Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theo~ has focused on the social-contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs--competence, autonomy, and relatednesswhich when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. T he fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly. That most people show considerable effort, agency, and commitment in their lives appears, in fact, to be more normative than exceptional, suggesting some very positive and persistent features of human nature. Yet, it is also clear that the human spirit can be diminished or crushed and that individuals sometimes reject growth and responsibility. Regardless of social strata or cultural origin, examples of both children and adults who are apathetic, alienated, and irresponsible are abundant. Such non-optimal human functioning can be observed not only in our psychological clinics but also among the millions who, for hours a day, sit passively before their televisions, stare blankly from the back of their classrooms, or wait listlessly for the weekend as they go about their jobs. The persistent, proactive, and positive tendencies of human nature are clearly not invariantly apparent. The fact that human nature, phenotypically expressed, can be either active or passive, constructive or indolent, suggests more than mere dispositional differences and is a function of more than just biological endowments. It also bespeaks a wide range of reactions to social environments that is worthy of our most intense scientific investigation. Specifically, social contexts catalyze both within- and between-person differences in motivation and personal growth, resulting in people being more self-motivated, energized, and integrated in some situations, domains, and cultures than in others. Research on the conditions that foster versus undermine positive human potentials has both theoretical import and practical significance because it can contribute not only to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people's development, performance, and well-being. Research guided by self-determination theory (SDT) has had an ongoing concern with precisely these

/pdf/self-determination-theory-and-the-facilitation-of-intrinsic-1fyrp9az8e.pdf

Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

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.

/pdf/the-what-and-why-of-goal-pursuits-human-needs-and-the-self-9g2lmfmhmg.pdf

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

People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. Focusing on differences in self-construals enables apparently inconsistent empirical findings to be reconciled, and raises questions about what have been thought to be culture-free aspects of cognition, emotion, and motivation.

/pdf/culture-and-the-self-implications-for-cognition-emotion-and-2phi5i0grk.pdf

Culture and the self: Implications for cognition, emotion, and motivation.

A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature. The need is for frequent, nonaversive interactions within an ongoing relational bond. Consistent with the belongingness hypothesis, people form social attachments readily under most conditions and resist the dissolution of existing bonds. Belongingness appears to have multiple and strong effects on emotional patterns and on cognitive processes. Lack of attachments is linked to a variety of ill effects on health, adjustment, and well-being. Other evidence, such as that concerning satiation, substitution, and behavioral consequences, is likewise consistent with the hypothesized motivation. Several seeming counterexamples turned out not to disconfirm the hypothesis. Existing evidence supports the hypothesis that the need to belong is a powerful, fundamental, and extremely pervasive motivation.

The need to belong: Desire for interpersonal attachments as a fundamental human motivation.

Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced selfawareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress. Many philosophical, spiritual, and psychological traditions emphasize the importance of the quality of consciousness for the maintenance and enhancement of well-being (Wilber, 2000). Despite this, it is easy to overlook the importance of consciousness in human well-being because almost everyone exercises its primary capacities, that is, attention and awareness. Indeed, the relation between qualities of consciousness and well-being has received little empirical attention. One attribute of consciousness that has been much-discussed in relation to well-being is mindfulness. The concept of mindfulness has roots in Buddhist and other contemplative traditions where conscious attention and awareness are actively cultivated. It is most commonly defined as the state of being attentive to and aware of what is taking place in the present. For example, Nyanaponika Thera (1972) called mindfulness “the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception” (p. 5). Hanh (1976) similarly defined mindfulness as “keeping one’s consciousness alive to the present reality” (p. 11). Recent research has shown that the enhancement of mindfulness through training facilitates a variety of well-being outcomes (e.g., Kabat-Zinn, 1990). To date, however, there has been little work examining this attribute as a naturally occurring characteristic. Recognizing that most everyone has the capacity to attend and to be aware, we nonetheless assume (a) that individuals differ in their propensity or willingness to be aware and to sustain attention to what is occurring in the present and (b) that this mindful capacity varies within persons, because it can be sharpened or dulled by a variety of factors. The intent of the present research is to reliably identify these inter- and intrapersonal variations in mindfulness, establish their relations to other relevant psychological constructs, and demonstrate their importance to a variety of forms of psychological well-being.

/pdf/the-benefits-of-being-present-mindfulness-and-its-role-in-3carfso5c8.pdf

The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being

Angry emotions and aggressive behaviors

The purpose of this chapter is to provide a preliminary, speculative statement of a new motivational theory. We propose that motivation for a certain outcome can gradually change in strength over time as a function of whether it is satisfied or frustrated. Specifically, we propose that satisfaction will increase the strength of the motivation, whereas nonsatisfaction will gradually weaken it. This theory runs directly contrary to the standard motivational theories, which have long held that satisfaction will reduce drive (Hull, 1943; Spence, 1956). However, we do not present the new view as a contrary or rival view, but rather a compatible one. The difference lies in the time frames. In the very short run, satisfying a motivation will decrease the drive. In the longer run, however, satisfaction will ensure that when the drive does come back, it will do so with increased strength. Satisfaction reinforces desire, and so when desire emerges again, its strength will be increased. Conversely, to want something without getting it is at best an absence of reinforcement and quite possibly is punishing, and so that experience will gradually diminish and perhaps ultimately extinguish the motivation. STATEMENT OF THEORY From our perspective, the field of motivation theory is hardly full of metatheory or other integrative, overarching theories. The main — and often implicit — integrative model is what we call the satiation cycle, which is the presumption that motivation conforms to a standard pattern: The person desires something, pursues satisfaction, achieves satisfaction, whereupon the motivation diminishes substantially. At some point, and for possibly unexplained reasons, the motivation re-emerges, and the cycle of seeking and getting starts again. We have no quarrel with the satiation cycle. We propose, however, that if one adopts a longer temporal view, there is another pattern that motivation theorists have overlooked. The idealized form of the satiation cycle (wanting, seeking, getting, not wanting, then wanting again) is not a steady state. Rather, when it occurs on a regular basis, the latter wanting may become stronger than the initial wanting, which is what the current theory suggests. Conversely, if the satiation cycle is frustrated, such that wanting and seeking do not meet with satisfaction, the subsequent wanting may be diminished. Hence our theory proposes two central hypotheses. The first, which we have dubbed " getting begets wanting, " holds that when a motivation leads to satisfaction or some other form of reward and then …

Can satisfaction reinforce wanting?: A new theory about long-term changes in strength of motivation.

Embodied free will beliefs: Some effects of physical states on metaphysical opinions

Self-control is a highly adaptive human capacity. Accordingly, development of self-control is widely encouraged. Whereas the benefits of having self-control are well documented, little is known about the impact of wanting self-control. The present investigation fills this void by exploring the effect of desire for self-control on the ability to exert self-control. It was expected that in the context of demanding self-control challenges, a desire for self-control will highlight a discrepancy between one's goals and perceived performance potential, leading to reduced efficacy beliefs and task disengagement. Four studies ( N = 635) supported the prediction. Study 1 showed that a strong desire impaired performance on a demanding task but not on a simple task. Study 2 conceptually replicated the decrement in performance and established causality by experimentally manipulating desire for self-control. Studies 3 and 4 showed that reduction in efficacy beliefs mediate the effect. Implications of the findings are discussed.

The Self-Control Irony: Desire for Self-Control Limits Exertion of Self-Control in Demanding Settings.

Self-control depletion has been linked both to increased selfish behavior and increased susceptibility to situational cues. The present research tested two competing hypotheses about the consequence of depletion by measuring how people allocate rewards between themselves and another person. Seven experiments analyzed behavior in standard dictator games and reverse dictator games, settings in which participants could take money from another person. Across all of these experiments, depleted participants made smaller changes to the initial allocation, thereby sticking closer to the default position (anchor) than non-depleted participants. These findings provide support for a “sticky anchor hypothesis,” which states that the effects of depletion on behavior are influenced by the proximal situational cues rather than by directly stimulating selfishness per se. Copyright © 2017 John Wiley & Sons, Ltd.

Roy F. Baumeister

Papers

Angry emotions and aggressive behaviors

Can satisfaction reinforce wanting?: A new theory about long-term changes in strength of motivation.

Embodied free will beliefs: Some effects of physical states on metaphysical opinions

The Self-Control Irony: Desire for Self-Control Limits Exertion of Self-Control in Demanding Settings.

The Sticky Anchor Hypothesis: Ego Depletion Increases Susceptibility to Situational Cues