviors Virtual Environments and Video Games ! !

Motivation To be moved to action

The Classical Model

The Copernican Turn in Motivational Thinking

People Have Choices ! Out of the box: Choice

The study of motivation is more about why they choose what they do, and what will sustain them on that path… !

The Importance of Volitional Behavior ! Multiple ways to facilitate (and undermine) volition— • Intrinsic motivation (interest) • Internalized motivation (value) !

Basic Psychological Needs Underlying Volitional Motivation and Well Being Autonomy Volitional Motivation, Competence Well-Being Relatedness

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 !

SDT � s Three Basic Needs 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

What autonomy is not • It is not independence or individualism • It is not being � an original cause � , or initiation ex nihilio (i.e., autonomy is not � free will � ) • It does not require an absence of external inputs, expectations, or demands, but rather an endorsement of them if followed

What is intrinsic motivation? • IM is doing something because of the inherent satisfactions the activity yields • Children � s play is a prototype of intrinsic motivation • IM continues across the lifespan as an important impetus to learning and revitalization

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 • 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 ” ! (Flavell, Miller & Miller, 2002, p. 66) !

Factors Associated with the Facilitation of Intrinsic Motivation Intrinsic Autonomy Motivation (supports for volition, IPLOC) Competence Relatedness (Optimal Challenge; (Security of Positive Feedback) Attachment)

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 Competence-Relevant  Pos. Feedback  Non-Optimal Challenges  Informational Rewards  Negative Feedback Relatedness-Relevant Relatedness-Relevant  Empathy  “ Cold ” Interactions  Warmth  Security of Attachment  Lack of Positive Involvement

Effects of Rewards on Free-Choice Behavior 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.

The Undermining Effect: Deactivation of Bilateral Striatum as a Function of Rewards in Subsequent Performance !

Right LPFC Changes During Reward and Post-Reward Sessions !

Relations of Teachers � Orientations (autonomy- supportive vs. controlling) to Students � Intrinsic Motivation and Perceived Competence Teachers ’ Autonomy Support Intrinsic Motivation Preference for Challenge .41*** Curiosity .56*** Mastery attempts .37*** Perceived Competence Cognitive competence .29*** Global competence (self-worth) .36***

Teacher Autonomy Support and Control in a South Korean High School Sample Achievement ! (R 2 = .13) ! ! .37 ! Autonomy ! (R 2 = .23) ! .48 ! .53 ! Engagement ! (R 2 = .53) ! .27 ! ! Autonomy Support ! .37 ! .41 ! Intrinsic .42 ! Competence ! Motivation ! .-.57 ! (R 2 = .14) ! (R 2 = .64) ! ! .47 ! -.48 ! -.19 ! Controlling ! .25 ! Proneness to Negative Affect ! (R 2 = .45) ! ! Relatedness ! .17 ! (R 2 = .24) ! .26 ! Self-Esteem ! .15 ! (R 2 = .28) ! ! Jang, Reeve, Ryan, & Kim, 2009, Journal of Educational Psychology !

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 !

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

Correlations and Simultaneous Regressions of Initial Enjoyment and Need Satisfaction on Outcomes 8-Months Later

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 Integration Introjection Identification 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)