Maarten Vansteenkiste

TL;DR: The authors found that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities.

TL;DR: Three field experiments with high school and college students tested the self-determination theory hypotheses that intrinsic (vs. extrinsic) goals and autonomy-supportive learning climates would improve students' learning, performance, and persistence.

TL;DR: This article investigated whether satis- faction and frustration of the psychological needs for autonomy, relatedness, and competence, as identified within Basic Psychological Need Theory (BPNT), contributes to participants' well-being and ill-being, regardless of their cultural back- ground and interpersonal differences in need strength, as indexed by either need valuation (i.e., the stated importance of the need to the person) or need desire (e.g., the desire to get a need met).

TL;DR: In this paper, a review of recent research indicates how contextual need support and the experience of need satisfaction promote well-being and different growth manifestations (e.g., intrinsic motivation, internalization), as well as a rapidly growing body of work relating need thwarting and need frustration to ill-being, pursuit of need substitutes, and various forms of maladaptive functioning.

TL;DR: In this paper, the authors examined the role of basic need satisfaction, as defined within Self-Determination Theory, in the relationships between job demands, job resources, and employees' exhaustion and vigour, the main components of burnout and engagement.