A self-determination theory
approach to dropout in athletes.
Facilitating Health Behaviour Change and its Maintenance: Interventions Based on Self-Determination Theory
The need for competence as an element of the self-determination theory
has been found to positively affect both controlling and autonomous motivation (Hagger and Chatzisarantis, 2007).
Facilitating internalization: the self-determination theory
Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory
In fact, studies from the 1970s onwards seem to bear out the predictions of self-determination theory
(Lepper and Greene, 1979), although behaviourists challenge these claims (Cameron and Pierce, 2006).
The Self-determination theory
maintains that the establishment of a climate that is supportive of cooperative collaboration among peers is an obligatory prerequisite to the successful application of motivational strategies (Maslow, 1943; Ryan & Deci, 2000).
Whereas intrinsic motivation is essentially a one-dimensional construct, self-determination theory
views extrinsic motivation as a continuum of increasingly self-determined behaviours (Ryan & Deci, 2000), ranging from the most highly controlled external regulation through the ego-oriented introjected regulation to the more autonomous identified regulation.
The purpose of the present study was to incorporate the two components of self-determination theory
that have been shown to be related to positive feelings towards educational courses (i.
While the volume of literature involving the application of self-determination theory
to tobacco cessation and physical activity is substantial, studies evaluating the use of SDT with alcohol and drug abuse education exist to a much lesser extent.
and basic need satisfaction: understanding human development in positive psychology.
This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory
as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice.