Literaturnachweis - Detailanzeige
| Autor/in | Luria, Ela |
|---|---|
| Titel | Revisiting the Self-Determination Theory-Motivating the Unmotivated |
| Quelle | In: Educational Practice and Theory, 44 (2022) 2, S.5-14 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1323-577X |
| DOI | 10.7459/ept/44.2.02 |
| Schlagwörter | Self Determination; Motivation; Incentives; Research Needs; Theories; Psychological Needs; Personal Autonomy; Neurosciences; Generational Differences; Education |
| Abstract | This article is a review of the Self-determination theory (SDT) of Motivation. The theory identifies motivation as a continuum ranging from amotivation to extrinsic motivation and finally to intrinsic motivation (Ryan & Deci, 2000). Intrinsic motivation, thought of as the highest form of motivation satisfying the innate psychological needs for competence, autonomy, and relatedness. These psychological needs are given as a prototype of self-determined behavior and activity. The theory suggests that extrinsic motivated behaviors can vary in the extent to which they represent Self-determination, ranging from the lowest type of external regulation motivation to the highest type of integrated motivation. In this review I wish to present the SDT theory of motivation and to argue that intrinsic and extrinsic motivation must be reconsidered. Although I acknowledge the positive effects of intrinsic motivation I urge educators and researchers to consider the benefits of extrinsic motivation. I critically examine the evidence for and against the model, discuss its limitations, and identify critical gaps for future research. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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