Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

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The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research

https://research.vu.nl/ws/files/2901670/267479.pdf

Quality criteria were proposed for measurement properties of health status questionnaires

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Cognitive evaluation theory, which explains the effects of extrinsic motivators on intrinsic motivation, received some initial attention in the organizational literature. However, the simple dichotomy between intrinsic and extrinsic motivation made the theory difficult to apply to work settings. Differentiating extrinsic motivation into types that differ in their degree of autonomy led to self-determination theory, which has received widespread attention in the education, health care, and sport domains. This article describes self-determination theory as a theory of work motivation and shows its relevance to theories of organizational behavior. Copyright © 2005 John Wiley & Sons, Ltd.

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Self‐determination theory and work motivation

Although intraclass correlation coefficients (ICCs) are commonly used in behavioral measurement, psychometrics, and behavioral genetics, procedures available for forming inferences about ICCs are not widely known. Following a review of the distinction between various forms of the ICC, this article p

https://psycnet.apa.org/journals/met/1/1/30.pdf

Forming inferences about some intraclass correlation coefficients.

Some of the shortcomings in interpretability and generalizability of the effect size statistics currently available to researchers can be overcome by a statistic that expresses how often a score sampled from one distribution will be greater than a score sampled from another distribution. The statistic, the common language effect size indicator, is easily calculated from sample means and variances (or from proportions in the case of nominal-level data). It can be used for expressing the effect observed in both independent and related sample designs and in both 2-group and n-group designs

A common language effect size statistic.

Evidence of a detrimental effect of extrinsic incentives on breaking a mental set.

Data from Web-delivered experiments conducted in browsers by remote users of PsychExperiments, a public on-line psychology laboratory, reveal experiment effects that mirror lab-based findings, even for experiments that require nearly millisecond accuracy of displays and responses. Textbook results are obtained not just for within-subjects effects, but for between-subjects effects as well. These results suggest that existing technology is adequate to permit Web delivery of many cognitive and social psychological experiments and that the added noise created by having participants in different settings using different computers is easily compensated for by the sample sizes achievable with Web delivery.

Kenneth O. McGraw

Papers

Forming inferences about some intraclass correlation coefficients.

A common language effect size statistic.

Evidence of a detrimental effect of extrinsic incentives on breaking a mental set.

The Integrity of Web-Delivered Experiments: Can You Trust the Data?

"Forming inferences about some intraclass correlations coefficients": Correction.