Self-determination theory and the facilitation of intrinsic motivation
01 Jan 2000-
About: The article was published on 2000-01-01 and is currently open access. It has received 2073 citations till now. The article focuses on the topics: Self-determination theory & Facilitation.
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06 Jan 2014
TL;DR: The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it.
Abstract: This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
3,108 citations
Cites background from "Self-determination theory and the f..."
...These desired use patterns are considered to emerge as a result of positive, intrinsically motivating [35], “gameful” experiences [31] brought about by game/motivational affordances implemented into a service....
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01 Jan 2002
TL;DR: In the classical, Aristotelian view of human development, people arc assumed to possess an active tendency toward psychological growth and integration as discussed by the authors, which is complemented by a tendency toward synthesis, organization, or relative unity of both knowledge and personality.
Abstract: In the classical, Aristotelian, view of human development, people arc assumed to possess an active tendency toward psychological growth and integration. Endowed with an innate stT·h~ng to exercise and elaborate their interests, individuals tt:nd naturally to seck challenges, to discover new perspectives, and 10 actively internalize and transform cultural practices. By stretching thei.r capacities and expressing thei.r talents and propensities, people actualize their human potentials. Within this perspective, active growth is complemented by a tendency toward synthesis, organization, or relative unity of both knowledge and personality. Moreover, the integration of that which is experienced providt-s the basis for a coherent sense of selfa sense of wholeness, vitalit}\ and integrity. To the degree that individuals have attained a sense of self, they can act in accord "~th, or be "true" to, that seU: T his general view of an active, integrating organism with the potential to a.ct from a coherent sense of self can be found in psychodynamic and humanistic theories of personality and in cognitive theories of development. For example, psychoanalytic theorists posit inherent activity and a synthetic function of the ego (Freud, 1927; Nun berg, 1931; Meissner, 1981; White, 1963), and humani.~tic psyclJOlogists postulate an actualizing tendency (Angyal, 1963; Maslow, 1955; Rogers, 1963). Similarly, many cognitive d<:vclopmcntal theories emphasize an organizational or imcgrativc tendency as an endogenous feature of the organism, proposing that development is clmracterized by an overarching organization function through which new self-extensions are brought into coherence with other cognitive stmctures (Piagct, 1971; 'vVerncr, 1948).
2,912 citations
TL;DR: In this paper, the meaning of employee engagement is ambiguous among both academic researchers and among practitioners who use it in conversations with clients, and they show that the term is used at different times to refer to psychological states, traits and behaviors as well as their antecedents and outcomes.
Abstract: The meaning of employee engagement is ambiguous among both academic researchers and among practitioners who use it in conversations with clients. We show that the term is used at different times to refer to psychological states, traits, and behaviors as well as their antecedents and outcomes. Drawing on diverse relevant literatures, we offer a series of propositions about (a) psychological state engagement; (b) behavioral engagement; and (c) trait engagement. In addition, we offer propositions regarding the effects of job attributes and leadership as main effects on state and behavioral engagement and as moderators of the relationships among the 3 facets of engagement. We conclude with thoughts about the measurement of the 3 facets of engagement and potential antecedents, especially measurement via employee surveys.
2,742 citations
Cites methods from "Self-determination theory and the f..."
...For example, building on self-concordance theory (Sheldon & Elliot, 1999), self-determination theory (Ryan & Deci, 2000), and self-concept–based theory (Shamir, House, & Arthur, 1993), Bono and Judge (2003) equated self-engagement with ‘‘engagement with their work,’’ suggesting that employees who…...
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TL;DR: In this paper, the authors argue that although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction, and propose a remedy to the paradox by articulating how teachers can become more autonomy supportive.
Abstract: A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three...
1,177 citations
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...Such a style is an important educational construct because students of autonomy-supportive teachers display markedly more positive classroom functioning and educational outcomes than do students of controlling teachers (Deci & Ryan, 1985; Reeve & Jang, 2006; Ryan & Deci, 2000)....
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...…autonomy-supportive motivating style nurtures not only students’ need for autonomy (Reeve & Jang, 2006) but also students’ needs for competence and relatedness (Ryan & Deci, 2000) and inner motivational resources more generally (e.g., interests, preferences, temperament; Reeve, Deci, & Ryan, 2004)....
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TL;DR: The notion that self-identity and morality are deeply implicated has long-standing roots in both ethical theory and psychology as discussed by the authors, and it is argued that moral identity is the clear goal of both moral and identity development and that in the moral person the two developmental tracks are ideally conjoined.
Abstract: The notion that self-identity and morality are deeply implicated has long-standing roots in both ethical theory and psychology. In ethical theory it is evident in Harry Frankfurt’s [1971] account of what it means to be a person: A person (as opposed to a wanton ) is someone who cares about morality. A person cares about the desirability of one’s desires (second-order desires) and then wishes to will them all the way to action (second-order volitions). Similarly, Charles Taylor [1989] argued that identity is defined by reference to things that have significance for us. It is the result of strong evaluation about what is worthy or unworthy, and these discriminations are made against a horizon of significance that frames and constitutes who we are as persons. He writes, “My identity is defined by the commitments and identifications which provide the frame or horizon within which I can try to determine from case to case what is good or valuable, or what ought to be done or what I endorse or oppose” [Taylor, 1989, p. 27]. The affinity of selfhood and morality is a theme in several psychological traditions as well. Erikson [1968, p. 39] argued, for example, that an ethical capacity is the “true criterion of identity,” but he also noted that “identity and fidelity are necessary for ethical strength” [Erikson, 1964, p. 126]. This suggests that moral identity is the clear goal of both moral and identity development and that in the moral person the two developmental tracks are ideally conjoined. Similarly, Damon and Hart [1982] showed that, within each domain of the “Me Self” (physical, active, social, psychological), the highest level of self-understanding implicates a moral point of view. This suggests that the moral self is the clear outcome of self-development [Lapsley, 2005]. Indeed, recent research has shown that morality is considered indispensable to selfhood; it is the moral self that is essential to our identity, more than personality traits,
868 citations
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...The continuum of self-determination moves from several forms of extrinsic regulation (external, introjected, identified, integrated) to authentic internal selfregulation where the self is experienced as the locus of causal agency [Ryan & Deci, 2000]....
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